Individual differences in rural children's video word learning

Abstract The following study examined the possible relationship between young children's ability to learn words from videos and individual difference factors such as their previous experience with videos, location (i.e. rural vs. non-rural), household income, maternal education, and receptive language skills. Preschool-aged children between the ages of 3 and 5 years and their parent or guardian were recruited from two vastly different populations, one rural and one non-rural. The parent completed a demographic form including questions about education and income along with a survey detailing their child's regular exposure to screen media. Children subsequently completed two tasks: the Peabody Picture Vocabulary Test-III and a basic video word learning task. Findings indicate that children from the two populations were dramatically different on all individual difference factors but that both populations were similarly successful at video word learning and that none of the individual differences predicted performance on the video word learning task.

Grantor dc:publisher

University of Alabama Libraries

Year dc:date.issued

2011

Author dc:creator

• Sanders, Kim

Advisor dc:contributor.advisor

• Scofield, Jason M.

Contributors dc:contributor

• Tingle, Carroll M.
• McCrary, Debra S.

• Early childhood education

Statement dc:rights

• All rights reserved by the author unless otherwise indicated.

Language dc:language.iso

en_US, English

Dc Identifier Other

u0015_0000001_0000623
Sanders_alatus_0004M_10713

OAI identifier oai:identifier

oai:ir.ua.edu:123456789/1128