"Vámonos Means Go, but That's Made up for the Show": Reality Confusions and Learning from Educational TV

Autor/inn/en	Mares, Marie-Louise; Sivakumar, Gayathri
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01