Children's Media Use Flashcards
4 key theories in media research
- Displacement hypothesis
- Goldilocks hypothesis
- Transfer deficit
- Stimulation hypothesis
Displacement hypothesis suggests that media use…
May take away time from other beneficial activities
Displacement Hypothesis
Lack of engagement with a beneficial activity
Is associated with worse outcomes
Displacement Hypothesis
The theory only works if we assume that if the child wasn’t watching TV….
They would be engaging in beneficial activities
Displacement Hypothesis
Assumes a negative _______ relationship
Monotonic
Goldilocks Hypothesis
Stipulates moderate technology use is not
Intrinsically harmful
Goldilocks Hypothesis
Stipulates _______ technology use is not intrinsically harmful
Moderate
Goldilocks Hypothesis
Stipulates too much technology use may
Displace meaningful activities
Goldilocks Hypothesis
Stipulates too LITTLE technology use may
Result in missing important information/skills
Pryzbylski + Weinstein (2017) support the Goldilocks Hypothesis, stating that moderate media use
In adolescents is NOT harmful
Pryzbylski + Weinstein (2017) support the __________, stating that moderate media use is not harmful
Goldilocks hypothesis
Transfer deficit
The phenomenon where children learn more from LIVE INTERACTIONS than 2D media
One example of a paradigm testing transfer deficit?
Children watch 2D demonstration
Asked to complete 3D version of task
Children watch 2D demonstration
Asked to complete 3D version of task
Failure to complete this task is seen as
Transfer deficit
One explanation for transfer deficit
Change in modality (from perceptual to physical) is COGNITIVELY DEMANDING
Barr, 2010 (Transfer deficit)
________ on memory flexibility may play a role in transfer deficit
Age-related constraints
Transfer Deficit
The ability to transfer information could be moderated by (1) and (2)
- Type of media
2. Context of media (e.g. co-use with parents)
Transfer Deficit
Methodological issue
Relies on transferring between 2D and 3D
We don’t know how children can transfer general skills
Stimulation Hypothesis stipulates that media is beneficial/harmful
Beneficial
Stimulation Hypothesis
Suggests media content is incorporated…
Into play/creative ideas
Leads to increased quality/quantity
Stimulation Hypothesis
Could be interpreted as “……..” between digital and non-digital play
Blurring the boundaries
Subbotsky, Hysted +Jones (2010) (Harry Potter)
4-6 year olds who watched HP…
Performed better in creativity tests
Subbotsky, Hysted + Jones (2010) (Harry Potter)
4-6 year olds who watched HP performed better in creativity tests.
What hypothesis does this support?
Stimulation hypothesis
Subbotsky, Hysted + Jones (2010) (Harry Potter)
However, when might content not be beneficial?
If it is negative i.e. fighting
Harrison + Williams (1986)
RQ (2)
- Diffs between non-TV + TV communities?
2. Does TV affect creativity?
Harrison + Williams (1986)
Method
Natural experiment in 3 communities
Over 2 years
Harrison + Williams (1986)
What were the cross sectional findings?
DT higher in community with no TV
Harrison + Williams (1986)
What were the longitudinal findings?
DT lower after introduction of TV
Dropped to same level as other communities
Harrison + Williams (1986)
Which process occurred here?
Displacement
Harrison + Williams (1986)
Displacement occurred because…
TV replaced DT-beneficial activities
Wright et al., (2001)
RQ: How do TV programmes
Relate to intellectual development in L/M SES children?
Wright et al., (2001)
Participants
2 cohorts (2-5 + 4-7)
L/M SES
Wright et al., (2001)
Method
Diaries of TV-viewing for 3 years + intellectual tests
Wright et al., (2001)
What were the findings for television shows designed for GENERAL AUDIENCES?
Lower performance on school-related skills
Wright et al., (2001)
What were the findings for EDUCATIONAL PROGRAMMES, i.e. Sesame Street?
Better school-related skills (word, number, vocab + school readiness)
Wright et al., (2001)
Conclusion: which TV content is more beneficial?
Educational content
Low/moderate SES background children
2 core studies on TV
Harrison + Williams (1986)
Wright et al., (2001)
3 key studies on Touchscreens
Christakis (2014)
Huber et al., (2016)
Zack + Barr (2016)
Christakis (2014) on touchscreens
TS’s have a number of features meaning they are closer to real-world play
Huber et al., (2016)
RQ (2)
- Do 4-6 year olds improve at at a task after practicing on a touchscreen?
- Does task modality affect performance?
Huber et al., (2016)
Method
Tower of Hanoi task
Huber et al., (2016)
Findings
Performance improved REGARDLESS of practice modality! (IRL or touchscreen)
Huber et al., (2016)
Why might children have learnt equally well from the touchscreen?
Interactivity made it an active learning experience
Zack + Barr (2016)
RQ: Does interaction quality….
Predict infant’s transfer success?
Zack + Barr (2016)
Participants
50 mothers and 50 (15m) infants
Zack + Barr (2016)
Method
Mums had 5 mins to explain touchscreen button works same as IRL button
Zack + Barr (2016)
Findings
Interactional quality…
Predicted infant transfer success
Zack + Barr (2016)
Findings:
High quality interaction =
19x more likely to complete task
Zack + Barr (2016)
Mothers play an important ________ role in transfer
Scaffolding
Zack + Barr (2016)
Concluded
What is critical for infant learning?
Input from engaged/responsive social partner
American Academy of Paediatrics
What is the 2x2 rule based on?
Idea of displacement
American Academy of Paediatrics
What is the 2x2 rule
< 2 = no screens
> 2 = max 2 hrs
Zimmerman, Christakis + Meltzoff (2007)
Found negative association between…
Baby videos (baby Einstein) and language development in 6-16 months
Ferguson + Donnellan (2014)
Method:
Reanalysed Zimmerman data
Found pos. relationship between lang. development and videos
