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Teaching With Televised Stories: A Story-Focused Narrative Preview Supports Learning in Young Children.

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Bibliographic Details
Title: Teaching With Televised Stories: A Story-Focused Narrative Preview Supports Learning in Young Children.
Authors: Jing, Mengguo (AUTHOR), Kirkorian, Heather L. (AUTHOR)
Source: Child Development. Sep/Oct2020, Vol. 91 Issue 5, pe1101-e1118. 18p. 4 Charts, 3 Graphs.
Subjects: Television series, Preschool children, Cognitive learning, Stimulus & response (Psychology), Comprehension (Theory of knowledge)
Abstract: Researchers examined the effects of previewing on preschoolers' comprehension of narrative and educational content in a television program. Children (3-5 years, N = 107) watched an educational math episode in one of three conditions: no-preview control, education-focused expository preview, or story-focused narrative preview. A main effect of previewing was found, controlling for age, character familiarity, prior knowledge, and visual attention. Specifically, the narrative preview enhanced both narrative comprehension (including central, incidental, and inferential content) and educational comprehension (including direct learning and transfer), compared to a no-preview control. Conversely, the expository preview had no effect on comprehension. Findings are interpreted with respect to story schema and relevant cognitive theories of learning from media. Implications for educational media production are discussed. [ABSTRACT FROM AUTHOR]
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Database: Psychology and Behavioral Sciences Collection
Description
Abstract:Researchers examined the effects of previewing on preschoolers' comprehension of narrative and educational content in a television program. Children (3-5 years, N = 107) watched an educational math episode in one of three conditions: no-preview control, education-focused expository preview, or story-focused narrative preview. A main effect of previewing was found, controlling for age, character familiarity, prior knowledge, and visual attention. Specifically, the narrative preview enhanced both narrative comprehension (including central, incidental, and inferential content) and educational comprehension (including direct learning and transfer), compared to a no-preview control. Conversely, the expository preview had no effect on comprehension. Findings are interpreted with respect to story schema and relevant cognitive theories of learning from media. Implications for educational media production are discussed. [ABSTRACT FROM AUTHOR]
ISSN:00093920
DOI:10.1111/cdev.13385