TEL T317 1nd Edition Lecture 8 Outline of Last Lecture I. A Theories of AttentionII. Research on AttentionIII. ComprehensionIV. Media for Infants (Baby Media)Outline of Current Lecture I. Effects on cognitive developmentII. What others are saying about Baby MediaIII. McKenna and Ossoff Study (1998)IV. Social Learning Theory/ Albert BanduraV. Bobo Doll Experiment (1960’s)Current LectureI. Effects on cognitive developmenta. Background TV causes issuesi. Parent-child interaction1. Parents’ energy and attention is on the screen2. The child’s brain develops mainly from human interactionsii. Attention disorders1. We are re-wiring children’s brains to constantly desire stimulus changesb. Problem Solvingi. Early problem solving leads to more complex abilities laterii. Researchers find that these skills aren’t acquired because the screen content is simply entertaining, not challengingc. Language developmenti. Zimmerman Study (2007)1. Asked about baby media exposure/use and level of vocabulary with childrenThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.2. Found that kids watching baby media knew 8 fewer words than non-users because:a. Video deficit: kids learn better, faster, and more efficiently from a parent/person vs baby media contenti. Baby media isn’t a replacement for human interactionb. Displacement: parents don’t reinforce or interact with child to help them learn the lessonsd. Other Skills: emotional, motor, etc.i. Children can’t determine other human’s emotional responses much less their own because cartoons can only evoke so much emotionII. What others are saying about Baby Mediaa. FTC (2006)i. Said Baby Einstein was “dooping” American parents1. Cant back up the promises on the packages2. Refunded one Baby Einstein videob. American Academy of Pediatrics (2011)i. Recommend no screen time for any children under the age of 21. Parents still don’t know this because of being uninformed or too objectively informed form journalistic reportsIII. McKenna and Ossoff Studya. Rational; what they studiedi. Had a female villain/ perpetratorii. Hard distinguishing fantasy vs realityiii. Program reached a wide range of agesb. Research questions/hypothesesi. Piaget’s Theory1. Younger will be distracted2. Older will get the moral message at the endii. Information Processing Theory1. Only older kids can connect plot, scene transition, etc.c. Methodi. Survey1. All of the children saw the same video and answered the same questionsd. Resultsi. Reality vs fantasy1. Young kids couldn’t distinguishii. Central vs peripheral content1. Central: the plot line and moral messages2. Peripheral: the other “entertaining” aspects of the showa. Young kids were too distracted by the peripheralsiii. Theme1. Only connected by older kidsiv. Story sequence1. Only connected by older kidse. Implicationsi. If you want the child to pick up on the pro-social lessons, the lessons must be the focus/consistent throughout the entire show to be registeredIV. Social Learning Theory/ Albert Banduraa. We understand what kids attend to and what they might remember, but how do we explain children’s imitation of media?b. Albert Bandurai. Researched: under what conditions do children imitate?1. Saw operant vs social learninga. Operant: action is rewarded/punished then that action is either repeated/avoidedb. Social: watching others in their environment and reacting to what is seeni. Watch model>>watch model get reinforced>>observer repeats actionV. Bobo Doll Experimenta. Kids watched a model beat up a Bobo doll, then the kids did itb. Manipulation of experiment: i. One group saw a video of the model getting rewardedii. Other group saw the model get punishediii. Control group didn’t watch a video of a model at allc. Findings:i. Children are more likely to imitate model who was rewarded vs punishedii. Children will also imitate when there are no rewards and no punishment1. This happens a lot in mainstream shows todayd. Implications:i. Rewards/punishments are keyii. Vicarious reinforcement: get rewarded/punishment that the model getsiii. Short and long-term imitation1. 9 months later, the “punished” group could still imitate the model2. Not all of the kids responded in correlation to Bandura’s majorityfindings which implies that there is something else at