Is it necessary to imitate those you are watching in tv or social media?
Answers
Answer:
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Explanation:
Beginning early in development, children learn from watching others and through social interaction. Do children learn about the social world when they watch screens, and can that compare with real life? Social interaction is an important pathway towards learning social cognition throughout the lifespan, but may be particularly critical in the first few years of life. As of 2011, a nationwide survey of children under eight found that, in America, two thirds of 0- to 1-year olds have watched TV, and 37% do so at least once every day; moreover, nearly one in three children under one year of age have a TV in their bedroom (Common Sense Media, 2011). Because media are in children’s learning environments from such an early age, they are an important influence on burgeoning social cognition (Greenfield, 2009a; Rideout et al., 2010).
Research regarding what children learn about the social world through what they observe on screens, particularly on the television screen, is robust (Guernsey, 2011; Wartella et al., 2000; Wartella, 2012). Beginning with Bandura’s famous Bobo doll experiment, in which 3- to 5- year old children observed a man on film hitting a doll, and then hit the doll in much the same way when left alone with it, research rapidly developed that found similar effects with many different kinds of early imitative behavior (Bandura, Ross, & Ross, 1963). Yet as the research on Baby Einstein indicates, you can not park a child in front of a video and expect them to automatically learn from what they watch. In fact, specific actions increase and/ or decrease learning. In addition, a developmental trajectory exists; how and when children begin to imitate, attend to and learn from what they see on the screen develops in a somewhat linear fashion (Wartella, 2012). So what exactly do children learn from screens, and how does this differ from real life learning?
Many decades of psychological research found that, in many cases, screens, in and of themselves, are inferior to face-to-face social interaction. During the first and second year of a child’s life, children do learn from screens, but in most instances, learn more from live models (Barr & Hayne, 1999; Richert et al., 2011; Barr, 2010; Guernsey, 2011). Even at later ages, 24- and 30- months, research found that learning from imitating television is inferior to live models. For example, Hayne and colleagues (2003) performed a series of experiments using matched live and videotaped models, who performed a series of actions with a rattle and stuffed animals. At this age, children imitated from television, but the mean imitation scores were significantly higher in the live versus video condition. This discrepancy in imitation appears to last until 30- months and was coined the “video deficit” (Hayne, Herbert, & Simcock, 2003).
So why do children imitate less what they see on a video versus real life? A classic experiment by Troseth and DeLoache (1998) examined whether the medium through which information is presented (i.e. television) affects imitation. The test was designed to measure young children’s ability to use symbolic representation, to transfer the knowledge they learned from watching television, as a means to learn useful information in their natural environment. The researchers designed their study using 2- and 2 ½-year olds and presented a retrieval problem. Each group of children were placed in one of two conditions, video or window, and watched as an adult hid a toy in a room next door to where the children were placed. The 2-year olds who watched through a window performed better than those that watched the video (Troseth & DeLoache, 1998). This experiment demonstrated that very young children have difficulty understanding that a video screen provides information about the world they live in.
Even though young children do not learn much from watching video, if the content is age appropriate, can television viewing harm them? Expert advice is mixed. For example, the APA recently reviewed their recommendation that children under two should be discouraged from media use, but again concluded that the negative effects of media are more significant than the positive effects (American Academy of Pediatrics, 2011). Yet many researchers do not agree that the effects are overwhelmingly negative. For example, reviews of early learning from screens found that when social interaction with an adult human is part of the process of consuming media, media can affect learning in a positive manner even with very young children (Richert et al., 2011).
Answer:
It happens that watching too much television may increase your risk of developing Alzheimer's/dementia..........