YOUNG CHILDRENS PROCESSING OF A TELEVISED NARRATIVE - IS A PICTURE REALLY WORTH 1000 WORDS

This article examines why young children often exhibit superior knowle dge acquisition when televised information is presented in an audiovis ual format than when an audio mode of transmission is used. The result s indicate that an audio televised presentation promotes learning equi valent to that of an audiovisual presentation when the audio transmiss ion facilitates both the learning of individual acts or items and the learning of the causal and temporal connections between these acts. In addition, knowledge acquisition differences between older and younger children for audio televised information are eliminated when both typ es of learning are facilitated.