Young children's use of video as a source of socially relevant information.
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.
Troseth
Georgene L
GL
Department of Psychology and Human Development, Vanderbilt University, Nashville, TN 37203, USA. georgene.troseth@vanderbilt.edu
Saylor
Megan M
MM
Archer
Allison H
AH