A Suggested Research Strategy

Fowles, Barbara R.; Horner, Vivian M.

doi:10.1111/j.1460-2466.1975.tb00644.x

Cited by 4 publications

(3 citation statements)

References 2 publications

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“…Six-year-olds Sound of "ck" (9)(10)(11)(12)(13)(14)(15)(16)(17)(18) Totals ( Note: A correct answer received two points, an incorrect answer one point. The range of possible means is given in parentheses after the skill.…”

Section: Five-year-oldsmentioning

confidence: 99%

“…However, a model of "cause and effect" is often insufficient for the complex and variable effects and interactions of television content. Although researchers have often conceptualized behavior in terms of being caused by television content, most such studies have failed to demonstrate that television content has any but marginal effects (see 5, 16,17).…”

Section: The Mediation Studies Aa Well As Other Research Offer An Impmentioning

confidence: 99%

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Mediation: The Role of Significant Others

Corder-Bolz

1980

Journal of Communication

112

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Comments of a signijicant other can enhance learning; television may even be capable of mediating itself.With experience, viewers of television have been able to acquire the skills to interpret, evaluate, and appreciate what they watch, Adults may exercise such skills, for example, by asking of a program or commercial, "How realistic is the portrayed action and its consequences?' "Does it correspond with other sources of information?" and "Does it agree with my own attitudes and beliefs?" However, such attempts to analyze television content are at best infrequent among adults. Children have been observed to be even less sophisticated viewers. They often do not understand the plots of programs (see 26) or the implied consequences of portrayed acts (e.g., 4), and do not critically evaluate products advertised on TV (e.g., 42,43). They have a lower order of mental skills, fewer analytical abilities, and less experience with the world with which to interpret, understand, and critically appreciate television programming.Thus it may be argued that in order for children to be in any sense critical television viewers, they need adult assistance. Parents, older siblings, and teachers apparently can have a direct and substantial impact upon children's understanding of the factual and value implications of television portrayals (1,8,9,10,22,32,34,37) by providing a limited commentary on what children view. The mere presence of an adult as a co-viewer (see 2, 28) is insufficient-interaction directed toward the program is the critical element. However, families rarely discuss television commercials being viewed (42), and little family interaction occurs with regard to television content (19), despite documented paren-

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Section: Five-year-oldsmentioning

confidence: 99%

Section: The Mediation Studies Aa Well As Other Research Offer An Impmentioning

confidence: 99%

Mediation: The Role of Significant Others

Corder-Bolz

1980

Journal of Communication

112

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“…1 When content analysis is used to quantify qualitative data collected through thought listing tasks or other related techniques, it is sometimes called protocol analysis (Ericson and Simon, 1984). 2 This past work includes Babbie, 1975;Berelson, 1952Berelson, , 1954Fowles and Horner, 1975;Holbrook, 1977;Holsti, 1968;Janis, 1943Janis, , 1965Kaplan, 1943;Kepplinger, 1989;Pollay, 1983;and Weber, 1985. 3 For criticisms of sign-vehicle analysis which explain why it is rarely used, see Janis (1943: pp.…”

Section: Notesmentioning

confidence: 99%

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Ahuvia

2001

Social Indicators Research

218

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This paper argues for a subtle but important shift in the way we view content analysis which allows for the introduction of two new variants on this methodology. Previously, content analysis has been seen as a method for quantifying the content of texts. This paper argues that we should view content analysis as a method for counting interpretations of content. Based on this reconceptualization, this paper suggests two new varieties of content analysis. Reception based content analysis allows researchers to quantify how different audiences will understand text. Interpretive content analysis is specially designed for latent content analysis, in which researchers go beyond quantifying the most straightforward denotative elements in a text. These new forms of content analysis are contrasted with traditional content analysis, and the appropriate conditions for their use are discussed.

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Beyond “Risks or Benefits”

Bazalgette

2022

How Toddlers Learn the Secret Language of Movies

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A Suggested Research Strategy

Cited by 4 publications

References 2 publications

Mediation: The Role of Significant Others

Mediation: The Role of Significant Others

Untitled

Beyond “Risks or Benefits”

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