Methods for Increasing Children's Comprehension of Prosocial Values as Transmitted Through Television Programs
Saved in:
| Title: | Methods for Increasing Children's Comprehension of Prosocial Values as Transmitted Through Television Programs |
|---|---|
| Authors: | Villanueva, Lissette E. |
| Committee Members: | Thomas, Margaret H.; Margaret H. Thomas (Q60029333) |
| Summary: | This study examined the effect of intervening commentary and generalization discussions upon the generalization of prosocial values as transmitted through a commercially broadcast prosocial television program. The subjects participating were 50 first graders and 50 third graders. They were randomly assigned to one of five treatment conditions (control, film only, film with commentary, film with generalization, and film with commentary and generalization). Contrary to predications, the intervening commentary used as a means of directing attention to the critical points in the story, did not have an effect upon the comprehension of the values implied in the program. It is suggested that explicitly explanatory comments coupled with value judgements may be effective in enhancing comprehension. Also contrary to predictions, the use of the general discussion concerning the value promoted in the program did not increase generalization of the value to a novel but similar situation. The effect of the prosocial program upon the first grade audience differed according to their level of comprehension. First graders with higher comprehension errors violated the rule significantly more than those with lower comprehension errors. Although the third graders as a whole had high levels of comprehension, the prosocial film appeared to have a suggestive effect, as those exposed to the prosocial film violated the rule significantly more than those exposed to the control film. It appears that in order for the prosocial values to be generalized it is important that the program be directed towards the demonstration of the prosocial behaviors themselves. |
| URL: | https://stars.library.ucf.edu/rtd/454 |
| Database: | OpenDissertations |
| Abstract: | This study examined the effect of intervening commentary and generalization discussions upon the generalization of prosocial values as transmitted through a commercially broadcast prosocial television program. The subjects participating were 50 first graders and 50 third graders. They were randomly assigned to one of five treatment conditions (control, film only, film with commentary, film with generalization, and film with commentary and generalization). Contrary to predications, the intervening commentary used as a means of directing attention to the critical points in the story, did not have an effect upon the comprehension of the values implied in the program. It is suggested that explicitly explanatory comments coupled with value judgements may be effective in enhancing comprehension. Also contrary to predictions, the use of the general discussion concerning the value promoted in the program did not increase generalization of the value to a novel but similar situation. The effect of the prosocial program upon the first grade audience differed according to their level of comprehension. First graders with higher comprehension errors violated the rule significantly more than those with lower comprehension errors. Although the third graders as a whole had high levels of comprehension, the prosocial film appeared to have a suggestive effect, as those exposed to the prosocial film violated the rule significantly more than those exposed to the control film. It appears that in order for the prosocial values to be generalized it is important that the program be directed towards the demonstration of the prosocial behaviors themselves. |
|---|
