Toddlers' Learning From Socially Meaningful Video Characters

By Alexis R. Lauricella, A. A. Gola, Sandra L. Calvert. 2011

133 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Education, Information Systems

View Paper: https://www.semanticscholar.org/paper/7af063ef03e4f13ea98047192bfd5461a92dab49

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Sandra L. Calvert
2. Kathy Hirsh-Pasek
3. Alexis R. Lauricella
4. Roberta Michnick Golinkoff 

In Education

1. Bradley J. Bond
2. Sandra L. Calvert
3. Roberta Michnick Golinkoff 
4. Kathy Hirsh-Pasek
5. Alexis R. Lauricella
6. Angeline S. Lillard

In Information Systems

1. Bradley J. Bond
2. Sandra L. Calvert
3. Alexis R. Lauricella

Citations in the corpus

• Putting Education in “Educational” Apps (2015, background): “Characters with which 2-year-olds have parasocial relationships can also help teach them early math skills (Lauricella, Gola, & Calvert, 2011) better than a video of an unfamiliar figure.”
• A Model and Measure of US Parents' Perceptions of Young Children's Parasocial Relationships (2014, background): “Because children learn more from characters that they find to be socially meaningful (Lauricella et al., 2011), developing PSR with characters in educational media may increase the likelihood that children will master the educational lessons they are expected to learn from media characters (Gola et…”
• Building Meaningful Parasocial Relationships Between Toddlers and Media Characters to Teach Early Mathematical Skills (2013, methodology): “…to smile when the meaningful character Elmo was demonstrating an onscreen seriation task than when the unfamiliar character DoDo was doing the same exact task onscreen, indicating that toddlers had feelings about Elmo that were consistent with a parasocial relationship (Lauricella et al., 2011).”