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269 > Children's Media Use > Flashcards

Children's Media Use Flashcards

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…

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?

A

Stimulation hypothesis

24
Q

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

However, when might content not be beneficial?

A

If it is negative i.e. fighting

25
Q

Harrison + Williams (1986)

RQ (2)

A
  1. Diffs between non-TV + TV communities?

2. Does TV affect creativity?

26
Q

Harrison + Williams (1986)

Method

A

Natural experiment in 3 communities

Over 2 years

27
Q

Harrison + Williams (1986)

What were the cross sectional findings?

A

DT higher in community with no TV

28
Q

Harrison + Williams (1986)

What were the longitudinal findings?

A

DT lower after introduction of TV

Dropped to same level as other communities

29
Q

Harrison + Williams (1986)

Which process occurred here?

A

Displacement

30
Q

Harrison + Williams (1986)

Displacement occurred because…

A

TV replaced DT-beneficial activities

31
Q

Wright et al., (2001)

RQ: How do TV programmes

A

Relate to intellectual development in L/M SES children?

32
Q

Wright et al., (2001)

Participants

A

2 cohorts (2-5 + 4-7)

L/M SES

33
Q

Wright et al., (2001)

Method

A

Diaries of TV-viewing for 3 years + intellectual tests

34
Q

Wright et al., (2001)

What were the findings for television shows designed for GENERAL AUDIENCES?

A

Lower performance on school-related skills

35
Q

Wright et al., (2001)

What were the findings for EDUCATIONAL PROGRAMMES, i.e. Sesame Street?

A

Better school-related skills (word, number, vocab + school readiness)

36
Q

Wright et al., (2001)

Conclusion: which TV content is more beneficial?

A

Educational content

Low/moderate SES background children

37
Q

2 core studies on TV

A

Harrison + Williams (1986)

Wright et al., (2001)

38
Q

3 key studies on Touchscreens

A

Christakis (2014)
Huber et al., (2016)
Zack + Barr (2016)

39
Q

Christakis (2014) on touchscreens

A

TS’s have a number of features meaning they are closer to real-world play

40
Q

Huber et al., (2016)

RQ (2)

A
  1. Do 4-6 year olds improve at at a task after practicing on a touchscreen?
  2. Does task modality affect performance?
41
Q

Huber et al., (2016)

Method

A

Tower of Hanoi task

42
Q

Huber et al., (2016)

Findings

A

Performance improved REGARDLESS of practice modality! (IRL or touchscreen)

43
Q

Huber et al., (2016)

Why might children have learnt equally well from the touchscreen?

A

Interactivity made it an active learning experience

44
Q

Zack + Barr (2016)

RQ: Does interaction quality….

A

Predict infant’s transfer success?

45
Q

Zack + Barr (2016)

Participants

A

50 mothers and 50 (15m) infants

46
Q

Zack + Barr (2016)

Method

A

Mums had 5 mins to explain touchscreen button works same as IRL button

47
Q

Zack + Barr (2016)

Findings

Interactional quality…

A

Predicted infant transfer success

48
Q

Zack + Barr (2016)

Findings:

High quality interaction =

A

19x more likely to complete task

49
Q

Zack + Barr (2016)

Mothers play an important ________ role in transfer

A

Scaffolding

50
Q

Zack + Barr (2016)

Concluded

What is critical for infant learning?

A

Input from engaged/responsive social partner

51
Q

American Academy of Paediatrics

What is the 2x2 rule based on?

A

Idea of displacement

52
Q

American Academy of Paediatrics

What is the 2x2 rule

A

< 2 = no screens

> 2 = max 2 hrs

53
Q

Zimmerman, Christakis + Meltzoff (2007)

Found negative association between…

A

Baby videos (baby Einstein) and language development in 6-16 months

54
Q

Ferguson + Donnellan (2014)

Method:

A

Reanalysed Zimmerman data

Found pos. relationship between lang. development and videos

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