Cognitive Skills, Student Achievement Tests, and Schools

Amy S. Finn, Matthew A. Kraft, Martin R. West, Julia A. Leonard, Crystal E. Bish, Rebecca E. Martin, Margaret A. Sheridan, Christopher F. O. Gabrieli, and John D. E. Gabrieli

“The strong relation between cognitive ability and academic performance suggests that schools that are particularly effective in improving academic performance may also improve domain-independent cognitive skills.”

How this research is implemented in our product:

Teaching the Habits of Mind to students provides the cognitive learning necessary to improve their academic performance.


Gifted Education Teachers: Knowledge, Skills, and Dispositions in Thought and Action

Marcia J. Dvorak, 2007

“Teacher behaviors were demonstrated in reflection but also in action as they taught their students to use these behaviors as well as to reflect on their own (students’) thoughts and actions.”

How this research is implemented in our product:

As research shows, teachers’ moods and behaviors have a great influence on the outcome of student learning. We aim to make our product easy for teachers. The Habits of Mind Instructional Animations will help teachers save time, serve as a second voice in the classroom, and allows teachers to teach the curriculum without any stress.


The Impact of Habits of Mind on Students

Compiled by Jenny Edwards, PhD, 2007

“Furthermore, ‘when faced with difficult choices or situations, these students used Habits of the Mind and Philosophy for [children] to think critically, solve problems, and make informed decisions.'”

How this research is implemented in our product:

This research study points out actual cases in which teaching the Habits of Mind has benefitted students. It also sites specifics where improvement has been demonstrated in several areas involving the Habits of Mind, further proving that teaching these Habits leads to intelligent, creative thinkers.


Declaration on Education for Life

by Arthur Costa, Guy Claxton and Bena Kallick

“To flourish in the real world, children need more than literacy, numeracy and knowledge. They need qualities of mind such as curiosity, determination, imagination and self-control. Children who have discovered the deep pride that comes from crafting and mastering things to the very best of their ability carry their habits of careful thinking and self-discipline into the examination hall and onto the playing fields of life.”

How this research is implemented in our product:

The Habits of Mind animated through WonderGrove Learn will provide children with qualities beyond numeracy and knowledge learned from textbooks. It gives them access to learn life skills and other qualities that are extremely valuable to their growing and learning.


Toddlers’ Learning from Video Characters

Children’s Digital Media Center, Department of Psychology, Georgetown University, Washington, DC, USA, 2011

“Children form emotional relationship with television characters, reporting that they ‘really like’ certain popular television characters such as Dora from Dora the Explorer. Additionally, using pictures of popular familiar characters, such as Elmo from Sesame Street, increased preschool-aged children’s preference for foods that were being marketed. As onscreen characters become socially meaningful to young children, they may become more likely to trust the characters, and therefore, learn the information that is being presented onscreen.”

How this research is implemented in our product:

As students watch WonderGrove videos, they develop a connection with the main characters and learn to trust them. As the characters become meaningful to the students, they are more likely to learn and grasp the lessons being presented.


Childrens’ Experience of Cartoons at Different Age Levels

Kaj Bjorkqvist and Kirsti Lagerspetz, April 1983

“By far the most popular films among children are cartoons. This was established in our pre-experiments among preschool children in daycare centers.”

How this research is implemented in our product:

Research states that the most popular films among children are cartoons. WonderGrove produces animations with valuable lessons and social skills that provide students with the knowledge and lessons they need in methods that they enjoy and can relate to.


How Do Children Explore Multimedia Instruction?

Mireille Betrancourt and Alain Chassot

“Given the explanative and computational power of visualization, children’s attraction towards visualization is potentially beneficial for learning, provided that appropriate guidance is given in the instructional material.”

How this research is implemented in our product:

As students develop trust and connect with the WonderGrove characters, it improves their learning of concepts.


Cartoon Characters Influence Kids’ Food Choices

Bill Hendrick, 2011

“University of Pennsylvania researchers led by Matthew A. Lapierre, MA, evaluated 80 kids between the ages of 4 and 6 to determine if advertisers using a licensed cartoon character on food packaging affected children’s taste assessments of the cereals. Almost all the kids reported liking the cereal, but those who saw a popular media character on the box said they liked it more than the kids who viewed a box with no character on it.”

How this research is implemented in our product:

Since students remember visual cues more than verbal cues, WonderGrove uses animations featuring characters talking about superfoods and making healthy choices that students can identify with and remember when it comes time to eat.


Influence of Characters on Children’s Taste and Snack Preferences

Christina A. Roberto, MS, Jenny Baik, BA, Jennifer L. Harris, MBA, PhD, Kelly D. Brownell, PhD, 2010

“Children significantly preferred the taste of foods that had popular cartoon characters on the packaging, compared with the same foods without characters.”

How this research is implemented in our product:

The more WonderGrove animations students watch, the more they’ll emotionally connect to the characters and want to imitate their actions. WonderGrove focuses on healthy lessons and life skills, which encourage students to pick healthier options.


Can Branding Improve School Lunches?

