Affiliation:
1. Department of Psychology and Neuroscience Boston College Chestnut Hill Massachusetts USA
2. Biostatistics University of Washington Seattle Washington USA
3. Human Development and Family Studies University of Wisconsin‐Madison Madison Wisconsin USA
4. Communication Arts University of Wisconsin‐Madison Madison Wisconsin USA
Abstract
AbstractThis meta‐analysis synthesizes research on media use in early childhood (0–6 years), word‐learning, and vocabulary size. Multi‐level analyses included 266 effect sizes from 63 studies (Ntotal = 11,413) published between 1988–2022. Among samples with information about race/ethnicity (51%) and sex/gender (73%), most were majority White/Non‐Hispanic and between 40%–60% female. Analyses revealed a small overall positive relation between screen media exposure and vocabulary (r = .23). Experimental studies yielded a small‐to‐medium effect (r = .30), with stronger effects for e‐books than TV/video or games/apps, and non‐significant effects for video chat. In correlational studies, there was no overall association between vocabulary size and naturalistic media exposure (r = .07), with the exception of naturalistic exposure to educational media (r = .17).
Subject
Developmental and Educational Psychology,Education,Pediatrics, Perinatology and Child Health
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