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Psych 325 > Unit 3 > Flashcards

Unit 3 Flashcards

1
Q

What year did Sesame Street start?

A

1969

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2
Q

What was the goal/target of Sesame Street?

A

-foster intellectual and cultural development in preschoolers -target academic skills and socio-emotional skills -for children from low-income and marginalized bgs

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3
Q

Why did Sesame Street mix the cartoon and muppets sections with human characters?

A

Research showed kids were most interested in cartoons and the Muppets -the human characters had tedious dialogue scenes

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4
Q

What did studies find in regards to Sesame Street?

A

Linked w/ academic skills –> school preparedness, cognitive skills, vocab -learning about the world, social reasoning & attitudes towards outgroups

  • can persist for long time -higher hs grades in math, science, and english
  • most impact for 3-5yr olds
  • no difference across international
  • little evidence on gender, but indication that bigger impact for girls
  • significant impact for low & mid SES -& high
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5
Q

What population level effects did Sesame Street have?

A

-communities w/ SS had more kids in the right grade level (versus having kids behind a grade) -the presence of this 1 show effected academic level of children

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6
Q

What did the study with Super Why prove? And what was the study?

A
  • effected literacy skills in children who watched it -improved -experimental study - randomly assigned kids of same level to watch SW or a science program - both went up but SW group went much higher
  • can’t teach grammar
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7
Q

Can TV teach children?

A
  • yes, but depends on processing the narrative -then edu content comprehension -& distance
  • can teach literacy skills, socio-emotional skills, school preparedness -but can’t teach more complex skills such as grammar
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8
Q

Does media rot your brain? And where does this idea come from?

A

No it doesn’t necessarily

-comes from Reduction Hypothesis

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9
Q

What is the Reduction Hypothesis?

A
  • consuming high amounts of media leads to poor academic achievement & will reduce academic abilities
  • no evidence to support this
  • there is a correlation *
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10
Q

What concepts are included in the Reduction Hypothesis?

A
  • Time Displacement
  • Mental effort
  • Attention & impulsivity
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11
Q

What is the concept of Time Displacement (included in the Reduction Hypothesis)? & what are the findings? The exception?

A
  • you only have X amount of time in the day and media takes away from intellectually beneficial activities
  • but media actually displaces other media, not a reduction of intellectual activities
  • the exception - replaces reading for young children -impacts reading acquisition
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12
Q

What is the concept of mental effort (included in the Reduction Hypothesis)?

A

media use is passive and causes passive thinking to become the norm

  • no data to support this
  • does not include the content, only the medium
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13
Q

What is the concept of attention and impulsivity (included in the Reduction Hypothesis)?

A

shortens attention span and increases impulsive behaviour - causing a kid to struggle in an academic setting
-no research to support this

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14
Q

Between Mental effort, attention & impulsivity, and time displacement, which have sufficient data?

A
  • time displacement has limited data

- both mental effort and attention & impulsivity don’t have enough data

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15
Q

How can we explain the correlations btw amount of media use and academic achievement if there isn’t sufficient data?

A

a 3rd variable? -individuals who watch a high amount of media might be the type who struggles academically -or come from low socioeconomic households -parental involvement

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16
Q

What is the ‘Goldilocks’ theory when it comes to media use and academic achievement?

A
  • just right amount of media use to increase academic achievement, but too much will put you over the curvilinear pattern and you’ll start to do worse -positive correlation then peak then negative w/ heavy use
  • some say it’s 10hrs/wk others say 3hrs/wk -others say it varies by age
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17
Q

Does content matter? Who’s theories does this relate to?

A

Yes it does. Kirsch says this. Goes against Marshall McLuhan the medium is the message

18
Q

What is educational media?

A
  • Incorporates educational objectives -ex. math, sharing, social skills, morals, reading
  • For all ages – often think young kids, but older kids too like Bill Nye
  • Have goals – try and teach X
  • Typically distinct from media used formally within schools to teach
  • Very common – kids 2+ spend an hour a day w/ educational media
19
Q

What is entertainment media?

A

-General content – general audience content

20
Q

Give two examples of studies (not named) done in regards to educational and entertainment media.

A
  1. -study took 2 groups 2-3yr olds & 5-7yr olds -3 types of TV - child audience: informative/educational -child audience: cartoons -& general audience -measured for 3yrs -predictions related to media consumed -tested reading, math, vocab, school readiness skills -found informative had a positive relationship (strongest in youngest group) & general content had negative correlation -cartoons had a weak negative correlation
  2. -study -took 5yr olds -2 media types -informative & ‘violence action/adventure’ (didn’t code for violence) -measured 10yrs later -grades -informative had positive (mainly for boys) -violent had negative (mainly for girls)
21
Q

What are some general facts about Sesame Street?

