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Autor/inn/en | Mares, Marie-Louise; Sivakumar, Gayathri |
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Titel | "Vámonos Means Go, but That's Made up for the Show": Reality Confusions and Learning from Educational TV |
Quelle | In: Developmental Psychology, 50 (2014) 11, S.2498-2511 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0012-1649 |
DOI | 10.1037/a0038041 |
Schlagwörter | Educational Television; Young Children; Imagination; Hispanic Americans; Chinese Americans; Whites; Age Differences; Comprehension; Fantasy; Spanish; Cartoons; Cognitive Development; Ethnic Groups; Misconceptions; Coding; Questionnaires; Statistical Analysis; Cultural Differences; Beliefs Bildungsfernsehen; Schulfernsehen; Frühe Kindheit; Hispanic; Hispanoamerikaner; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; White; Weißer; Age; Difference; Age difference; Altersunterschied; Verstehen; Verständnis; Fantasie; Spanisch; Zeichentrickfilm; Kognitive Entwicklung; Ethnie; Missverständnis; Codierung; Programmierung; Fragebogen; Statistische Analyse; Kultureller Unterschied; Belief; Glaube |
Abstract | Educational television for young children often combines factual content with fantasy. In 2 experiments, we examined 3- to 5-year-olds' reality judgments and the implications for their learning. In the 1st study, 145 children watched 3 clips featuring (respectively) a Hispanic, a Chinese American, and an Anglo character. Responses indicated age differences in character-reality judgments (e.g., "'X' can hear me"), acceptance of fantasy (e.g., talking backpacks), rejection of factual content (i.e., Spanish and Chinese words are "just pretend") but not perceived learning. Perceived reality of Chinese and Spanish words used by the characters partially mediated age differences in word comprehension, controlling for viewer ethnicity. In the 2nd study, 114 children were randomly assigned to see clips featuring either Hispanic or Chinese traditions and words. Age differences in reality judgments were replicated and were partially mediated by children's use of evidence or arguments to justify reality judgments and (to a lesser extent) by their cognitive flexibility. Further, children's reality judgments partially mediated age differences in learning of the educational content. Results suggest that reality distinctions improve with age, contributing to children's learning. (As Provided). |
Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |