Papers by Georgene L Troseth
Advances in Child Development and Behavior
Advances in Child Development and Behavior
Early Childhood Research Quarterly
Frontiers in Psychology
Joint engagement with a speaker is one cue children may use to establish that an interaction is r... more Joint engagement with a speaker is one cue children may use to establish that an interaction is relevant to them and worthy of attention. People on pre-recorded video cannot engage contingently with a viewer in shared experiences, possibly leading to deficits in learning from video relative to learning from responsive face-to-face encounters. One hundred and seventy-six toddlers (24 and 30 months old) were offered referential social cues disambiguating a novel word's meaning in one of four conditions: responsive live (a speaker was present and engaged with children); unresponsive video (a speaker on video looked at the camera and smiled at scripted times); unresponsive live (although present, the speaker behaved as she did on the unresponsive video), and responsive video (a speaker on closed-circuit video engaged with children, as in video chat). Children of both ages reliably learned the word in the responsive live condition, and older children (30 months) learned in the unresponsive live condition. Neither group learned in the responsive or unresponsive video conditions. The results show that the addition of communicative social cues to the video presentation via video chat was not sufficient to support learning in this case. Rather, toddlers' transfer and generalization of words presented on video chat may depend on other contextual factors, such as co-viewers who scaffold their learning. Live, responsive video as implemented in this and prior studies is compared, with implications for the use of video chat via the Internet with young children.
Journal of experimental child psychology, Jan 6, 2017
Social cues are one way young children determine that a situation is pedagogical in nature-contai... more Social cues are one way young children determine that a situation is pedagogical in nature-containing information to be learned and generalized. However, some social cues (e.g., contingent gaze and responsiveness) are missing from prerecorded video, a potential reason why toddlers' language learning from video can be inefficient compared with their learning directly from a person. This study explored two methods for supporting children's word learning from video by adding social-communicative cues. A sample of 88 30-month-olds began their participation with a video training phase. In one manipulation, an on-screen actress responded contingently to children through a live video feed (similar to Skype or FaceTime "video chat") or appeared in a prerecorded demonstration. In the other manipulation, parents either modeled responsiveness to the actress's on-screen bids for participation or sat out of their children's view. Children then viewed a labeling demonstr...
International Journal of Child-Computer Interaction, 2016
To promote young children’s learning from screen-based digital books, parents, educators, researc... more To promote young children’s learning from screen-based digital books, parents, educators, researchers, and designers might productively consult research about very young children’s learning from another screen-based medium: video. This extensive literature reveals challenges to young children’s learning from digital screens that extends from infancy throughout the preschool years. The youngest viewers learn better watching real events “face to face” than they do watching video, and have trouble transferring information from a screen to the real world. Supports for learning include particular experiences, active mediation by social partners, and select built-in features. Each support is reviewed in regard to its potential relevance to digital books.
Http Dx Doi Org 10 1080 15248370701446772, Sep 5, 2008
... a , Joan MT Walker a & David A. Cole a pages 309-331. ... Jordan, AB and Woodward, EH... more ... a , Joan MT Walker a & David A. Cole a pages 309-331. ... Jordan, AB and Woodward, EH IV. 2001. Electronic childhood: The availability and use of household media by 2-to 3-year-olds.. Zero to Three , 22: 49. View all references; Rideout, Vandewater, & Wartella, 200338. ...
Infant Behav Develop, 2003
Infant Behavior and Development, Apr 1, 2003
In two studies, 9-month-old infants were shown a video of a series of stationary and moving objec... more In two studies, 9-month-old infants were shown a video of a series of stationary and moving objects. The infants directed the same kinds of behaviors toward objects on a video monitor as children of this age in earlier research directed toward color photographs: They hit at and attempted to grasp the items depicted on the screen. As with pictures, a decline in manual behaviors and an increase in pointing and vocalizing toward the video were found with 15-and 19-month-olds. These results support the notion that very young children must learn about the dual nature of depictions (that pictures are both objects in themselves and representations of something else) and the typical ways in which adults respond to such symbols.
Journal of Children and Media, 2016
Printout. Thesis (Ph. D.)--University of Illinois at Urbana-Champaign, 2000. Vita. Includes bibli... more Printout. Thesis (Ph. D.)--University of Illinois at Urbana-Champaign, 2000. Vita. Includes bibliographical references (leaves 59-65).
Advances in child development and behavior, 2004
... As will be clear from the research we discuss, we agree that no picture is ever seen with ani... more ... As will be clear from the research we discuss, we agree that no picture is ever seen with aninnocent eye, but our reason for ... For instance, DeLoache, Strauss, and Maynard (1979) found that after habituating to a small doll, 5-month-olds transferred their habituation to both color ...
Journal of Experimental Child Psychology, 2008
Imitation of people on educational television is a potential way for very young children to learn... more Imitation of people on educational television is a potential way for very young children to learn new skills. Although toddlers in previous studies exhibited a "video deficit" in learning, 24-month-olds in Study 1 successfully reproduced behaviors modeled by a person who was on video as well as they did those modeled by a person who was present in the room (even after a 24-hour delay). Neither displaced filming context nor cuts between actions affected toddler's imitation from video. Shortening the demonstration in Study 2 affected imitation in the video condition but not in the live condition. In Study 3, 24-month-olds who viewed the original, longer videos on their family TV (with which they had a viewing history) imitated significantly less than those who viewed the videos on the lab monitor. Imitation of a live modeler was the same across settings (home or lab). Implications for toddlers' judgments of reliable information sources and for the design of educational television programs are discussed.
Journal of Cognition and Development, 2007
... a , Joan MT Walker a & David A. Cole a pages 309-331. ... Jordan, AB and Woodward, EH... more ... a , Joan MT Walker a & David A. Cole a pages 309-331. ... Jordan, AB and Woodward, EH IV. 2001. Electronic childhood: The availability and use of household media by 2-to 3-year-olds.. Zero to Three , 22: 49. View all references; Rideout, Vandewater, & Wartella, 200338. ...
Infant Behavior and Development, 1996
Infant Behavior and Development, 1998
Throughout life, we acquire a great deal of general information about the world through symbolic ... more Throughout life, we acquire a great deal of general information about the world through symbolic media, including television. Previous research has established that very young children, unlike older people, often have difficulty using a symbol (e.g., a scale model or picture of a room) as a source of information about the location of an object hidden in the room itself. We recently demonstrated that the same is true for the familiar and salient medium of video: 24-month-olds who watched a live video presentation of an experimenter hiding a toy in the room next door usually did not retrieve the toy (44%). A group of 30-month-olds performed successfully (79%) in this task Other 24month-olds who watched identical hiding events directly through a window (the same size and location as the video monitor) had perfect performance (100%).
Uploads
Papers by Georgene L Troseth