Visiting Assistant Professor of Psychology Kara Sage published an article with co-author Dare Baldwin (University of Oregon) titled "Children's Use of Self-Paced Slideshows: An Extension of the Video Deficit Effect?" in the current issue of the Journal of Research in Childhood Education.
The article discusses Sage's work exploring children's learning from other humans versus from screen media. Sage found that, despite the enhanced control that children have over computer programs when compared to traditional videos, the newer screen media offered no learning advantage. Preschool-aged children learned best from a live human than from computers or videos.
This work preceded and inspired Sage's current work at Hamilton looking at an even newer form of screen media -- iPads -- and the advantages that such screen media can offer for young children.
The Journal of Research in Childhood Education is a publication of the Association for Childhood Education International, and is published 4 times a year. The journal aims to publish articles advancing theory and knowledge of childhood education.
