Abstract
The impact of both the static and dynamic visual complexity of a half-hour sequence of “Sesame Street” segments upon viewers' visual attention, recall, and recognition are assessed in this study of 48 four and five year olds. Previous research has produced inconsistent results with respect to the links among the three sets of variables in this observational learning process. Results of a path analysis indicated strong negative relationships between static complexity and all three viewer variables, positive relationships between dynamic complexity and both attention and recognition, and between attention and both types of learning. No significant relationship emerged between dynamic complexity and recall. Implications for television production aimed at young children are discussed.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
