Journal
DEVELOPMENTAL SCIENCE
Volume 10, Issue 6, Pages 910-921Publisher
WILEY
DOI: 10.1111/j.1467-7687.2007.00641.x
Keywords
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Funding
- Direct For Social, Behav & Economic Scie
- Division Of Behavioral and Cognitive Sci [1064288] Funding Source: National Science Foundation
- Direct For Social, Behav & Economic Scie
- Division Of Behavioral and Cognitive Sci [0835835, 1139257] Funding Source: National Science Foundation
- NICHD NIH HHS [HD043047-01, R03 HD043047] Funding Source: Medline
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During the second year of life, infants exhibit a video deficit effect. That is, they learn significantly less from a televised demonstration than they learn from a live demonstration. We predicted that repeated exposure to televised demonstrations would increase imitation from television, thereby reducing the video deficit effect. Independent groups of 6- to 18-month-olds were exposed to live or videotaped demonstrations of target actions. Imitation of the target actions was measured 24 hours later. The video segment duration was twice that of the live presentation. Doubling exposure ameliorated the video deficit effect for 12-month-olds but not for 15- and 18-month-olds. The 6-month-olds imitated from television but did not demonstrate a video deficit effect at all, learning equally well from a live and video demonstration. Findings are discussed in terms of the perceptual impoverishment theory and the dual representation theory.
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