@article{ref1,
title="Toddlers' Learning From Socially Meaningful Video Characters",
journal="Media psychology",
year="2011",
author="Lauricella, Alexis R. and Gola, Alice Ann   Howard and Calvert, Sandra L.",
volume="14",
number="2",
pages="216-232",
abstract="Toddlers' performance on a seriation sequencing task was measured after exposure to a video as a function of the social meaningfulness of the character. Forty eight 21-month-old toddlers were randomly assigned to a socially meaningful character video demonstration, a less socially meaningful character video demonstration, or a no exposure control group. Results indicated that toddlers learned the seriation sequencing task better from a video when a socially meaningful character, rather than a less socially meaningful character, demonstrated the task. Our findings demonstrate that toddlers under age two can learn cognitive, logical reasoning skills from a video presentation when the onscreen character is socially meaningful to them.Toddlers' performance on a seriation sequencing task was measured after exposure to a video as a function of the social meaningfulness of the character. Forty eight 21-month-old toddlers were randomly assigned to a socially meaningful character video demonstration, a less socially meaningful character video demonstration, or a no exposure control group. Results indicated that toddlers learned the seriation sequencing task better from a video when a socially meaningful character, rather than a less socially meaningful character, demonstrated the task. Our findings demonstrate that toddlers under age two can learn cognitive, logical reasoning skills from a video presentation when the onscreen character is socially meaningful to them.<p />",
language="",
issn="1521-3269",
doi="10.1080/15213269.2011.573465",
url="http://dx.doi.org/10.1080/15213269.2011.573465"
}