Conceptualizing U.S. educational television as preparation for future learning

References

• Aladé, F., & Nathanson, A. (2016). What preschoolers bring to the show: The relation between viewer characteristics and children’s learning from educational television. Media Psychology, 19(3), 406–430.
   Web of Science ®Google Scholar
• Anderson, D. R., Lavigne, H. J., & Hanson, K. G. (2013). The educational impact of television: Understanding television’s potential and limitations. In A. Valdivia & E. Scharrer (Eds.), The international encyclopedia of media studies: Media effects/media psychology (pp. 635–656). Malden, MA: Wiley-Blackwell.
   Google Scholar
• Arena, D. A., & Schwartz, D. L. (2013). Experience and explanation: Using videogames to prepare students for formal instruction in statistics. Journal of Science Education and Technology, 23(4), 538–548.
   Web of Science ®Google Scholar
• Bonus, J. A. (2019). The impact of pictorial realism in educational science television on U.S. children’s learning and transfer of biological facts. Journal of Children and Media, 13(4), 433–451.
   Web of Science ®Google Scholar
• Bonus, J. A., & Mares, M.-L. (2019). Learned and remembered but rejected: Preschoolers’ reality judgments and transfer from Sesame Street. Communication Research, 46(3), 375–400.
   Web of Science ®Google Scholar
• Bonus, J. A., & Watts, J. (2021). You can[‘t] catch the sun in a net! Children’s misinterpretations of educational science television. Journal of Experimental Child Psychology, 202, 1–19.
   Web of Science ®Google Scholar
• Bransford, J. D., & Schwartz, D. L. (1999). Rethinking transfer: A simple proposal with multiple implications. In A. Iran-Nejad & P. D. Pearson (Eds.), Review of research in education (Vol. 24, pp. 61–101). Washington, DC: American Educational Research Association.
   Google Scholar
• Chlebuch, N., Bodas, A., & Weisberg, D. S. (2022). What does the Cat in the Hat know about that? An analysis of the educational and unrealistic content of children’s narrative science media. Psychology of Popular Media. 10.1037/ppm0000388
   Google Scholar
• Crawley, A. M., Anderson, D. R., Santomero, A., Wilder, A., Williams, M., Evans, M. K., & Bryant, J. (2002). Do children learn how to watch television? The impact of extensive experience with Blue’s Clues on preschool children’s television viewing behavior. Journal of Communication, 52, 264–280.
   Web of Science ®Google Scholar
• Crawley, A. M., Anderson, D. R., Wilder, A., Williams, M., & Santomero, A. (1999). Effects of repeated exposures to a single episode of the television program Blue’s Clues on the viewing behaviors and comprehension of preschool children. Journal of Educational Psychology, 91(4), 630–637.
   Web of Science ®Google Scholar
• Fisch, S. M. (2000). A capacity model of children’s comprehension of educational content on television. Media Psychology, 2(1), 63–91.
   Web of Science ®Google Scholar
• Fisch, S. M. (2013). Cross-platform learning: On the nature of children’s learning from multiple media platforms. In F. C. Blumberg & S. M. Fisch (Eds.), Digital games: a context for cognitive development: new directions for child and adolescent development (Vol. 139, pp. 59–70). John Wiley & Sons.
   Google Scholar
• Fisch, S. M., Kirkorian, H., & Anderson, D. (2005). Transfer of learning in informal education: The case of television. In J. P. Mestre (Ed.), Transfer of learning from a modern multidisciplinary perspective (pp. 371–393). Greenwich, CT: Information Age.
   Google Scholar
• Fisch, S. M., Lesh, R., Motoki, E., Crespo, S., & Melfi, V. (2010). Children’s learning from multiple media in informal mathematics education. (No. 1). Teaneck, NJ: MediaKidz Research & Consulting.
   Google Scholar
• Flagg, B. (2016). Contribution of multimedia to girls’ experience of citizen science. Theory and Practice, 1(2), 1–13.
   Google Scholar
• Friedrich-Cofer, L. K., Huston-Stein, A., McBride Kipnis, D., Susman, E. J., & Clewett, A. S. (1979). Environmental enhancement of prosocial television content: Effects on interper- sonal behavior, imaginative play, and self-regulation in a natural setting. Developmental Psychology, 15(6), 637–646.
   Web of Science ®Google Scholar
• Ganea, P. A., Larsen, N. A., & Venkadasalam, V. P. (2020). The role of alternative theories and anomalous evidence in children’s scientific belief revision. Child Development, Advance Online Publication. 10.1111/cdev.13481
   Google Scholar
• Hopkins, E. J., & Lillard, A. S. (2021). The Magic School Bus dilemma: How fantasy affects children’s learning from stories. Journal of Experimental Child Psychology, 210, 105212. advance online publication. doi
   PubMed Web of Science ®Google Scholar
• Hopkins, E. J., & Weisberg, D. S. (2017). The youngest readers’ dilemma: A review of children’s learning from fictional sources. Developmental Review, 43, 48–70.
