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dc.contributor.authorValencia, Lourdes M.
dc.date.accessioned2023-08-14T16:07:20Z
dc.date.available2023-08-14T16:07:20Z
dc.date.issued2023
dc.identifier.urihttp://hdl.handle.net/20.500.12648/11630
dc.description.abstractThis theoretical thesis aimed to investigate and review the type of effect media has on a child's language development. While this topic has great relevance given the remarkable increase in screen time experienced by children in the last decades (Karani et al., 2022), the literature remains unclear about whether media viewing is deleterious or beneficial for children's language development. On the one hand, some prior research has found media to be associated with negative child outcomes, including lessened language development (e.g., Mustonen et al., 2022). Conversely, other studies argue that impacts of media viewing may depend on the content of programming; in particular, some researchers have found that media programs (especially quality educational programming) may have a positive effect on language development (e.g., Ferguson & Donnellan, 2014). Recent research indicates that there may be several factors moderating the relationship between child media viewing and child language development which could explain, at least in part, these discrepant findings. This current study will conduct a thorough critical literature review to investigate the relationship between children and educational media, language outcomes, and factors that moderate this relationship, such as co-viewing, child age, and immigration status.
dc.subjectFirst Reader Carolyn Cates
dc.subjectSenior Project
dc.subjectSemester Spring 2023
dc.titleMedia and Child Language Development
dc.typeSenior Project
refterms.dateFOA2023-08-14T16:07:20Z
dc.description.institutionPurchase College SUNY
dc.description.departmentPsychology
dc.description.degreelevelBachelor of Arts
dc.description.advisorCates, Carolyn
dc.date.semesterSpring 2023
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