Individual differences in rural children's video word learning

Thumbnail Image
Journal Title
Journal ISSN
Volume Title
University of Alabama Libraries

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.

Electronic Thesis or Dissertation
Early childhood education