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    Although attempts to create evidence-based television content for infants from birth to 2 years of age are notable, it has not been empirically verified to what extent infants understand such content. Our study evaluated whether Japanese 11- to 20-month-olds (N = 97; 52 boys and 45 girls) understand evidence-based television content using a looking-time method. When presented with content based on number themes, infants demonstrated an understanding of addition. When presented with content related to moral cognition, infants preferentially looked at a helper more than at a non-helper. Results reveal that infants understand educational television content based on scientific findings, demonstrating robustness and ecological validity. We discuss the possibility that broadcasting such content promotes infants' sensitivity to numbers and morals and provides learning opportunities through television. Copyright © 2022 The Authors. Published by Elsevier Inc. All rights reserved.


    Yuko Okumura, Tessei Kobayashi. Do infants understand educational television content based on scientific findings? Journal of experimental child psychology. 2023 May;229:105620

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    PMID: 36641828

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