Article2000

A Capacity Model of Children's Comprehension of Educational Content on Television

274 citations0/0 files storedMedia Psychology

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Visual and Cognitive Learning Processes Child Development and Digital Technology Media Influence and Health

Abstract

Many studies have shown that children of various ages learn from educational television, but they have not explained how children extract and comprehend educational content from these television programs. This paper proposes a model (the capacity model) that focuses on children's allocation of working memory resources while watching television. The model consists of a theoretical construct with three basic components (processing of narrative, processing of educational content, and distance, that is, the degree to which the educational content is integral or tangential to the narrative), plus several governing principles that determine the allocation of resources between narrative and educational content. A review of empirical research points to characteristics of both television programs and viewers that affect the allocation of resources under the model, as well as developmental influences on the relevant processing. Finally, implications for the production of effective educational television are discussed.

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References

1932A Handbook of Child Psychology 1975Representation and Understanding: Studies in Cognitive Science 1984Television is "easy" and print is "tough": The differential investment of mental effort in learning as a function of perceptions and attributions.1996Processing Speed, Working Memory, and Fluid Intelligence: Evidence for a Developmental Cascade 1982Television and behavior : ten years of scientific progress and implications for the eighties 1981Memory span: Sources of individual and developmental differences.1979Text processing of domain-related information for individuals with high and low domain knowledge 2019The Journal of Mathematical Behavior

Cited by

2017Plugged In 2005Making educational computer games "educational"2017Comparing electronic and paper storybooks for preschoolers: Attention, engagement, and recall 2008Media and Attention, Cognition, and School Achievement 2014Parent–Child Joint Reading in Traditional and Electronic Formats 2014Parent–child interactions during traditional and computer storybook reading for children’s comprehension: Implications for electronic storybook design

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