Script development and memory organization in preschool and elementary school children∗

Adams, Lea T.; Worden, Patricia E.

doi:10.1080/01638538609544637

Cited by 28 publications

(25 citation statements)

References 15 publications

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“…Familiarity What Preschoolers Bring to the Show with the general concepts presented in the program can also facilitate greater comprehension. This finding aligns closely with research done in the domain of scripts and schemas (Adams & Worden, 1986;Collins & Wellman, 1982;Spilich et al, 1979). Rather than learning completely novel concepts, which might require repeated exposure, children who had some prior knowledge related to the program were able to retain the concepts and information, even in a one-time exposure situation, because they had a pre-existing mental structure for storing the new information.…”

Section: Discussionsupporting

confidence: 88%

“…Prior knowledge is highly related to literature on scripts and schemas, that is, organizational knowledge structures that guide encoding, storage, and retrieval (Adams & Worden, 1986). Several studies have found that very young children rely on these scripts and schemas for comprehension and inferencemaking (Collins & Wellman, 1982;Hudson & Slackman, 1990).…”

Section: Prior Knowledgementioning

confidence: 99%

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What Preschoolers Bring to the Show: The Relation Between Viewer Characteristics and Children’s Learning from Educational Television

Aladé

Nathanson

2016

Media Psychology

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Section: Discussionsupporting

confidence: 88%

Section: Prior Knowledgementioning

confidence: 99%

What Preschoolers Bring to the Show: The Relation Between Viewer Characteristics and Children’s Learning from Educational Television

Aladé

Nathanson

2016

Media Psychology

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“…Although older children are better able to express event scripts verbally than younger children (due to their more advanced verbal abilities), there is no evidence that there is a significant difference in the ratings of the typicality of particular events in the scripts of preschool children and young school-age children (Adams & Worden, 1986; Farrar & Goodman, 1992; Hudson, Shapiro, & Sosa, 1995; Hudson & Nelson, 1986; McCartney & Nelson, 1981; Price & Goodman, 1990). …”

Section: Introductionmentioning

confidence: 99%

It's always snack time: An investigation of event scripts in young children.

2015

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This study examined whether young children include eating in their cognitive scripts for various events, and whether food-related scripts are associated with body mass index (BMI) percentile. Data were collected in a structured interview format. Participants, recruited from area preschools and day cares, provided a four-activity sequence for each of three events, and responses were recorded verbatim. Forty-four children (45% female) participated, with an average BMI percentile of 73.3% (SD = 25.9). Data were binarily coded to indicate whether each response was food-related. Frequencies were obtained, and responses were correlated with BMI percentile. Over 22% of the activities in the children’s scripts involved food. The number of food-related activities reported was positively correlated with children’s BMI percentile (r = 0.53, p = 0.03). Results provide preliminary evidence that food features prominently in young children’s event scripts and that children with higher BMI percentiles may possess scripts that feature more food-related themes. Future researchers should investigate the causal nature of this relationship.

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“…For instance, materials thatcan be related to a common script are remernbered better by young children than materials that are taxonomically related (e.g., Lucariello & Nelson, 1985). Although the scripts possessed by 3-to 4-yearold children are very general, they become increasingly specific and complete with development (e.g., Adams & Worden, 1986).…”

mentioning

confidence: 99%