Using Television Mediation to Stimulate Nontraditional Gender Roles among Caucasian and African American Children in the US

Nathanson, Amy I.

doi:10.1080/17482791003629644

Cited by 19 publications

(13 citation statements)

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“…Active mediation is linked with many positive outcomes, including enhanced comprehension of and learning from television (Collins, Sobol, & Westby, 1988; Corder‐Bolz, 1980; Corder‐Bolz & O’Bryant, 1978; Desmond, Singer, Singer, Calam, & Colimore, 1985; Valkenburg, Krcmar, & deRoos, 1998), skepticism toward televised news (Austin, 1993), and endorsement of nontraditional gender roles (Corder‐Bolz, 1980). In addition, active mediation can reduce negative effects of television on children, including modifying undesirable responses to advertising (Buijzen, 2009; Buijzen & Valkenburg, 2005), news (Buijzen, Walma van der Molen, & Sondij, 2007), violent programming (Corder‐Bolz, 1980; Nathanson, 1999, 2004; Nathanson & Cantor, 2000), and scary content (Cantor, 1994).…”

Section: Parent Monitoring Of Mediamentioning

confidence: 99%

“…For example, children whose parents coview educational television learn more from the material than do other children (Salomon, 1977). At the same time, coviewing can increase learning from undesirable content, such as violent television, and result in increased aggression among children (Nathanson & Cantor, 2000). In general, coviewing, by either parents or siblings, is related to enhanced enjoyment of the coviewed material (Salomon, 1977; Wilson & Weiss, 1993).…”

Section: Parent Monitoring Of Mediamentioning

confidence: 99%

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Do You See What I See? Parent and Child Reports of Parental Monitoring of Media

et al. 2012

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Research on parental monitoring of children's media use suggests parents can reduce the negative effects of media exposure on children, although this research is rarely conducted with elementary school children and leaves open questions about whether parents or children are better reporters. Participants were 1,323 children, their parents, and teachers. Parents and children reported on four aspects of monitoring for TV and video games: co‐using, limit setting on amount, limit setting on content, and active mediation. Parents gave much higher estimates than did children. Monitoring was moderated by child age, child sex, parent marital status, parent education, and parent income. Although parent‐ and child‐reported monitoring correlated rather poorly, both types were almost equally good predictors of children's screen time, media violence exposure, and teacher reports of school performance. When there were differences, the child reports tended to be slightly better predictors, demonstrating the validity of child reports of parental monitoring.

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Section: Parent Monitoring Of Mediamentioning

confidence: 99%

Section: Parent Monitoring Of Mediamentioning

confidence: 99%

Do You See What I See? Parent and Child Reports of Parental Monitoring of Media

et al. 2012

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“…Evaluative mediation includes providing children with positive or negative opinions about television content intended to create evaluations of TV content in the minds of children (Nathanson, ). Such mediation often comes in the form of statements by adult caregivers about their approval or disapproval of characters' behaviors (Nathanson, ). Among other positive outcomes, evaluative mediation effectively reduced children's aggression‐related responses to watching violent television shows compared to factual mediation (Nathanson, ).…”

Section: Negatively Valenced Evaluative Active Mediationmentioning

confidence: 99%

Proactive vs. Retroactive Mediation: Effects of Mediation's Timing on Children's Reactions to Popular Cartoon Violence

Rasmussen

2014

Hum Commun Res

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An experiment with 150 children aged 5–7 and 10–12 revealed that children's reactions to violent TV shows differed based on when they received negatively valenced, evaluative mediation. Results also showed that the effect of mediation's timing consistently depended on children's age. Older children responded better to pre‐exposure mediation than they did to postexposure mediation. In some cases, older children exhibited reactance to postexposure mediation. For younger children, on the other hand, mediation given at any time was more beneficial than no mediation at all. Therefore, the timing of active mediation may be an important factor in interpreting research and in the design and implementation of mediation interventions.

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“…First, because it is rooted in the media effects tradition, scholars have tended to be concerned primarily with the negative effects of media on information processing and cognitive development. They have therefore largely overlooked the ways in which parents attempt to utilize media for positive familial and developmental goals that may not be directly related to the media, and have not always paid sufficient attention to the social pressures shaping parental decision making in regards to mediation (but see Madianou, 2006; Nathanson, 2010; Yang & Schaniger, 2010). Second, because the theory is oriented toward cognitive development and concerns about children's vulnerability, research has tended to skew toward younger children with less attention to the changing demands of the parent/child relationship as the child enters the preteen and teen years (but see Nathanson, 2010).…”

mentioning

confidence: 99%

Parental Mediation Theory for the Digital Age

Clark

2011

Communication Theory

456

342

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This article describes the theory of parental mediation, which has evolved to consider how parents utilize interpersonal communication to mitigate the negative effects that they believe communication media have on their children. I discuss the strengths and weaknesses of this theory as employed in the sociopsychologically rooted media effects literature as well as sociocultural ethnographic research on family media uses. To account for the emotional work that digital media have introduced into contemporary family life, I review interpersonal communication scholarship based on sociologist A. R. Hochschild's (1977Hochschild's ( , 1989) work on emotions, and suggest L. Vygotsky's (1978) social development theory as a means of rethinking the role of children's agency in the interactions between parents and children that new media affords. The article concludes by suggesting that in addition to the strategies of active, restrictive, and co-viewing as parental mediation strategies, future research needs to consider the emergent strategy of participatory learning that involves parents and children interacting together with and through digital media.

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Using Television Mediation to Stimulate Nontraditional Gender Roles among Caucasian and African American Children in the US

Cited by 19 publications

References 46 publications

Do You See What I See? Parent and Child Reports of Parental Monitoring of Media

Do You See What I See? Parent and Child Reports of Parental Monitoring of Media

Proactive vs. Retroactive Mediation: Effects of Mediation's Timing on Children's Reactions to Popular Cartoon Violence

Parental Mediation Theory for the Digital Age

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