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Do young children get the message? The effects of repeated video viewing on explicit and implicit information

Skouteris, Helen, Kelly, Leanne, Dorning, Dominica E., Calgaro, Kristina, Corns, Ben, Feehan, Emily L., Hamilton, Fiona, Mahoney, Jessica, Macdonald, Zoe J., Tamburrini, Sarah and Wood, Christopher 2007, Do young children get the message? The effects of repeated video viewing on explicit and implicit information, Australian Journal of Educational and Developmental Psychology, vol. 7, pp. 98-107.

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Title Do young children get the message? The effects of repeated video viewing on explicit and implicit information
Author(s) Skouteris, Helen
Kelly, Leanne
Dorning, Dominica E.
Calgaro, Kristina
Corns, Ben
Feehan, Emily L.
Hamilton, Fiona
Mahoney, Jessica
Macdonald, Zoe J.
Tamburrini, Sarah
Wood, Christopher
Journal name Australian Journal of Educational and Developmental Psychology
Volume number 7
Start page 98
End page 107
Total pages 10
Publisher University of Newcastle
Place of publication Callaghan, N.S.W.
Publication date 2007
ISSN 1446-5442
Summary The aim of this study was to explore the effects of repeat viewing on comprehension of explicitly and implicitly presented information in an animated movie. Seventy-three pre-school children watched an animated film and were tested for comprehension after either their single or fifth viewing. Only children’s comprehension of explicitly presented information was facilitated by repeat viewing. However, post hoc analyses revealed that children’s explicit and implicit comprehension of a central character Thunderbolt significantly increased across viewing conditions, whereas, repeat viewing only facilitated children’s explicit comprehension of the central character Patch. The theoretical and practical implications of these findings are discussed.
Language eng
Field of Research 170103 Educational Psychology
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2007, The Child Care in Practice Group
Persistent URL http://hdl.handle.net/10536/DRO/DU:30024819

Document type: Journal Article
Collections: School of Psychology
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