Shalom M Fisch
Biographic Data
| ID | 7718295 |
|---|---|
| NAME | Shalom M Fisch |
| GIVEN NAMES | Shalom M |
| FAMILY NAME | Fisch |
| SIGNATURE | FISCH S M |
| AFFILIATIONS | MediaKidz Research & Consulting, Teaneck, NJ, USA |
| VERIFIED | No |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1990 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Theory to practice in the production and evaluation of educational media
All too often, media promoted as educational are produced with little or no grounding in educational theory, practice, or research. For example, of more than 80,000 apps labeled “educational” in th
“I wonder, what if, let’s try”
To investigate whether educational television can enhance problem-solving process skills among preschool children, 116 three- to five-year-olds watched 12 episodes of Sesame Street – either engineering-based “playful problem solving” episodes, or episodes about social-emotional learning. Assessments were conducted on three levels: comprehension and delayed recall of educational content, parental observations of learning, and transfer of learning.…
Remote observation of hands-on problem solving among preschool children
Innovative methods for remote data collection, developed during the COVID-19 pandemic, also carry value for extending the reach of future research. Using the case study of an evaluation of children’s learning from Sesame Street, this methodological paper discusses challenges of assessing preschool children’s hands-on problem solving remotely via video chat, as well as techniques that were used to overcome these challenges, to yield rich, reliable…
Designing media for cross-platform learning
Past research on cross-platform learning indicates that combined use of multiple media can produce greater learning than a single media component. However, designing transmedia materials effectively for cross-platform learning presents challenges beyond those of traditional production within a single medium. This paper discusses several approaches to production and instructional design that were employed in Ready to Learn projects in 2010–2015, t…
Introduction to the special section
Introduction
The authors present reasons why developmental psychologists should care about children's and adolescents' digital game play. These reasons may be identified as: a) digital game play is an integral aspect of children's and adolescents' lives; b) digital game play contributes to learning and cognitive development; and c) developmental research has the potential to contribute to effective educational game design. The authors expand on these reasons …
Media Effects
"Lifelong Interactionsdata Mining for Educational "Gold
column Share on LIFELONG INTERACTIONSData mining for educational "gold" Authors: Shalom M. Fisch MediaKidz Research & Consulting MediaKidz Research & ConsultingView Profile , Richard Lesh Indiana University Indiana UniversityView Profile , Elizabeth Motoki Indiana University Indiana UniversityView Profile , Sandra Crespo Michigan State University Michigan State UniversityView Profile , Vincent Melfi Michigan State University Michigan State Univer…
Coviewing Preschool Television in the Us
Past studies have shown that naturalistic parent–child coviewing of television provides a context for interactions that promote comprehension and more general language development. To determine whether onscreen text can facilitate such interactions, 58 parent–child dyads (with children aged 3 to 5 years) were observed while viewing a preschool video in which the narrative was accompanied by either: (1) an onscreen "Mommy bar" of subtitles includi…
Educational Media in the Twenty‐first Century
From preschool through the teen years, research has shown that children spend tremendous amounts of time using media. In the United States, children devote more time to using media than to any othe
Media Effects
A Capacity Model of Children's Comprehension of Educational Content on Television
Many studies have shown that children of various ages learn from educational television, but they have not explained how children extract and comprehend educational content from these television programs. This paper proposes a model (the capacity model) that focuses on children's allocation of working memory resources while watching television. The model consists of a theoretical construct with three basic components (processing of narrative, pro…
Can children use a verb without exposure to its argument structure
We hypothesize that canonical sentence schemas (e.g. Agent—verb-Patient) can sometimes assign argument structure to verbs. In particular, they provide a default argument structure early in learning when a verb's lexical entry may record the nature of the action but lack a specific argument structure. To test the theory and its application to causative verb errors (e.g. stay it there ), novel action verbs were modelled, some as causative, some as …
No prominent works on this page.
Can children use a verb without exposure to its argument structure
We hypothesize that canonical sentence schemas (e.g. Agent—verb-Patient) can sometimes assign argument structure to verbs. In particular, they provide a default argument structure early in learning when a verb's lexical entry may record the nature of the action but lack a specific argument structure. To test the theory and its application to causative verb errors (e.g. stay it there ), novel action verbs were modelled, some as causative, some as …
A Capacity Model of Children's Comprehension of Educational Content on Television
Many studies have shown that children of various ages learn from educational television, but they have not explained how children extract and comprehend educational content from these television programs. This paper proposes a model (the capacity model) that focuses on children's allocation of working memory resources while watching television. The model consists of a theoretical construct with three basic components (processing of narrative, pro…
Media Effects
Educational Media in the Twenty‐first Century
From preschool through the teen years, research has shown that children spend tremendous amounts of time using media. In the United States, children devote more time to using media than to any othe
Coviewing Preschool Television in the Us
Past studies have shown that naturalistic parent–child coviewing of television provides a context for interactions that promote comprehension and more general language development. To determine whether onscreen text can facilitate such interactions, 58 parent–child dyads (with children aged 3 to 5 years) were observed while viewing a preschool video in which the narrative was accompanied by either: (1) an onscreen "Mommy bar" of subtitles includi…
Media Effects
"Lifelong Interactionsdata Mining for Educational "Gold
column Share on LIFELONG INTERACTIONSData mining for educational "gold" Authors: Shalom M. Fisch MediaKidz Research & Consulting MediaKidz Research & ConsultingView Profile , Richard Lesh Indiana University Indiana UniversityView Profile , Elizabeth Motoki Indiana University Indiana UniversityView Profile , Sandra Crespo Michigan State University Michigan State UniversityView Profile , Vincent Melfi Michigan State University Michigan State Univer…
Introduction
The authors present reasons why developmental psychologists should care about children's and adolescents' digital game play. These reasons may be identified as: a) digital game play is an integral aspect of children's and adolescents' lives; b) digital game play contributes to learning and cognitive development; and c) developmental research has the potential to contribute to effective educational game design. The authors expand on these reasons …
Designing media for cross-platform learning
Past research on cross-platform learning indicates that combined use of multiple media can produce greater learning than a single media component. However, designing transmedia materials effectively for cross-platform learning presents challenges beyond those of traditional production within a single medium. This paper discusses several approaches to production and instructional design that were employed in Ready to Learn projects in 2010–2015, t…
Introduction to the special section
Theory to practice in the production and evaluation of educational media
All too often, media promoted as educational are produced with little or no grounding in educational theory, practice, or research. For example, of more than 80,000 apps labeled “educational” in th
“I wonder, what if, let’s try”
To investigate whether educational television can enhance problem-solving process skills among preschool children, 116 three- to five-year-olds watched 12 episodes of Sesame Street – either engineering-based “playful problem solving” episodes, or episodes about social-emotional learning. Assessments were conducted on three levels: comprehension and delayed recall of educational content, parental observations of learning, and transfer of learning.…
Remote observation of hands-on problem solving among preschool children
Innovative methods for remote data collection, developed during the COVID-19 pandemic, also carry value for extending the reach of future research. Using the case study of an evaluation of children’s learning from Sesame Street, this methodological paper discusses challenges of assessing preschool children’s hands-on problem solving remotely via video chat, as well as techniques that were used to overcome these challenges, to yield rich, reliable…
Computer Science (8 works) · Psychology (8 works) · Child Development and Digital Technology (5 works) · Advertising (4 works) · Business (4 works) · Multimedia (4 works) · Sociology (4 works) · Developmental psychology (3 works) · Engineering (3 works) · Media studies (3 works)