A new study, “Goldilocks Effect? The format of the illustrated story seems “right” and the animation “too hot” for the integration of functional brain networks in preschoolers, “suggests a” Goldilocks effect “, where the audio may be ‘too cold’ at this age, requiring more cognitive strain to process the story, animation ‘too hot’, fast-moving media making imagination and network integration less necessary, and illustration “Just right”, limited visual scaffolding that helps the child while encouraging active imagery and thinking. The study is the first to use magnetic resonance imaging (MRI) to explore the influence of story format (audio, illustrated, animated) on the engagement of brain networks supporting language, visual imagery and learning in preschool children.
The American Academy of Pediatrics (AAP) recommends that parents begin reading to their children as soon as possible after birth and limit the use of screen media. In addition to television, screen story platforms with animated features are increasingly marketed to children, but the influence of animation on brain development is unknown. The aim of this study was to determine if there were any differences in the engagement of functional brain networks supporting the narrative processing of stories presented in audio, illustrated and animated formats.
The results suggest that the illustrated format provides a visual scaffolding that aids linguistic network and encourages active imagery and self-reflection in young children, while animation may inhibit such network integration in favor of audiovisual perception. keep on going. They raise important questions about the optimal promotion of healthy brain development and provide a new neurobiological context for PAA reading and screen time recommendations.
“They underscore the attractiveness of picture books at this age, raise important questions about the influence of media on early brain development, and provide a new context for AAP reading and screen time recommendations,” explains L lead author Dr John Hutton, researcher and pediatrician at Cincinnati Children’s Hospital with a particular interest in emerging literacy.