Representational Flexibility: How Toddlers use Representations from Books and TV

表征灵活性：幼儿如何使用书籍和电视中的表征

• 批准号: 7581237
• 负责人: RACHEL F. BARR
• 金额: $ 7.89万
• 依托单位: GEORGETOWN UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-03-20 至 2010-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7581237
• 关键词: Adult; Attention; Awareness; Books; Child; Cognitive; Development; Educational process of instructing; Event; Exhibits; Exposure to; Family Dasypodidae; Investigation; Learning; Life; Memory; Modeling; Narration; Parents; Policy Maker; Process; Public Health; Readiness; Reading; Research; Role; Schools; Series; Sleep; Television; Testing; Toddler; Work; base; design; emotion regulation; flexibility; novel; programs; public health relevance; skills; teacher; tool

DESCRIPTION (provided by applicant): Project Summary Television viewing and picture-book reading are prevalent activities during toddlerhood (Rideout, Vandewater & Wartella, 2003). Parents and teachers assume that toddlers' can easily learn from these symbolic media by transferring new information from books or television to the corresponding real-world objects they encounter in their daily lives. For example, one would expect that a child who is shown an armadillo in a book or on television would recognize it at the zoo sometime later. However, making this connection may be quite difficult for toddlers. Based on Hayne's (2004) representational flexibility hypothesis the degraded perceptual attributes of the symbolic representation may make learning from these media a challenging task for toddlers', especially when they are tested under difficult conditions (i.e., no narration, long delays, novel reminders). To date, however, very few empirical studies have explored the way in which toddlers learn from media exposure. Recent research shows that under some conditions toddlers' can relate the material presented from books and television to the corresponding real-world objects (Barr & Hayne, 1999; Meltzoff, 1988; Simcock & DeLoache, 2006). However, the range of conditions under which information learned from media is recalled has yet to be systematically explored. In the proposed research we will use an imitation paradigm to explore ecologically valid conditions under which toddlers' exhibit learning from media presentations. Imitation assesses higher cognitive skills and involves an adult modeling a series of target actions to the toddler who is later given an opportunity to reproduce them. First, we will examine the effect of narration on imitation from television and books. Second, we will examine the duration of retention for information learned from television and books. Third, we will examine the effect of reminders on the retention of information learned from television and books. The proposed research will have important theoretical implications for our understanding of the development of learning and memory from symbolic media in a range of challenging conditions. It will help inform parents, teachers and policy makers about the validity of claims that early exposure to books has positive effects on cognitive development whereas early television exposure has negative effects (APA, 1999). Finally, the research will have important practical implications for people working with toddlers as how to best design and use media as effective teaching tools. PUBLIC HEALTH RELEVANCE: There is an increasing awareness of the public health implications of early exposure to television and books. Studies have demonstrated both positive and negative associations between media exposure and attention, sleep, and emotion regulation and school readiness. Direct investigation of the cognitive processing of symbolic content during toddlerhood warrants further investigation.

描述（由申请人提供）：项目摘要电视查看和图画书阅读是幼儿期间普遍的活动（Rideout，Vandewater＆Wartella，2003年）。父母和老师认为，幼儿可以通过将新信息从书籍或电视转移到他们日常生活中遇到的相应的现实世界中，可以轻松地从这些符号媒体中学习。例如，人们会期望一个在书或电视上展示盔甲的孩子会以后在动物园里认识到它。但是，对于幼儿而言，建立这种联系可能很困难。根据海恩（Hayne，2004年）的代表性灵活性假设，符号表示的降级感知属性可能使从这些媒体中学习成为幼儿的挑战性任务，尤其是在困难条件下对它们进行测试（即没有叙事，长期延迟，新的提醒，新颖的提醒）。但是，迄今为止，很少有实证研究探讨了幼儿从媒体接触中学习的方式。最近的研究表明，在某些条件下，幼儿可以将从书籍和电视提出的材料与相应的现实对象联系起来（Barr＆Hayne，1999； Meltzoff，1988； Simcock＆Deloache，2006）。但是，从媒体中学到的信息尚未系统地探索的条件范围。在拟议的研究中，我们将使用模仿范式来探索幼儿从媒体演示中展示学习的生态有效条件。模仿评估了更高的认知能力，并涉及成人对小孩进行一系列目标行动的建模，后来有机会重现它们。首先，我们将研究叙事对电视和书籍的模仿的影响。其次，我们将研究保留持续时间，以了解从电视和书籍中汲取的信息。第三，我们将研究提醒对从电视和书籍中学到的信息保留的影响。拟议的研究将对我们对在一系列具有挑战性的条件下从符号媒体发展学习和记忆发展的理解具有重要的理论意义。它将有助于告知父母，老师和政策制定者关于早期接触书籍对认知发展有积极影响的主张的有效性，而早期电视的暴露会产生负面影响（APA，1999年）。最后，这项研究将对与幼儿一起工作的人们具有重要的实际影响，因为如何最好地设计和使用媒体作为有效的教学工具。 公共卫生相关性：对早期接触电视和书籍的公共卫生影响的认识越来越多。研究表明，媒体暴露与注意力，睡眠，情绪调节和学校准备之间的正面和负面关联。直接研究幼儿期间符号含量的认知处理需要进一步研究。