媒体曝光和学龄前儿童的社会认知发展
1Department of Psychology, University of Bamberg, Bamberg, Germany.
The British journal of developmental psychology
|February 26, 2024
概括
阅读书籍和听听书可以提高孩子的思维理论技能. 共享阅读和音频媒体接触是这种社会认知发展的关键因素.
科学领域:
- 发展心理学 发展心理学
- 媒体心理学 媒体心理学
- 认知科学 认知科学
背景情况:
- 叙事暴露可以通过提供社会世界的洞察力来增强儿童的社会认知发展.
- 故事理解往往需要社会理解,将叙事参与与认知技能联系起来.
研究的目的:
- 调查不同媒体 (书籍,音频书籍,电视/电影) 如何影响学龄前儿童的思想理论和精神动词理解.
- 确定各种媒体曝光和关于这些认知技能的亲子讨论变量的预测价值.
主要方法:
- 114名学龄前儿童 (3-6岁) 的样本参与了调查.
- 收集的数据包括家长对媒体曝光 (书籍,音频书籍,电视/电影,共享阅读,讨论) 和儿童认知表现 (思想理论,精神动词理解) 的报告.
- 对儿童的性别,年龄,语言技能和父母教育进行统计分析.
主要成果:
- 书籍数量,共享阅读频率,音频媒体曝光和音频书籍使用量显著预测了思维理论得分.
- 电视/电影曝光和父母与孩子关于媒体内容的讨论并没有显示出对思维理论的显著增量效应.
- 没有媒体曝光或讨论变量显著预测了超出家庭和儿童特征的精神动词理解.
结论:
- 特定形式的叙事参与,特别是与书籍相关的活动和音频媒体接触,与幼儿心理理论的改善有关.
- 研究结果表明,媒体消费的类型和背景在早期社会认知发育中起着至关重要的作用.
- 在这个年龄组中,与思想理论相比,心理动词理解似乎受到媒体曝光的影响较小.
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