Previous studies have often compared and contrasted differences among media presentations, including traditional storybooks and videos and their potential for incidental word learning among preschoolers. Studies have shown that children learn words from a variety of media, and that repetition is an important source for incidental learning. Yet, to date, little is known about how repeated presentations of different media, and the possible additive effect of these presentations may affect incidental word learning. Conducted over three phases, 140 preschoolers viewed or listened to two stories, repeated either with a single medium (traditional book or video) or two media (book and video) to stories. Results indicated that gains in incidental word learning were significantly stronger when children viewed two different media of comparable content compared to two exposures to a single medium. However, neither condition affected children's comprehension of the story. Findings suggest that two media presentations of comparable stories may be more effective in promoting incidental word learning than repeated presentations of a single medium.

以前的研究经常比较和对比媒体演示文稿之间的差异，包括传统的故事书和视频，以及它们在学龄前儿童中附带单词学习的潜力。研究表明，儿童可以通过多种媒体学习单词，重复是偶然学习的重要来源。然而，迄今为止，关于不同媒体的重复展示以及这些展示可能产生的附加影响如何影响附带的单词学习的知识鲜为人知。在三个阶段进行的过程中，有140名学龄前儿童观看或听过两个故事，并用一种​​媒介（传统书籍或视频）或两种媒介（书籍和视频）重复视频）到故事。结果表明，与两次接触单一媒体相比，当孩子观看两种具有相似内容的不同媒体时，附带单词学习的能力明显增强。但是，这两种情况都不会影响儿童对故事的理解。研究结果表明，两种媒体对类似故事的介绍可能比单一媒体的重复介绍更有效地促进偶然单词学习。