![]() When we read to our children, they are doing more work than meets the eye. "With animation you may be missing an opportunity to develop them." "For 3- to 5-year-olds, the imagery and default mode networks mature late, and take practice to integrate with the rest of the brain," Hutton explains. Most importantly, in the illustrated book condition, researchers saw increased connectivity between - and among - all the networks they were looking at: visual perception, imagery, default mode and language. "With animation it's all dumped on them all at once and they don't have to do any of the work." "Give them a picture and they have a cookie to work with," he explains. Instead of only paying attention to the words, Hutton says, the children's understanding of the story was "scaffolded" by having the images as clues. When children could see illustrations, language-network activity dropped a bit compared to the audio condition. The illustration condition was what Hutton called "just right". They were expending the most energy just figuring out what it means." The children's comprehension of the story was the worst in this condition. "Our interpretation was that the animation was doing all the work for the child. "The language network was working to keep up with the story," says Hutton. In the animation condition (too hot): there was a lot of activity in the audio and visual perception networks, but not a lot of connectivity among the various brain networks. "There was more evidence the children were straining to understand." In the audio-only condition (too cold): language networks were activated, but there was less connectivity overall. In terms of Hutton's "Goldilocks effect," here's what the researchers found: The default mode network includes regions of the brain that appear more active when someone is not actively concentrating on a designated mental task involving the outside world. The fourth was the default mode network, which Hutton calls, "the seat of the soul, internal reflection - how something matters to you." "We went into it with an idea in mind of what brain networks were likely to be influenced by the story," Hutton explains. While the children paid attention to the stories, the MRI, the machine scanned for activation within certain brain networks, and connectivity between the networks. All three versions came from the Web site of Canadian author Robert Munsch. They were presented with stories in three conditions: audio only the illustrated pages of a storybook with an audio voiceover and an animated cartoon. then roared with a growly voice.Hutton is a researcher and pediatrician at Cincinnati Children's Hospital with a special interest in "emergent literacy" - the process of learning to read.įor the study, 27 children around age 4 went into an FMRI machine. They saw at once that pushed open the door of their house and Father Bear looked around. In a little while, the three bears came back from their walk in the forest. and in no tine at all Goldilocks fell fast asleep. In fact, it felt just right, all cosy and warm. Then she tried the middle-sized bed, but that was far too soft. The big bed was very hard and far too big. so she climbed into the big bed and lay down. There was a great big bed, a middle-sized bed and a tiny little bed. Next Goldilocks went upstairs, where she found three beds. But she was too heavy for the little chair and it broke in pieces under her weight. It was just right and so delicious that she ate it all up. This time it was neither too hot nor too cold. ![]() So she went over to the little chair and picked up the smallest spoon and tried some of the porridge from the tiny bowl. But this chair was far too soft, and when she tried the porridge from the middle-sized bowl it was too cold. Goldilocks jumped off quickly and went over to the middle-sized chair. But the chair was very big and very hard, the spoon was heavy and the porridge too hot. Goldilocks was hungry and the porridge looked good, so she sat in the great big chair, picked up the large spoon and tried some of the porridge from the big bowl. On the table were three bowls of porridge, one large bowl, one middle-sized bowl and one small bowl – and three spoons. In front of her was a table with three chairs, one large chair, one middle-sized chair and one small chair. She knocked on the door and, as there was no answer, she pushed it open and went inside. While they were out, a little girl called Goldilocks came through the trees and found their house. One morning, their breakfast porridge was too hot to eat, so they decided to go for a walk in the forest. Therewas a great big father bear, a middle-sized mother bear and a tiny baby bear. Once upon a time there were three bears who lived in a house in the forest.
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