Brian Wansink, PhD; David R. Just, PhD; Collin R. Payne, PhD

“In contrast, this study suggests that the use of branding or appealing branded characters may benefit healthier foods more than indulgent, more highly processed foods. Just as attractive names have been shown to increase the selection of healthier foods in school lunchrooms, brands and cartoon characters can do the same with preliterate children.”

How this research is implemented in our product:

WonderGrove puts their characters on every activity the child will ever see. When the students see the characters, they associate them with the lesson and are more likely to pay attention to what they are learning.


Using group viewing of Television to Teach Preschool Children Social Skills

Ida Eva Zielinska, Bette Chambers

“Results suggest that pro-social modeling using television can encourage pro-social behavior in the daycare setting. A group viewing context, with or without post viewing enactive pro-social training, may enhance pro-social modeling effects.”

How this research is implemented in our product:

WonderGrove features cartoons starring a group of characters at one time, which enhances social modeling effects and encourages social behavior among viewers.


The Relationship Between Cartoon Trade Character Recognition and Attitude Toward Product Category in Young Children

Richard Mizerski

“They further report that advertising can influence how children view and obtain appropriate products to use now and in the future.”

How this research is implemented in our product:

Children’s attitude towards products changes when they see characters they know using them. WonderGrove uses their characters to market healthy eating and responsible choices, which makes students more likely to embrace the behavior because they trust the characters they watch.


Social Skills and Academic Achievement

Kathlyn M. Steedly, Ph.D., Amanda Schwartz, Ph.D., Michael Levin, M.A., & Stephen D. Luke, Ed.D. 2008

“The classroom is one such environment children must learn to navigate. Successful learning requires students to interact closely with teachers and peers. In addition to their general importance for daily interaction, social skills can have a big impact on a child’s ability to succeed in an academic setting. The classroom becomes both a training ground for development of social skills and an arena in which those skills are put to use.”

How this research is implemented in our product:

WonderGrove focuses on teaching social skills and politeness. Viewing the cartoons in a classroom enhances the students’ development of social skills, especially in an area where the skills can be put to use immediately.


Sesame Street ‘Healthy Habits for Life’ Objectives

Carey Bryson

“Sesame Street’s new health conscious shows are as good of a reminder for adults as they are for children. In one episode, Elmo and Zoe decide on a snack of cookies and ice cream. Miles, who is at the fruit stand, entices them to have some fruit instead.”

How this research is implemented in our product:

As students develop more trust for the characters, they become more likely to make the healthy choices that the characters are making.


Developing Social Competence for all Students

Vincent, Claudia G. – Horner, Robert H. – Sugai, George

“Once students acquire the skills necessary for successful classroom interactions, they will be more likely to generalize their acquired skills to other settings and contribute to the school-wide culture of social competence.”

How this research is implemented in our product:

The WonderGrove lessons teach proper behaviors for a classroom setting so the students can implement what they are learning right away, and continue to improve their social skills while at school.


10 Ways Cartoons Help Kids Learn About Different Cultures

Kelly Doscher, 2012

“Some kids grow up in rural areas, or fairly homogenous neighborhoods, and have limited interaction with kids from other backgrounds. For these kids, high-quality cartoons provide a glimpse into those backgrounds and expose them to cultural differences that they might otherwise be unaware of.”

How this research is implemented in our product:

WonderGrove features characters from diverse backgrounds. It is important for kids to learn about cultural differences that they might otherwise be unaware of, and WonderGrove makes this readily available.


The Impact of Enhancing Students’ Social and Emotional Learning

Joseph A. Durlak, Roger P. Weissberg, Allison B. Dymnicki, Rebecca D. Taylor,
Kriston B. Schellinger 2011

“Extensive develop-mental research indicates that effective mastery of social-emotional competencies is associated with greater well-being and better school performance whereas the failure to achieve competence in these areas can lead to a variety of personal, social, and academic difficulties.”

How this research is implemented in our product:

Research states that school-based efforts to promote students’ social and emotional learning represent a promising approach to enhance children’s success in school and life. WonderGrove Learn provides a learning environment for classrooms that directly enhances children’s success in development.


Sesame Street Workshop Studies, Statistics, and Results

Joe Pagetta

“It demonstrates that children who view Sesame Street episodes with pro-social messages exhibit significantly higher levels of pro-social behavior — such as cooperating, helping, and sharing — than those who do not watch, as much as 40% higher.”

How this research is implemented in our product:

Research states that kids who watch episodes with pro-social messages exhibit higher levels of pro-social behavior. Every WonderGrove episode teaches a social skill that will directly improve their behaviors 40% more than those who are not watching.


Student Gains in Reading Scores through Technology!

By Dr. Sally Grimes, Dr. Robert McCabe, and Alyson Rodman, 2007

“For all developing readers, computer-assisted instruction that is research based and tailored to each student has significant potential to accelerate the learning process.”

How this research is implemented in our product:

Studies show that computer-assisted instruction has significant potential to accelerate the learning process. When WonderGrove animations are used consistently, students are able to learn valuable lessons while being entertained.

© WonderGrove LLC.