Video Comprehensibility and Attention in Very Young Children

Autor/inn/en	Pempek, Tiffany A.; Kirkorian, Heather L.; Richards, John E.; Anderson, Daniel R.; Lund, Anne F.; Stevens, Michael
Titel	Video Comprehensibility and Attention in Very Young Children
Quelle	In: Developmental Psychology, 46 (2010) 5, S.1283-1293 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0020614
Schlagwörter	Television; Attention Span; Young Children; Video Technology; Age Differences; Toddlers; Auditory Stimuli; Visual Stimuli; Physiology; Child Development; Developmental Stages + Suchen Sie Ihr Suchwort? Fernsehen; Fernsehtechnik; Frühe Kindheit; Age; Difference; Age difference; Altersunterschied; Infant; Infants; Toddler; Kleinkind; Auditive Stimulation; Physiologie; Kindesentwicklung
Abstract	Earlier research established that preschool children pay less attention to television that is sequentially or linguistically incomprehensible. The authors of this study determined the youngest age for which this effect can be found. One hundred and three 6-, 12-, 18-, and 24-month-olds' looking and heart rate were recorded while they watched "Teletubbies", a television program designed for very young children. Experimenters manipulated comprehensibility by either randomly ordering shots or reversing dialogue to become backward speech. Infants watched 1 normal segment and 1 distorted version of the same segment. Only 24-month-olds, and to some extent 18-month-olds, distinguished between normal and distorted videos by looking for longer durations toward the normal stimuli. The results suggest that it may not be until the middle of the second year that children demonstrate the earliest beginnings of comprehension of video as it is currently produced. (Contains 1 table and 3 figures.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10