Abstract
The video deficit is sometimes observed in young children during video‐mediated learning. It is related to several critical development processes, such as mental representation and social interaction. Research on the video deficit demonstrates that infants and young children typically learn more from real‐life demonstrations than from video‐mediated demonstrations. However, a growing body of research shows that, under some conditions, some toddlers can learn from screen media. Hypotheses for mechanisms that result in the video deficit are reviewed, and approaches for ameliorating the video deficit are discussed.
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