Young people and the media: Special Issue

Durkin, Kevin; Blades, Mark

doi:10.1348/026151008x400472

Cited by 11 publications

(8 citation statements)

References 73 publications

(64 reference statements)

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“…Studies that examine 2D to 3D transfer of learning over long retention intervals will provide us with important practical and educational information about learning across these different media platforms during toddlerhood. At the same time, these findings provide us with new theoretical information, garnered from highly controlled manipulations, about the developmental course of transfer of learning (DeLoache, Simcock & Marzolf, 2004; Durkin & Blades, 2009; Keates, Graham, Ganea, under review) and the development of representational flexibility (Hayne, 2006). Taking Barnett and Ceci’s (2002) taxonomy of transfer framework into consideration, the present study of transfer of learning from 2D sources allows for specific manipulation of modality (from 2D to 3D), social (media model v experimenter), and temporal context (immediate v. delay).…”

mentioning

confidence: 83%

Long-term transfer of learning from books and video during toddlerhood

Brito

Barr

McIntyre

et al. 2012

Journal of Experimental Child Psychology

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Television viewing and picture book reading are prevalent activities during toddlerhood and research has shown that toddlers can imitate from both books and videos after short delays (Barr & Hayne, 1999; Simcock & DeLoache, 2006). This is the first study to directly compare toddlers’ long-term retention rates for target actions learned from a video or book. Toddlers (N = 158) aged 18- and 24-months saw an experimenter demonstrating how to make a novel 3-step toy rattle via a pre-recorded video or a picture book. The toddlers’ imitation of the target actions was tested after a specific delay (e.g., 2 weeks, 4 weeks) and their performance was compared to that of age-matched controls who did not see a demonstration. The 18-month-olds retained the target actions for 2 weeks, exhibiting forgetting at 4 weeks, whereas the 24-month-olds retained the information for up to 4 weeks, exhibiting forgetting at 8 weeks. Retention rates for books and videos did not differ at either age. These findings demonstrate very impressive retention from a brief 2D media demonstration and they contribute to our overall understanding of long-term memory processes during infancy.

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mentioning

confidence: 83%

Long-term transfer of learning from books and video during toddlerhood

Brito

Barr

McIntyre

et al. 2012

Journal of Experimental Child Psychology

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“…Studies that examine 2D to 3D transfer of learning provide us with important practical, educational information about learning across these different media platforms. At the same time, these findings will also provide us with new theoretical information, garnered from highly controlled manipulations, about the developmental course of transfer of learning (Durkin & Blades, 2009). Taking Barnett and Ceci’s framework into consideration, studies of transfer of learning from 2D sources allows for specific manipulation of modality (from 2D to 3D and vice versa), physical context (different experimenter, different room), temporal context (immediate v. delay), tasks difficulty (simple v. complex tasks), memory demands (practice, repetition, delay), and perceptual and linguistic cues.…”

mentioning

confidence: 85%

Transfer of learning between 2D and 3D sources during infancy: Informing theory and practice

Barr¹

2010

Developmental Review

234

171

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The ability to transfer learning across contexts is an adaptive skill that develops rapidly during early childhood. Learning from television is a specific instance of transfer of learning between a 2-Dimensional (2D) representation and a 3-Dimensional (3D) object. Understanding the conditions under which young children might accomplish this particular kind of transfer is important because by 2 years of age 90% of US children are viewing television on a daily basis. Recent research shows that children can imitate actions presented on television using the corresponding real-world objects, but this same research also shows that children learn less from television than they do from live demonstrations until they are at least 3 years old; termed the video deficit effect. At present, there is no coherent theory to account for the video deficit effect; how learning is disrupted by this change in context is poorly understood. The aims of the present review are (1) to review the conditions under which children transfer learning between 2D images and 3D objects during early childhood, and (2) to integrate developmental theories of memory processing into the transfer of learning from media literature using Hayne's (2004) developmental representational flexibility account. The review will conclude that studies on the transfer of learning between 2D and 3D sources have important theoretical implications for general developmental theories of cognitive development, and in particular the development of a flexible representational system, as well as policy implications for early education regarding the potential use and limitations of media as effective teaching tools during early childhood.The notion of transfer of learning across contexts has been central to memory theorists since the time of Thorndike (1932) and many recent memory theories have been developed that have transfer of learning at their core. Theorists generally assume that a memory is a hypothetical collection of attributes that represent what the subject noticed at the time of original encoding (

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“…Although some estimates of scholarly publication have suggested a lack of research into mediated transactions relative to research into person‐to‐person interactions in development (Durkin & Blades, 2009), there has been a surge of research in the past decade comparing infants’ and toddlers’ interactions with and learning from live and screen models. As outlined next, research examining infants’ and toddlers’ learning from screen media has typically focused on studies of visual and auditory perception, symbolic understanding, imitation, and word learning.…”

Section: The First 3 Years: Learning About Screen Mediamentioning

confidence: 99%

Media as Social Partners: The Social Nature of Young Children’s Learning From Screen Media

2011

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Television has become a nearly ubiquitous feature in children's cultural landscape. A review of the research into young children's learning from television indicates that the likelihood that children will learn from screen media is influenced by their developing social relationships with on-screen characters, as much as by their developing perception of the screen and their symbolic understanding and comprehension of information presented on screen. Considering the circumstances in which children under 6 years learn from screen media can inform teachers, parents, and researchers about the important nature of social interaction in early learning and development. The findings reviewed in this article suggest the social nature of learning, even learning from screen media.

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Young people and the media: Special Issue

Cited by 11 publications

References 73 publications

Long-term transfer of learning from books and video during toddlerhood

Long-term transfer of learning from books and video during toddlerhood

Transfer of learning between 2D and 3D sources during infancy: Informing theory and practice

Media as Social Partners: The Social Nature of Young Children’s Learning From Screen Media

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