Television and Reality: Toddlers' Use of Visual Information from Video to Guide Behavior

By Kelly L. Schmitt, Daniel R. Anderson. 2002

164 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/bec2ae2249d80c8eabe9abcc12fc632d146720e1

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In Developmental and Educational Psychology

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In Sociology and Political Science

Citations in the corpus

Television and Very Young Children (2005, background): “On either task, 3-year-olds did well (Schmitt & Anderson, 2002); 2½-year-olds did well with video in one study (Troseth & DeLoache, 1998) and at an intermediate level in another (Schmitt & Anderson, 2002).”
Can Toddlers Learn Vocabulary from Television? An Experimental Approach (2007, unknown): “Given the recent rise in programs targeting toddlers and preverbal children, little research has investigated the impact of television on these youngsters (see DeLoache, 2000; Barr & Hayne, 1999; and Schmitt & Anderson, 2002, for some notable exceptions).”
Infants’ and Toddlers’ Television Viewing and Language Outcomes (2005, methodology): “…to elicit a variety of behaviors including deferred imitation (Barr & Hayne, 1999; Meltzoff, 1988), learning from emotional cues (Mumme & Fernald, 2003), search behaviors (Schmitt & Anderson, 2002), and vocabulary learning (Grela, Lin, & Krcmar, 2003; Pruden, Hirsh-Pasek, Maguire, & Meyer, 2003).”
Toddlers' Learning From Socially Meaningful Video Characters (2011, background): “…exposure to content on screens is pervasive, infants and toddlers learn better from a live rather than a video presentation (e.g., Barr & Hayne, 1999; Kuhl, Tsao, & Liu, 2003; Schmitt & Anderson, 2002; Troseth & DeLoache, 1998), a phenomenon known as the video deficit (Anderson & Pempek, 2005).”
Building Meaningful Parasocial Relationships Between Toddlers and Media Characters to Teach Early Mathematical Skills (2013, background): “…1–2 hours per day (Common Sense Media, 2011), yet they experience a video deficit in which they learn better from a live presentation than from a video presentation (e.g., Anderson & Pempek, 2005; Barr & Hayne, 1999; Kuhl, Tsao, & Liu, 2003; Schmitt & Anderson, 2002; Troseth & DeLoache, 1998).”