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

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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]
Copyright of Child Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Teaching With Televised Stories: A Story-Focused Narrative Preview Supports Learning in Young Children.
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  Data: <searchLink fieldCode="JN" term="%22Child+Development%22">Child Development</searchLink>. Sep/Oct2020, Vol. 91 Issue 5, pe1101-e1118. 18p. 4 Charts, 3 Graphs.
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  Data: <searchLink fieldCode="DE" term="%22Television+series%22">Television series</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+children%22">Preschool children</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+learning%22">Cognitive learning</searchLink><br /><searchLink fieldCode="DE" term="%22Stimulus+%26+response+%28Psychology%29%22">Stimulus & response (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Comprehension+%28Theory+of+knowledge%29%22">Comprehension (Theory of knowledge)</searchLink>
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  Data: 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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  Data: <i>Copyright of Child Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Cognitive learning
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      – SubjectFull: Stimulus & response (Psychology)
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