When kids are cartoon brain? What they’re saying about cartoons

A look at the science of how kids think about cartoon characters. 

The following video is a compilation of some of the responses we’ve received to the cartoon brain question in our latest podcast episode,  What’s the science? 

We have also posted a few answers to the question on our YouTube channel. 

We’ve also included a list of relevant scientific articles here. 

This is the first time we’ve tackled this topic in the podcast. 

It’s a big challenge to try and answer all the questions posed by a new generation of kids, so we’ve had to do some hard thinking. 

For starters, there are a lot of cartoons to choose from. 

There’s the big-screen classic Winnie the Pooh that has sold over 30 million copies around the world. 

Then there’s The Adventures of Pluto and King Louie a comedy from BBC America that has over 30m viewers. 

And then there’s the latest animated hit, Grimm. 

With its brilliantly realised world and its iconic characters, the show is a favourite among parents. 

But it’s also a hugely popular show with kids, and many of those children will have been exposed to it on TV as children. 

Many of them will have seen Grundy and Grundy’s Treasure and The Adventure of The Frog, and Buddy and Boo and The Rescue Team, but the vast majority of kids will be browsing the BBC’s cartoon library on their TV sets and computer monitors. 

As a result, many of the new kids coming through to school will likely have a lot to learn about the cartoon characters in their own world, including how the brain works. 

In fact, it’s a question that we’re asking kids all over the world to ask themselves too. 

What is the cartoon mind?

How can children help us understand what cartoons are really about? 

We’re also using this podcast to explore some of those questions as well. 

When I was a kid, I remember thinking about cartoons in a way that most people would probably find quite ridiculous. 

They were just plain silly. 

That was before I started to learn more about neuroscience and neuroscience was a science and medicine subject, so I was really lucky to have the right teachers. 

My first teacher was an old school teacher who would say, “You’re really into cartoons?

Well, they don’t really mean anything to me, but it’s fun to think about them, right?” 

When I was seven or eight years old, he told me to go to the library to look up some cartoons. 

I loved it.

I loved the humour. 

 And now I think I’m a bit more aware of it. 

“It’s just not that important.”

 It is important. 

However, when we start to understand what makes a cartoon and what makes it unique, it can give us a much better understanding of how children think about their own experience. 

How do kids think? 

What are they saying about cartoon brains? 

In my own research I’ve been working with children from three different countries who have been presented with cartoons that show different types of characters.

They’re all different in the sense that they’ve been exposed in different ways to different kinds of cartoons.

I’ve found that the children from different parts of the world tend to have different types. 

If you go to an animated children’s show and you see one character that you think is like your own, it will probably be a cartoon of the same type. 

So if you ask a child what the character is like, the child may be saying, “Well, it has horns, it looks like a frog, and it looks a bit like a bear. 

Or, “Well, I think that character looks a little like me.

I think it’s the same age, too.” 

These are all responses that children will use. 

Even if the person who is talking about the character doesn’t think it looks the same to them, they’re probably thinking, “Yeah, it is like that.” 

Children will also use those responses when they’re asking questions. 

You’ll see a child asking, “Do you think that it is a bear?” or, “What do you think about the fact that it has a mouth like a dog?” 

It can also be a way of asking, What’s the difference between a duck and a rabbit?” 

And it can also reflect on what you think you know about cartoon brain function. 

Here’s an example: If the character that is asking this question is a cartoon frog, you might think, He’s a cartoon animal, he’s very similar to the animals in your cartoons, he doesn’t have any special characteristics. 

He doesn’t look like a