Media differences in children's story synopses: Radio and television contrasted.

Hayes, D. S.; Kelly, Suzanne B.; Mandel, Marcia

doi:10.1037/0022-0663.78.5.341

Cited by 42 publications

(23 citation statements)

References 21 publications

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“…These multimedia learning principles can explain why young children's recall of the story line and story details improve when a narration is lavishly illustrated, as is typical of most paper and electronic storybooks for young children (Greenfield & Beagles-Roos, 1988;Hayes, Kelly, & Mandel, 1986). According to the dual-channel assumption, the advantage of books that include images in addition to text is that children thus have a chance to match verbal information with corresponding images because they are presented at the same time.…”

Section: The Potential Of Animation Background Sounds and Music In Smentioning

confidence: 92%

“…Even though detailed pictures make storybooks particularly suitable for extracting meaning and deriving unknown words from the book context (Carney & Levin, 2002;Greenfield & Beagles-Roos, 1988;Hayes et al, 1986), they may not always be needed or helpful because some readers are able to create mental images of story events from the words alone (Guttman et al, 1977). With age, easyto-follow texts that are highly concrete and engaging (e.g., interesting narrative passages) may readily elicit visual imagery (Carney & Levin, 2002).…”

Section: Differential Effects Of Additional Information Resourcesmentioning

confidence: 98%

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Affordances and limitations of electronic storybooks for young children's emergent literacy

Bus

Takács

Kegel

2015

Developmental Review

295

161

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A B S T R A C TStories presented on phones, tablets and e-readers now offer an alternative to print books. The fundamental challenge has become to specify when and for whom the manner in which children retain information from stories has been changed by electronic storybooks, for better and for worse. We review the effects of digitized presentations of narratives that include oral text as well as multimedia information sources (e.g., animations and other visual and sound effects, background music, hotspots, games, dictionaries) on children's emergent literacy. Research on preschool and kindergarten children has revealed both positive and negative effects of electronic stories conditional upon whether materials are consistent with the way that the human information processing system works. Adding certain information to electronic storybooks can facilitate multimedia learning, especially in children at-risk for language or reading difficulty. Animated pictures, sometimes enriched with music and sound, that match the simultaneously presented story text, can help integrate nonverbal information and language and thus promote storage of those in memory. On the other hand, stories enhanced with hypermedia interactive features like games and "hotspots" may lead to poor performance on tests of vocabulary and story comprehension. Using those features necessitates task switching, and like multitasking in general, seems to cause cognitive overload. However, in accordance with differential susceptibility theory, well-designed technology-enhanced books may be particularly suited Developmental Review j o u r n a l h o m e p a g e : w w w. e l s e v i e r. c o m / l o c a t e / d r to improve learning conditions for vulnerable children and turn putative risk groups into successful learners. This new line of research may have far-reaching consequences for the use of technology-enhanced materials in education.

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Section: The Potential Of Animation Background Sounds and Music In Smentioning

confidence: 92%

Section: Differential Effects Of Additional Information Resourcesmentioning

confidence: 98%

Affordances and limitations of electronic storybooks for young children's emergent literacy

Bus

Takács

Kegel

2015

Developmental Review

295

161

View full text Add to dashboard Cite

show abstract

“…Moreover, a text presentation allows a researcher to manipulate subtle aspects of a message and study the effects of messages independent of other variables (i.e./ nonverbal cues). However, a video portrayal results in a richer and more durable memory representation than monological or dialogical text alone (Hayes, Kelly & Mandel, 1986). In addition, scenes in a videotape can be dramatic and quite capable of arousing an emotional response by giving the observers more access to behavioral cues and allowing them to have more of a sense of participation in the encounter (Cappella & Street, 1989).…”

Section: Billigmentioning

confidence: 98%

Words as Weapons?When Do They Wound? Investigations of Harmful Speech

Leets

Giles

1997

Human Comm Res

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The following investigations juxtapose jurisprudence and communication literatures to examine under what conditions racist speech is perceived as harmful. Spec$cally, one theory of legal liability, the tort of intentional infliction of emotional distress, and one intergroup approach, social identify theory, guided three empirical studies investigatingverbally disturbing communication targeted at Asian Americans. The studies examined how the attribution of harm was influenced by variables such as group membership, message severity, message explicitness and the medium ofpresentation. Onejinding in particular, an interaction between group membership and message explicitness (direct vs. indirect), emerged across the three studies. Results revealed that as "objective" evaluators of deprecating speech, out-group members attributed the direct messages ofracism to be more ham&l than in-group members did, but, conversely, in-group members evaluated the indirect messages of racism to be more harmful than the out-group members did. Theoretical explanationsfor thisjnding and its resulting legal implications are discussed.

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“…But affect perception in middle childhood is poorly understood, leaving the developmental picture of these processes incomplete. Studies of exposure to media indicated that children tended to recall more visual than auditory information (Hayes & Kelly, 1984;Hayes, Kelly, & Mandel, 1986;Pezdek & Stevens, 1984). But these studies evaluated recall, rather than perceptual processing, of information.…”

Section: Multimodal Affect Perception and Developmentmentioning

confidence: 99%

Experiential Influences on Multimodal Perception of Emotion

Shackman

Pollak

2005

Child Development

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The impact of 2 types of learning experiences on children's perception of multimodal emotion cues was examined. Children (aged 7 -12 years) were presented with conflicting facial and vocal emotions. The effects of familiarity were tested by varying whether emotions were presented by familiar or unfamiliar adults. The salience of particular emotional expressions was tested by contrasting the performance of physically abused and nonabused children. Children exhibited a preference for auditory expressions produced by their mothers but not by strangers. Additionally, abused children were biased to rely on auditory cues when their own abusive mother was expressing anger. These results are discussed in terms of the impact of both typical and atypical early experiences on the development of emotion perception.

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Media differences in children's story synopses: Radio and television contrasted.

Cited by 42 publications

References 21 publications

Affordances and limitations of electronic storybooks for young children's emergent literacy

Affordances and limitations of electronic storybooks for young children's emergent literacy

Words as Weapons?When Do They Wound? Investigations of Harmful Speech

Experiential Influences on Multimodal Perception of Emotion

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