Lorch E P, Castle V J
Department of Psychology, University of Kentucky, Lexington 40506-0044, USA.
J Exp Child Psychol. 1997 Jul;66(1):111-27. doi: 10.1006/jecp.1997.2372.
Moment-to-moment variations in the engagement of young children's cognitive capacity by televised material were examined using a secondary task paradigm. Thirty-five 5-year-olds watched a 35-min Sesame Street program containing three types of segments: normal segments, segments with scenes reordered, and segments with incomprehensible language audio tracks. While watching the program, children were to respond quickly to auditory probes distributed across all types of segments and positions within segments. Probe response times and visual attention were recorded. Major findings were: As indicated by longer probe response times, capacity was more effectively engaged if language was comprehensible, provided children were looking at television when probes were presented. If not looking, response times were equally fast across segment types. For normal segments only, there were increases in the engagement of cognitive capacity if a look at the television or the program content had been continuous for some time. The findings provide evidence for, but important refinements of, the hypothesis that young children's ongoing comprehension is a major determinant of their attention to television.
采用二次任务范式，研究了电视节目素材对幼儿认知能力的即时影响。35名5岁儿童观看了一档35分钟的《芝麻街》节目，该节目包含三种类型的片段：正常片段、场景重新排序的片段以及语言音轨难以理解的片段。在观看节目时，孩子们要对分布在所有类型片段及片段内不同位置的听觉探测迅速做出反应。记录探测反应时间和视觉注意力。主要研究结果如下：正如较长的探测反应时间所示，如果语言易懂，且在呈现探测时孩子正在看电视，那么认知能力能更有效地被调动起来。如果孩子没有看电视，不同类型片段的反应时间同样快。仅对于正常片段而言，如果持续看了一段时间电视或节目内容，认知能力的调动会增加。这些研究结果为幼儿持续理解能力是其关注电视的主要决定因素这一假设提供了证据，但也有重要的细化内容。
