Do young children get the message? The effects of repeated video viewing on explicit and implicit information

Helen Skouteris, Leanne Kelly, Dominica E. Dorning, Kristina Calgaro, Ben Corns, Emily L. Feehan, Fiona Hamilton, Jessica Mahoney, Zoe J. Macdonald, Sarah Tamburrini, Christopher Wood

Research output: Contribution to journalArticleResearchpeer-review

Abstract

The aim of this study was to explore the effects of repeat viewing on comprehension of explicitly and implicitly presented information in an animated movie. Seventy-three pre-school children watched an animated film and were tested for comprehension after either their single or fifth viewing. Only children's comprehension of explicitly presented information was facilitated by repeat viewing. However, post hoc analyses revealed that children's explicit and implicit comprehension of a central character Thunderbolt significantly increased across viewing conditions, whereas, repeat viewing only facilitated children's explicit comprehension of the central character Patch. The theoretical and practical implications of these findings are discussed.

Original languageEnglish
Pages (from-to)98-107
Number of pages10
JournalAustralian Journal of Educational and Developmental Psychology
Volume7
Publication statusPublished - 1 Dec 2007
Externally publishedYes

Cite this

Skouteris, H., Kelly, L., Dorning, D. E., Calgaro, K., Corns, B., Feehan, E. L., Hamilton, F., Mahoney, J., Macdonald, Z. J., Tamburrini, S., & Wood, C. (2007). Do young children get the message? The effects of repeated video viewing on explicit and implicit information. Australian Journal of Educational and Developmental Psychology, 7, 98-107.