Due to the popularity of purchasing learning videos for babies like Baby Einstein, parents have been reporting their children’s vocabulary increasing. Researcher, Judy DeLoache, led a study to provide evidence that babies who watch a learning video, does not actually learn the words. The participants were 72 infants between 12 and 18 months of age. For four weeks, the experimenter provided four conditions: video with interaction, video with no interaction, control, and parent teaching. To ensure the parents were following instructions, they had to fill out a daily log of their child’s experience with the video. The video with interaction condition, required the child and parent to watch 20 or more episodes for 10 or more hours. The parents
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The parent teaching condition, required the child to not view the video and to instead have their parents try to teach them 25 vocabulary words featured on the video. The control condition has no intervention. It gave normal vocabulary growth against which performance in the three intervention groups could be compared (DeLoache, 2010). The results showed children who had exposure to the video with interaction or not, did not learn many new words. In regard to how many words the children learned, the parent teaching condition was overall better than the other three conditions. However, most of the infants learned only a few words and the parent’s misattributed normal developmental change to the infants experience with video. Therefore, they embellished the impact of the video on the …show more content…
First, there was a lack of random participants. It was specifically predominantly white and middle class people from a small city and a large metropolitan area. The lack of diversity can impact the findings because it does not reflect most of the population. Therefore, it makes the results invalid. Another problem is in the article, it stated, “These results are consistent with a body of theory and research that has established that very young children often fail to use information communicated to them via symbolic media, including pictures, models, and video.” (DeLoache, 2010). However, 12 to 18 month old infants were participants in it. 12 to 18 months old translates into one years old to one and a half years old. Those ages are known as the sensorimotor period that ranges from zero to two years old. By the time a baby reaches two years old, he or she will know object permanence and imitation. Object permanence is defined as the understanding that objects continue to exist even when they cannot be observed (seen, heard, touched, smelled or sensed in any way). The children could not have miscommunicated the information being shown in front of them. Because of their ability to remember images in their mind for a long period of time, they can imitate whatever the image was
The parent teaching condition, required the child to not view the video and to instead have their parents try to teach them 25 vocabulary words featured on the video. The control condition has no intervention. It gave normal vocabulary growth against which performance in the three intervention groups could be compared (DeLoache, 2010). The results showed children who had exposure to the video with interaction or not, did not learn many new words. In regard to how many words the children learned, the parent teaching condition was overall better than the other three conditions. However, most of the infants learned only a few words and the parent’s misattributed normal developmental change to the infants experience with video. Therefore, they embellished the impact of the video on the …show more content…
First, there was a lack of random participants. It was specifically predominantly white and middle class people from a small city and a large metropolitan area. The lack of diversity can impact the findings because it does not reflect most of the population. Therefore, it makes the results invalid. Another problem is in the article, it stated, “These results are consistent with a body of theory and research that has established that very young children often fail to use information communicated to them via symbolic media, including pictures, models, and video.” (DeLoache, 2010). However, 12 to 18 month old infants were participants in it. 12 to 18 months old translates into one years old to one and a half years old. Those ages are known as the sensorimotor period that ranges from zero to two years old. By the time a baby reaches two years old, he or she will know object permanence and imitation. Object permanence is defined as the understanding that objects continue to exist even when they cannot be observed (seen, heard, touched, smelled or sensed in any way). The children could not have miscommunicated the information being shown in front of them. Because of their ability to remember images in their mind for a long period of time, they can imitate whatever the image was