Psychology

Children's Responses to the Screen: A Media Psychological by Patti M. Valkenburg

By Patti M. Valkenburg

The earlier a number of many years have witnessed millions of reviews into teenagers and the media. but, a lot educational examine remains to be in its infancy in terms of our wisdom in regards to the makes use of, personal tastes, and results of other media. This targeted quantity strikes the sector ahead during this regard, with its insights into the most recent theories and examine on young ones and the media. writer Patti M. Valkenburg explores "screen" media (i.e., tv, motion pictures, video and laptop video games, and the Internet), and focuses her examine at the such a lot primary subject matters within the examine of kids and the media. In each one bankruptcy, Valkenburg examines an important subject on teenagers and the media: the impression of media violence, kid's emotional reactions to information and leisure, the meant and side effects of advertisements, and the makes use of and results of desktop video games and the web. She has established the chapters to supply an outline of current theories and examine on a specific subject, and supplementations the paintings of others along with her personal ground-breaking examine findings. She presents a cautious and even-handed remedy of analysis in kid's media, and contains present and memorable experiences. As a source for examine in youngsters and media and media psychology, this quantity presents a well timed and thorough exam of the country of thought and examine. it is going to function a priceless reference for students and as an attractive textual content for complicated scholars.

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Extra resources for Children's Responses to the Screen: A Media Psychological Approach (Lea's Communication Series)

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Loss of Interest in Educational Preschool Programs By the time they are 5, children’s interest in educational preschool programs such as Sesame Street starts to decline (Rice, Huston, Truglio, & Wright, 1990). 28 CHAPTER 2 Children now develop a preference for more fast-paced and complex entertainment with less friendly characters. They prefer to watch more “dangerous” media productions with somewhat more complicated characters, and more remote, adventurous contexts. They also develop an interest in simple forms of verbal humor, such as playing with the sound of words or the incongruous labeling of objects and events—and start to appreciate humor based on conceptual incongruity, such as the exaggeration or distortion of familiar concepts and situations (McGhee, 1979).

Although correlational studies have an external validity comparable to that of field experiments, they have a lower internal validity. Correlational studies only allow the conclusion that there is a positive relationship between children’s viewing frequency and their aggression. Such a relationship does not necessarily mean that children’s viewing frequency causes their aggressive behavior. After all, a positive relationship between media violence and aggression could also reflect the reversed causal explanation; that is, that aggressive children are more likely to select violent media in order to satisfy their need for aggressive stimuli.

In line with the active model on television viewing our study showed that television viewing is not a passive activity for young children. Children in our study tended to be cognitively and physically very active while watching. However, the infants and toddlers in our study did not yet have an eye for the story line of the media productions. They seemed to react to auditory and visual attributes, such as songs, bright colors, and objects, but they did not show any signs that they understood the story line.

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