Can Social Meaningfulness and Repeat Exposure Help Infants and Toddlers Overcome the Video Deficit?

113 citations recorded by the source corpus.

How researchers see this paper

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

Building Meaningful Parasocial Relationships Between Toddlers and Media Characters to Teach Early Mathematical Skills (2013, background): “Not surprisingly, children learned better from onscreen presentations by their mothers than by strangers, even if both individuals responded contingently to their actions (Krcmar, 2010), perhaps”
Toddlers' Learning From Socially Meaningful Video Characters (2011, background): “E-mail: calverts@georgetown.edu 216 television (Troseth, 2003), or the mother presents the onscreen task (Krcmar, 2010).”
Impacts of technology use on children (2019, background): “However, some of the video deficit effects can be partially mitigated when simple actions are repeated (Barr et al., 2007[72]) or when the onscreen character is socially meaningful to the watcher (e.g. the child’s mother) (Krcmar, 2010[73]).”
Memory Constraints on Infant Learning From Picture Books, Television, and Touchscreens (2013, background): “Several other factors contribute to the transfer deficit during infancy, including age-related changes in attentional processing (see Richards, 2010), language processing (see Linebarger & Vaala, 2010), and processing of social contingency and social meaningfulness (see Krcmar, 2010; Troseth, 2010).”