Allyson L Snyder
Biographic Data
| ID | 6739441 |
|---|---|
| NAME | Allyson L Snyder |
| GIVEN NAMES | Allyson L |
| FAMILY NAME | Snyder |
| SIGNATURE | SNYDER A L |
| AFFILIATIONS | University of California System |
| ORCID | 0000-0002-2815-623X |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Children’s vocabulary, math, and social-emotional learning from interactive media: The role of choice, agency, and repetition in app design
Parent problematic media use, child reactivity, and income: Context for parents’ use of media emotion regulation strategies in the United States
Using the ABC-X model of family stress, this study examines how parent resources and deficits of resources (e.g. depressive symptoms, problematic media use) relate to parents’ use of media emotion regulation practices, as well as the moderating role of child emotional reactivity and household income in these processes. Survey data from 598 parents of 3–7-year-olds in the United States, 33.44% White, 23.58% Black, 19.40% Hispanic, 18.90% Asian, an…
Parents’ differential attitudes toward children’s media use by race and anxiety about children’s futures
Guided by the Differential Susceptibility to Media Effects model, we examined the relations between parents’ anxiety over their children’s futures and their attitudes toward playful media for children and media featuring principles of direct instruction, as moderated by parent race ( N = 600, quota sampled for race, children ages 3–7). Research has demonstrated that parents’ anxiety surrounding their children’s futures influences their attitudes …
U.S. parents’ scientific literacy and efficacy: Associations with children’s STEM media engagement
Promoting science, math, engineering, and technology (STEM) skills for young children provides foundation for and interest in later STEM learning, making early childhood an important time to develop these competencies. Young children also spend increasing amounts of time with media, and thus it is important to understand if children are accessing STEM content and what factors may determine this access. The current survey study of parents of three…
The Effects of Fantastical Characters and Prosocial Message Duration on Children’s Narrative, Emotional, and Moral Lesson Comprehension of a Cartoon
“My Name Is Sally Brown, and I Hate School!”: A retrospective study of school liking among conventional and Montessori school alumni
School liking shows clear associations with academic success, yet we know little about how it changes over levels of schooling, what predicts liking school at each level, or how attending alternative schools like Montessori might impact liking. To better understand school liking across time and education settings, we surveyed adults about how much they remember liking elementary, middle, and high school, and identified key school features that pr…
Representations of LGBQ+ families in young children’s media
Representations of lesbian, gay, bisexual, and queer (LGBQ+)1 characters in children’s media have proliferated over the last five years (GLAAD Media Institute, 2019). In large part, this shift has
Minding Children’s Media Morals: Parents’ Moral Foundation Salience Differentially Relates to Attitudes and Motivations Toward Children’s Educational Media
Guided by Moral Foundations Theory and the Model of Intuitive Morality and Exemplars (MIME), we examined the relationships between parents' moral foundation salience and their attitudes and motivations toward using educational media with their young children (N = 449; child ages 4–7 years). Although research has shown that individuals' moral foundation salience predicts their own liking and selection of media, research has not considered these pr…
No prominent works on this page.
“My Name Is Sally Brown, and I Hate School!”: A retrospective study of school liking among conventional and Montessori school alumni
School liking shows clear associations with academic success, yet we know little about how it changes over levels of schooling, what predicts liking school at each level, or how attending alternative schools like Montessori might impact liking. To better understand school liking across time and education settings, we surveyed adults about how much they remember liking elementary, middle, and high school, and identified key school features that pr…
Representations of LGBQ+ families in young children’s media
Representations of lesbian, gay, bisexual, and queer (LGBQ+)1 characters in children’s media have proliferated over the last five years (GLAAD Media Institute, 2019). In large part, this shift has
Minding Children’s Media Morals: Parents’ Moral Foundation Salience Differentially Relates to Attitudes and Motivations Toward Children’s Educational Media
Guided by Moral Foundations Theory and the Model of Intuitive Morality and Exemplars (MIME), we examined the relationships between parents' moral foundation salience and their attitudes and motivations toward using educational media with their young children (N = 449; child ages 4–7 years). Although research has shown that individuals' moral foundation salience predicts their own liking and selection of media, research has not considered these pr…
U.S. parents’ scientific literacy and efficacy: Associations with children’s STEM media engagement
Promoting science, math, engineering, and technology (STEM) skills for young children provides foundation for and interest in later STEM learning, making early childhood an important time to develop these competencies. Young children also spend increasing amounts of time with media, and thus it is important to understand if children are accessing STEM content and what factors may determine this access. The current survey study of parents of three…
The Effects of Fantastical Characters and Prosocial Message Duration on Children’s Narrative, Emotional, and Moral Lesson Comprehension of a Cartoon
Parent problematic media use, child reactivity, and income: Context for parents’ use of media emotion regulation strategies in the United States
Using the ABC-X model of family stress, this study examines how parent resources and deficits of resources (e.g. depressive symptoms, problematic media use) relate to parents’ use of media emotion regulation practices, as well as the moderating role of child emotional reactivity and household income in these processes. Survey data from 598 parents of 3–7-year-olds in the United States, 33.44% White, 23.58% Black, 19.40% Hispanic, 18.90% Asian, an…
Parents’ differential attitudes toward children’s media use by race and anxiety about children’s futures
Guided by the Differential Susceptibility to Media Effects model, we examined the relations between parents’ anxiety over their children’s futures and their attitudes toward playful media for children and media featuring principles of direct instruction, as moderated by parent race ( N = 600, quota sampled for race, children ages 3–7). Research has demonstrated that parents’ anxiety surrounding their children’s futures influences their attitudes …
Children’s vocabulary, math, and social-emotional learning from interactive media: The role of choice, agency, and repetition in app design
Psychology (8 works) · Child Development and Digital Technology (7 works) · Developmental psychology (7 works) · Social Psychology (5 works) · Early Childhood Education and Development (4 works) · Impact of Technology on Adolescents (3 works) · Mathematics education (3 works) · Media Influence and Health (3 works) · Sociology (3 works) · Gender Studies (2 works)