Improving TV Program Comprehensibility: Developmental Effects of Visual and Verbal Production Features.

Autor/inn/en	Calvert, Sandra L.; und weitere
Titel	Improving TV Program Comprehensibility: Developmental Effects of Visual and Verbal Production Features.
Quelle	(1984), (36 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Advance Organizers; Age Differences; Attention; Comprehension; Elementary Education; Learning Processes; Learning Strategies; Recall (Psychology); Retention (Psychology); Television Research; Television Viewing; Visual Learning + Suchen Sie Ihr Suchwort? Lernmaterial; Age; Difference; Age difference; Altersunterschied; Aufmerksamkeit; Verstehen; Verständnis; Elementarunterricht; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Abberufung; Merkfähigkeit; Fernsehkonsum; Visual education; Visuelles Lernen
Abstract	Preplays (critical material presented before a televised program) were inserted before three sections of a televised story to determine if they would improve children's attention and comprehension by providing overall plot structure for selecting and integrating important story events. The preplays varied on two orthogonal dimensions: presence or absence of visual events and concrete or inferential story narrative. In same-sex pairs, 160 first through fourth grade students saw an animated television story with or without preplays. A control group saw no preplays. Each child's visual attention to the television screen was recorded continuously. After viewing, the children ordered four pictures and then answered multiple choice questions assessing recognition of implicit, central-concrete, and incidental content. Results indicated that preplays facilitated attention, which, in turn, predicted comprehension of visually presented information. Older children attended longer to inferential preplays and performed better on the implicit comprehension task, while younger children attended longer to concrete preplays. The inferential narration was effective as an aid to comprehension, but only when it was within a child's range of comprehensibility. Findings suggest that television producers can use preplays to improve comprehension, but effectiveness reflects the match between a child's cognitive level and the information processing demands of the presentation. (Author/FL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01