While the video deficit is generally observed between about fifteen and thirty months of age, there is some evidence of a video deficit among slightly older children when they complete more-challenging tasks.
The video deficit appears to be a domain-general phenomenon insofar as it has been observed using a wide range of tasks, including (but not limited to) imitation, object retrieval, and word learning. The term “video deficit” refers to the phenomenon in which toddlers show better learning from in-person demonstrations by a live teacher than the same demonstration presented on video.
Despite growing access to and use of such media by the youngest viewers, research suggests that toddlers have difficulty learning from screen media. In more-recent years, this increase has also been due to the proliferation of mobile touchscreen devices (e.g., smartphones, tablet computers), which-compared to laptop computers, video game consoles, and other interactive devices-are relatively easy for infants and toddlers to use. This is due in part to the introduction of television programs (e.g., Teletubbies) and DVD series (e.g., Baby Einstein) that target this young audience. The percentage of infants and toddlers who use screen media in a typical day has increased dramatically since the 1990s.
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