A natural assumption is that toddlers are not yet cognitively equipped to handle symbolic representation. But there is another way to interpret this particular phase of development. Toddlers are skilled at seeking out what researchers call socially relevant information. They tune in to people and situations that help them make a coherent narrative of the world around them. In the real world, fresh grass smells and popcorn tumbles and grown-ups smile at you or say something back when you ask them a question. On TV, nothing like that happens. A TV is static and lacks one of the most important things to toddlers, which is a two-way exchange of information, argues Troseth.
A few years after the original puppy-hiding experiment, in 2004, Troseth reran it, only she changed a few things. She turned the puppy into a stuffed Piglet . More important, she made the video demonstration explicitly interactive. Toddlers and their parents came into a room where they could see a personthe researcheron a monitor. The researcher was in the room where Piglet would be hidden, and could in turn see the children on a monitor. Before hiding Piglet, the researcher effectively engaged the children in a form of media training. She asked them questions about their siblings, pets, and toys. She played Simon Says with them and invited them to sing popular songs with her. She told them to look for a sticker under a chair in their room. She gave them the distinct impression that shethis person on the screencould interact with them, and that what she had to say was relevant to the world they lived in. Then the researcher told the children she was going to hide the toy and, after she did so, came back on the screen to instruct them where to find it. That exchange was enough to nearly erase the video deficit. The majority of the toddlers who participated in the live video demonstration found the toy.
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