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dcterms.accessRightsThere are no restrictions on access to this document. An internet release form signed by the author to display this document online is on file with Towson University Special Collections and Archives.
dc.contributor.advisorSheffield, Ellyn G.
dc.contributor.authorMoore, Elizabeth
dc.contributor.departmentTowson University. Department of Psychology
dc.date.accessioned2015-12-17T19:35:58Z
dc.date.available2015-12-17T19:35:58Z
dc.date.issued2014-09-22
dc.date.submitted2014-08
dc.description(M.A.) -- Towson University, 2014.
dc.description.abstractThis study measured 30- (n = 16) and 36-month-olds' (n = 29) recall for events viewed live with toys and on a computer tablet. During the presentation session, children viewed four stories - two with toys and two on a tablet. In addition, children actively participated or passively watched the stories during the presentation session. One week later, children were asked to imitate the targets from each of the stories, first in the same dimension as the original presentation and then in a different dimension. We found that children recalled more information when the presentation sessions and imitation tests occurred in the same dimensions than in different dimensions. We found age and gender differences with older children and girls recalling more information than younger children and boys. Finally, we found that children showed a preference for action information over object or location information.
dc.formatapplication/pdf
dc.format.extentvii, 77 pages
dc.genretheses
dc.identifierdoi:10.13016/M2DD8J
dc.identifier.otherTSU2014Moore
dc.identifier.urihttp://hdl.handle.net/11603/2068
dc.language.isoeng
dc.relation.ispartofTowson University Archives
dc.relation.ispartofTowson University Electronic Theses and Dissertations
dc.relation.ispartofTowson University Institutional Repository
dc.rightsCopyright protected, all rights reserved.
dc.titleLearning from a screen: can interactive devices improve children?s memory for symbolic media representations?
dc.typeText


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