Date of Award

2024

Document Type

Thesis

Degree Name

Bachelors

Department

Social Sciences

First Advisor

Barton, Michelle

Area of Concentration

Psychology with Philosophy

Abstract

Children in modern society are exposed to media every day, and there is little to be done in regards to limits or screen time. Two types of videos were created and given to children between 17-24 months in order to examine the context of interaction in media and determine whether they were able to learn more novel words from interactive media than they were able to learn from non-interactive media. All participants learned between four and nine of the ten novel words they were taught via the media. Results found that the context of interaction in media did not predict the number of novel words that children were able to learn in this study. However, interaction is discussed as having possible important implications for how much children are able to learn from media.

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