| Abstract: | We sought to determine why preschoolers struggle to learn abuse prevention concepts that children only a few years older learn easily. We pretested preschoolers' knowledge of sexual abuse prevention, observed them viewing a widely-used sexual abuse prevention program, then post-tested their abuse prevention knowledge. We micro-measured comprehension of specific prevention concepts during instruction in order to compare failures of comprehension with failures of retention and/or application. We also tested the effectiveness of guided participation with an adult co-viewer as a technique for improving children's comprehension of the material. Although subjects watched 50% of the program, they comprehended only 30%. Viewing did not significantly increase their knowledge. Likewise, the presence of an active adult co-viewer did not increase comprehension of abuse prevention concepts. We identified four audio/visual production features that accounted for 59% of subjects' visual attention. Attention predicted comprehension. Comprehension of advanced concepts was predicated upon comprehension of simpler ones. If subjects failed to comprehend a basic concept, they were significantly less likely to attend to or comprehend more advanced concepts. Preschoolers need sexual abuse prevention programs produced specifically for them. Research should focus on programs that (1) are developmentally graduated, (2) present concepts in a logical order and then seek to ensure that subjects comprehend the concept before moving on, and (3) use audio/visual production features that recruit and maintain visual attention. |
