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Children's Media Use Flashcards

(54 cards)

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1
Q

4 key theories in media research

A
  1. Displacement hypothesis
  2. Goldilocks hypothesis
  3. Transfer deficit
  4. Stimulation hypothesis
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2
Q

Displacement hypothesis suggests that media use…

A

May take away time from other beneficial activities

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3
Q

Displacement Hypothesis

Lack of engagement with a beneficial activity

A

Is associated with worse outcomes

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4
Q

Displacement Hypothesis

The theory only works if we assume that if the child wasn’t watching TV….

A

They would be engaging in beneficial activities

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5
Q

Displacement Hypothesis

Assumes a negative _______ relationship

A

Monotonic

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6
Q

Goldilocks Hypothesis

Stipulates moderate technology use is not

A

Intrinsically harmful

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7
Q

Goldilocks Hypothesis

Stipulates _______ technology use is not intrinsically harmful

A

Moderate

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8
Q

Goldilocks Hypothesis

Stipulates too much technology use may

A

Displace meaningful activities

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9
Q

Goldilocks Hypothesis

Stipulates too LITTLE technology use may

A

Result in missing important information/skills

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10
Q

Pryzbylski + Weinstein (2017) support the Goldilocks Hypothesis, stating that moderate media use

A

In adolescents is NOT harmful

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11
Q

Pryzbylski + Weinstein (2017) support the __________, stating that moderate media use is not harmful

A

Goldilocks hypothesis

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12
Q

Transfer deficit

A

The phenomenon where children learn more from LIVE INTERACTIONS than 2D media

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13
Q

One example of a paradigm testing transfer deficit?

A

Children watch 2D demonstration

Asked to complete 3D version of task

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14
Q

Children watch 2D demonstration
Asked to complete 3D version of task

Failure to complete this task is seen as

A

Transfer deficit

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15
Q

One explanation for transfer deficit

A

Change in modality (from perceptual to physical) is COGNITIVELY DEMANDING

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16
Q

Barr, 2010 (Transfer deficit)

________ on memory flexibility may play a role in transfer deficit

A

Age-related constraints

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17
Q

Transfer Deficit

The ability to transfer information could be moderated by (1) and (2)

A
  1. Type of media

2. Context of media (e.g. co-use with parents)

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18
Q

Transfer Deficit

Methodological issue

A

Relies on transferring between 2D and 3D

We don’t know how children can transfer general skills

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19
Q

Stimulation Hypothesis stipulates that media is beneficial/harmful

A

Beneficial

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20
Q

Stimulation Hypothesis

Suggests media content is incorporated…

A

Into play/creative ideas

Leads to increased quality/quantity

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21
Q

Stimulation Hypothesis

Could be interpreted as “……..” between digital and non-digital play

A

Blurring the boundaries

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22
Q

Subbotsky, Hysted +Jones (2010) (Harry Potter)

4-6 year olds who watched HP…

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A

Performed better in creativity tests

23
Q

Subbotsky, Hysted + Jones (2010) (Harry Potter)
4-6 year olds who watched HP performed better in creativity tests.

What hypothesis does this support?

Study These Flashcards
A

Stimulation hypothesis

24
Q

Subbotsky, Hysted + Jones (2010) (Harry Potter)

However, when might content not be beneficial?

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A

If it is negative i.e. fighting

25
Harrison + Williams (1986) RQ (2)
1. Diffs between non-TV + TV communities? | 2. Does TV affect creativity?
26
Harrison + Williams (1986) Method
Natural experiment in 3 communities | Over 2 years
27
Harrison + Williams (1986) What were the cross sectional findings?
DT higher in community with no TV
28
Harrison + Williams (1986) What were the longitudinal findings?
DT lower after introduction of TV | Dropped to same level as other communities
29
Harrison + Williams (1986) Which process occurred here?
Displacement
30
Harrison + Williams (1986) Displacement occurred because...
TV replaced DT-beneficial activities
31
Wright et al., (2001) RQ: How do TV programmes
Relate to intellectual development in L/M SES children?
32
Wright et al., (2001) Participants
2 cohorts (2-5 + 4-7) L/M SES
33
Wright et al., (2001) Method
Diaries of TV-viewing for 3 years + intellectual tests
34
Wright et al., (2001) What were the findings for television shows designed for GENERAL AUDIENCES?
Lower performance on school-related skills
35
Wright et al., (2001) What were the findings for EDUCATIONAL PROGRAMMES, i.e. Sesame Street?
Better school-related skills (word, number, vocab + school readiness)
36
Wright et al., (2001) Conclusion: which TV content is more beneficial?
Educational content Low/moderate SES background children
37
2 core studies on TV
Harrison + Williams (1986) | Wright et al., (2001)
38
3 key studies on Touchscreens
Christakis (2014) Huber et al., (2016) Zack + Barr (2016)
39
Christakis (2014) on touchscreens
TS's have a number of features meaning they are closer to real-world play
40
Huber et al., (2016) RQ (2)
1. Do 4-6 year olds improve at at a task after practicing on a touchscreen? 2. Does task modality affect performance?
41
Huber et al., (2016) Method
Tower of Hanoi task
42
Huber et al., (2016) Findings
Performance improved REGARDLESS of practice modality! (IRL or touchscreen)
43
Huber et al., (2016) Why might children have learnt equally well from the touchscreen?
Interactivity made it an active learning experience
44
Zack + Barr (2016) RQ: Does interaction quality....
Predict infant's transfer success?
45
Zack + Barr (2016) Participants
50 mothers and 50 (15m) infants
46
Zack + Barr (2016) Method
Mums had 5 mins to explain touchscreen button works same as IRL button
47
Zack + Barr (2016) Findings Interactional quality...
Predicted infant transfer success
48
Zack + Barr (2016) Findings: High quality interaction =
19x more likely to complete task
49
Zack + Barr (2016) Mothers play an important ________ role in transfer
Scaffolding
50
Zack + Barr (2016) Concluded What is critical for infant learning?
Input from engaged/responsive social partner
51
American Academy of Paediatrics What is the 2x2 rule based on?
Idea of displacement
52
American Academy of Paediatrics What is the 2x2 rule
< 2 = no screens | > 2 = max 2 hrs
53
Zimmerman, Christakis + Meltzoff (2007) Found negative association between...
Baby videos (baby Einstein) and language development in 6-16 months
54
Ferguson + Donnellan (2014) Method:
Reanalysed Zimmerman data Found pos. relationship between lang. development and videos

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