A
  • first screened educational show
  • founded and continues to be based on research
  • has it’s own curriculum
  • is now in 140 countries
  • started as an experiment & a dramatization of kids inner thoughts
  • 1/3 to 1/2 of preschoolers in US watched it
  • demonstrates cultural tolerance
22
Q

What is an empirical study?

A

observed and measure phenomena -actual experience not theory of belief -direct and indirect observation or experience -tend to control for individual differences in pursuit of universal effects

23
Q

What were the limitations of Alade & Nathanson’s study?

A

-needed more economically diverse & nationally representative sample -validity for measures of prior knowledge and interest (kids self-reported) -if short term memory distinct from working memory? need more clarity

24
Q

What was the overall conclusions of Alade and Nathanson’s paper?

A

-capacity model is a nuanced understanding of young children’s experience w/ edu TV -when guided by developmental theory and info processing theory -w/in context of individual differences

25
Q

What is hierarchical multiple regression model?

A

-more variables added in separate steps -controls others to see whether adding variables effects model

26
Q

Does interest effect narrative content comprehension or educational content comprehension?

A

-no -but hard to conceptualize interest -not a significant predictor of comprehension

27
Q

What does effect narrative and educational content comprehension?

A

-verbal ability, short-term memory, prior knowledge related to narrative

28
Q

Is the theoretical principle of narrative dominance supported?

A

-yes -verbal ability, short-term memory, and prior knowledge related to narrative had indirect influence on edu content comprehension

29
Q

Generally do viewer characteristics effect narrative comprehension and educational content comprehension?

A

-yes -narrative comprehension mediates educational comprehension - but not interest -characteristics of short-term memory, verbal ability, and prior knowledge relating to the narrative effect

30
Q

Are narrative and educational content comprehension different processes?

A

-yes but parallel

31
Q

What is story schema theory?

A

prototypical story grammar that is present in most narratives – more closely a story corresponds to prototypical story structure the more easily ppl are able to understand & recall the story

32
Q

Examples of program characteristics

A

a. Complexity of story, inferences, clarity of presentation, explicitness of content, temporal organization
* clarity
* complexity
* speed/organization

33
Q

Examples of viewer characteristics

A

a. Prior knowledge, story schemas, knowledge of formal features, interest, verbal reasoning ability, and short-term memory
* memory capacity
* verbal ability
* prior knowledge
* interest

34
Q

What are the 3 governing principles of the Capacity Model?

A
  • principle of narrative dominance
  • amount of resources available for processing edu is a function of resources being used to process narrative (if competing -given to narrative)
  • resources can be allocated voluntarily btw the 2 (default is narrative)
35
Q

What is the principle of narrative dominance?

A

priority is given to the comprehension of the narrative over educational content -children allocate resources to processing narrative first b/c watching mainly for entertainment

36
Q

In general what 3 things does learning from education TV depend on?

A
  1. processing the narrative
  2. education content
  3. distance -btw edu content and story must be as close as possible
    (depend on working memory -ie the individual)
37
Q

What is the capacity model?

A

various characteristics of viewers influence both narrative comprehension and educational content comprehension

38
Q

What is moderate discrepancy?

A

Kids learn best when the content is a bit like what they already know but not exactly the same or completely different -ex. Blues Clues - bugs in the backyard instead of the jungle

39
Q

Summarize Mares & Pan. Findings? Limitations?

A
  • Sesame Street
  • meta-analysis -21 studies
  • 10,000 children across 15 countries
  • 3-6yr olds
  • significant effects stronger for 3-5yr olds (but both)
  • cognitive outcomes, learning about the world, social reasoning and attitudes towards outgroups
  • significant effects for all 3
  • positive in low, middle (& high SES)
  • indication of stronger for girls
  • plausible causal effects
  • effective childhood educational intervention
  • limitations: -18 internal reports -can’t assess report-level or study-level moderators -varied in context, location, year, type of pop, and outcomes assessed
40
Q

Summarize Alade & Nathanson. Findings? Limitations?

A
  • viewer characteristics
  • capacity model -viewer characteristics impact edu and narrative content comprehension -2 parallel process
  • 78 3-6yr olds children -most white, high income, and educated
  • watched Cat in the Hat -then completed assessments on prior knowledge, interest, verbal ability, and short-term memory (IV)
  • dependent v (narrative comprehension, education content comprehension)
  • all but interest were significant predictors
  • was looking at causal
  • limitations: no clear conceptualization of interest or prior knowledge -kids self-reporting -not economically & nationally diverse enough -working & short-term mem debate

Psych 325 (10 decks)

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