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首页> 外文期刊>Communication research >Learned and Remembered But Rejected: Preschoolers' Reality Judgments and Transfer From Sesame Street
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Learned and Remembered But Rejected: Preschoolers' Reality Judgments and Transfer From Sesame Street

机译：学会记住但被拒绝：学龄前儿童的现实判断和从芝麻街转移

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摘要

Although preschoolers learn from educational TV, they may not use information appropriately due to their developing understanding of video and fantasy-reality distinctions. Seventy 3- to 5-year-olds watched a Sesame Street clip, introduced as either "fun" or "for learning," that depicted aspects of Hispanic culture (e.g., fiestas). They answered comprehension questions and rated the reality of the educational and fantasy content. Approximately a week later, a seemingly unrelated interviewer asked for help planning a fiesta (transfer task), then reassessed memory and reality judgments. Regardless of condition, children retained most of what they learned, but all ages became increasingly skeptical about the reality of both the educational and fantasy content. Consistent with theorizing about transfer, children's use of the educational content depended on both memory and reality judgments. Older children remembered the information better than younger children, but memory only predicted transfer if the information was remembered as real.
机译：尽管学龄前儿童可以从教育电视中学习，但由于他们对视频和虚拟现实的区别的认识日益加深，他们可能无法正确使用信息。七十岁的三到五岁的孩子观看了芝麻街的一段短片，以“有趣”或“学习”的形式介绍，描绘了西班牙文化的各个方面（例如节日）。他们回答了理解问题，并对教育和幻想内容的真实性进行了评分。大约一周后，一位看似无关的访问员请求帮助以计划节日（转移任务），然后重新评估记忆和现实判断。无论条件如何，孩子们都保留了他们学到的大部分知识，但是各个年龄段的人对教育内容和幻想内容的真实性越来越怀疑。与关于迁移的理论一致，儿童对教育内容的使用取决于记忆和现实判断。大一点的孩子比小孩子记忆的信息要好，但是如果记忆被记住是真实的，记忆只会预测信息的转移。

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