   Web of Science ®Google Scholar
• Hopkins, E. J., & Weisberg, D. S. (2021). Investigating the effectiveness of fantasy stories for teaching scientific principles. Journal of Experimental Child Psychology, 203, 105047. advance online publication. doi
   PubMed Web of Science ®Google Scholar
• Hu, D., von Korff, J., & Rebello, N. S. (2013). Assessing transfer of learning in problem solving from the perspective of preparation for future learning. In E. Engelhardt, A. D. Churukian, & D. L. Jones. (eds), 2013 Physics Education Research Conference Proceedings Portland, Oregon, , pp. 291–294. 189–192. 10.1119/perc.2013.pr.035
   Google Scholar
• Li, H., Yu, H., Woolley, J. D., & Wu, L. (2022). The impact of informant type of children’s animal knowledge learning. Cognitive Development, 62. doi:10.1016/j.cogdev.2022.101162
   Web of Science ®Google Scholar
• Mares, M.-L., & Sivakumar, G. (2014). “Vámonos means go, but that’s made up for the show”: Reality confusions and learning from educational TV. Developmental Psychology, 50(11), 2498–2511.
   PubMed Web of Science ®Google Scholar
• Piotrowski, J. T. (2014). Participatory cues and program familiarity predict young children’s learning from educational television. Media Psychology, 17(3), 311–331.
   Web of Science ®Google Scholar
• Piotrowski, J. T., Jennings, N. A., & Linebarger, D. L. (2013). Extending the lessons of educational television with young American children. Journal of Children and Media, 7(2), 216–234.
   Google Scholar
• Reeves, B., Yeykelis, L., & Cummings, J. J. (2016). The use of media in media psychology. Media Psychology, 19(1), 49–71.
   Web of Science ®Google Scholar
• Richert, R. A., & Schlesinger, M. A. (2017). The role of fantasy–Reality distinctions in preschoolers’ learning from educational video. Infant and Child Development, 26(4), 1–17.
   Web of Science ®Google Scholar
• Richert, R. A., Shawber, A. B., Hoffman, R. I., & Taylor, M. (2009). Learning from real and fantasy characters in preschool and kindergarten. Journal of Cognition & Development, 10(1–2), 41–56.
   Web of Science ®Google Scholar
• Salehi, S., Keil, M., Kuo, E., & Wieman, C. E. (2015) How to structure an unstructured activity: Generating physics rules from simulation or contrasting cases. In A. D. Churukian, D. L. Jones, & L. Ding (eds), 2015 Physics Education Research Conference. College Park, Maryland, pp. 291–294.
   Google Scholar
• Schwartz, D. L., & Bransford, J. D. (1998). A time for telling. Cognition and Instruction, 16(4), 475–522.
   Web of Science ®Google Scholar
• Schwartz, D. L., Bransford, J. D., & Sears, D. (2005). Efficiency and innovation in transfer. In J. Mestre (Ed.), Transfer of Learning: Research and Perspectives, pp. 1–51. Greenwich, CT: Information Age Publishing.
   Google Scholar
• Schwartz, D. L., Chase, C. C., Oppezzo, M. A., & Chin, D. B. (2011). Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer. Journal of Educational Psychology, 103(4), 759–775.
   Web of Science ®Google Scholar
• Siler, S. A., Klahr, D., & Price, N. (2013). Investigating the mechanisms of learning from a constrained preparation for future learning activity. Instructional Science, 41, 191–216.
   Web of Science ®Google Scholar
• Singer, J. L., & Singer, D. G. (1976). Can TV stimulate imaginative play? Journal of Communication, 26(3), 74–80.
   Web of Science ®Google Scholar
• Singer, J. L., & Singer, D. G. (1998). Barney & Friends as entertainment and education. In J. K. Asamen & G. Berry (Eds.), Research paradigms, television, and social behavior (pp. 305–367). Thousand Oaks, CA: Sage.
   Google Scholar
• Strouse, G. A., & Samson, J. E. (2021). Learning from video: A meta-analysis of the video deficit in children ages 0 to 6 years. Child Development, 92(1), e20–e38.
   PubMed Web of Science ®Google Scholar
• Taggart, J., Eisen, S., & Lillard, A. S. (2019). The current landscape of US children’s television: Violent, prosocial, educational, and fantastical content. Journal of Children and Media, 13(3), 276–294. doi:10.1080/17482798.2019.1605916
   Web of Science ®Google Scholar
• Troseth, G. L. (2010). Is it life or is it Memorex? Video as a representation of reality. Developmental Review, 30, 155–175.
   Web of Science ®Google Scholar
• Weisberg, D. S., Hirsh-Pasek, K., Golinkoff, R. M., & McCandliss, B. D. (2014). Mise en place: Setting the stage for thought and action. Trends in Cognitive Sciences, 18(6), 276–278.
   PubMed Web of Science ®Google Scholar