Thomas Builds a Theory: Crafting a Theoretical Framework for an Investigation of Thomas the Tank Engine and Emotion-Recognition Capability of Children on the Autism Spectrum

• In Event: ICA Plenary Interactive Paper/Poster Session III
  In Interactive Paper Session: Children, Adolescents, and the Media Interactive Poster Session

Abstract

This paper is an examination of several theoretical models that have the potential to be appropriate frameworks for further study of the children’s television program "Thomas the Tank Engine" and its ability to aid children with Autism Spectrum Disorder (ASD) learn emotion recognition. In addition to ASD researcher Baron-Cohen’s (2008) work on Hyper-Systemizing Theory, four information-processing media-based theories are profiled: Sweller’s (1988) Cognitive Load Theory, Lang’s (1992) Limited Capacity Model of Motivated Mediated Message Processing, Fisch’s (2004) Capacity Model, and Mayer’s (2001) Cognitive Theory of Multimedia Learning. Elements of each theory, including germane cognitive load, linkage to existing knowledge, small narrative distance, and dual-channel processing, are integrated to form a workable “hybrid theory of cognitive capacity and multimedia learning by high-systemizers” for use in further Thomas investigations.

Authors

• Erin Leigh Ryan, Kennesaw State University

• Taylor Loveless, Kennesaw State U