ERIC Number: ED191034
Record Type: RIE
Publication Date: 1980-Aug
Reference Count: 0
The Influence of Visual Complexity on Children's Attention to and Learning from "Sesame Street".
Welch, Alicia J.; Watt, James H., Jr.
A study was conducted to examine the influence of visual complexity in a televised presentation on attention and learning among young children. (Visual complexity is defined as a composite variable that assesses the number of perceptual elements in a visual display and accounts for the extent of movement or activity in a scene.) Forty-eight preschool children were exposed to half-hour segments of "Sesame Street" programs in an environment that contained toys and other sources of distraction. Each child's visual attention to the television program was recorded by an unseen observer. Following the exposure, each child was asked a number of specific recall and recognition questions about the program. Results indicated a slight negative relationship between visual complexity and attention and a strong negative relationship between visual complexity and recall. Attention was found to be positively associated with recognition but not with recall. The findings suggest that visual attention was related to the learning of visually presented information but not necessarily to the learning of aurally presented information. (Author/FL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Sesame Street
Note: Paper presented at the Annual Meeting of the Association for Education in Journalism (63rd, Boston, MA, August 9-13, 1980). Not available in paper copy because of marginal legibility of original document.