Literaturnachweis - Detailanzeige
| Autor/inn/en | Calvert, Sandra L.; Gersh, Tracey L. |
|---|---|
| Titel | Developmental Differences in Children's Television Story Comprehension: Effects of Content Cues and Auditory Formal Production Features. |
| Quelle | (1985), (25 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Cognitive Processes; Comprehension; Cues; Elementary Education; Listening Comprehension; Recall (Psychology); Retention (Psychology); Sound Effects; Television; Visual Learning |
| Abstract | In a study conducted to measure children's visual attention to a television program and relate it to comprehension of content, 64 children equally distributed by sex from kindergarten and fifth grade, were randomly assigned to one of four treatment conditions. These conditions crossed two levels of content cues with two levels of sound effects before and after a dream segment in the program. The content cue condition provided 20 seconds of supplementary information, which indicated that a dream was occurring while the no content cue condition did not. The content/no content cue conditions were either preceded or not preceded by a sound effect which marked these program transitions. Visual attention was videotaped during each child's individual viewing session. After viewing, each child answered a 22 item multiple-choice recognition test of inferential, central-concrete, and incidental information and then ordered picture sets of events photographed from the awake, dream, and whole program segments. Results showed that sound effects improved attentional interest and inferential recognition for kindergarten and the picture sequencing of the awake segment for fifth graders. All children sequenced more pictures correctly from the awake segment when content cues were present. (DF) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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