A Capacity Model of Children's Comprehension of Educational Content on Television

By S. Fisch. 2000

258 citations recorded by the source corpus.

Subfields: Education, Literature and Literary Theory, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/b148c21871e9ab4f54c705450551a012794a91b1

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Citations in the corpus

Comparing electronic and paper storybooks for preschoolers: Attention, engagement, and recall (2017, background): “Ultimately, the effectiveness of any application of these principles will depend on the cognitive load that the medium and the story content collectively impose on young children, whose executive functions are immature (Diamond, 2013; Fisch, 2000; Garon et al., 2008).”
Using narratives and storytelling to communicate science with nonexpert audiences (2014, background): “Specifically, educational content that is more integral to the plotline of the narrative requires less cognitive resources for comprehension and leads to enhanced learning (27), a prediction that has found empirical support elsewhere in narrative research (12, 13).”
Toddlers' Learning From Socially Meaningful Video Characters (2011, background): “Second, learning from videos requires very young children to process multiple aspects of the presentation simultaneously, such as the narration, the visual images, and the characters (Fisch, 2000).”
Relation between active mediation, exposure to Daniel Tiger’s Neighborhood, and US preschoolers’ social and emotional development (2016, background): “Second, children can learn from prosocial programming that is entertaining, especially when the lesson is incorporated into the narrative being portrayed because the same cognitive resources are being used to process both the lesson and the narrative simultaneously (Fisch, 2000).”
Introducing the PCMC Model: An Investigative Framework for Young People's Processing of Commercialized Media Content (2010, unknown): “In the commercial media environment, the recipient’s primary goal is generally to watch a program, use a Website, or play a video game (Fisch, 2000), and processing the persuasive message is merely a secondary task (Nebenzahl & Jaffe, 1998).”
The laptop and the lecture: The effects of multitasking in learning environments (2003, background): “Yet there is a long tradition of psychological and media communication research that indicates that our ability to engage in simultaneous task is, at best, limited (Fisch, 2000; Lang, 2000), and at worst, virtually impossible (James, 1890; Woodsworth, 1921; Broadbent, 1958).”