Journal
CHILD DEVELOPMENT
Volume 77, Issue 3, Pages 786-799Publisher
WILEY
DOI: 10.1111/j.1467-8624.2006.00903.x
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Funding
- NICHD NIH HHS [P30-HD-15052, HD-044751] Funding Source: Medline
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Although prior research clearly shows that toddlers have difficulty learning from video, the basis for their difficulty is unknown. In the 2 current experiments, the effect of social feedback on 2-year-olds' use of information from video was assessed. Children who were told face to face where to find a hidden toy typically found it, but children who were given the same information by a person on video did not. Children who engaged in a 5-min contingent interaction with a person (including social cues and personal references) through closed-circuit video before the hiding task used information provided to find the toy. These findings have important implications for educational television and use of video stimuli in laboratory-based research with young children.
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