Pub Date : 2021-07-14DOI: 10.1080/17482798.2021.1944888
Heather L. Kirkorian, Koeun Choi, S. Yoo, Roxanne A. Etta
ABSTRACT This study tested the extent to which the presence and relevance of interactive features influence toddlers’ visual attention and learning from videos. Two-year-olds (N = 88) watched an animated bear hide on video and then searched for a bear sticker on a corresponding felt board. To watch the bear hide, toddlers watched without touching the screen (non-interactive condition), touched a relevant part of the screen (the bear; relevant condition), or touched an irrelevant part of the screen (a star; irrelevant condition). A subset of 60 children (68%) wore a head-mounted eye-tracker to record their eye movements while watching the bear hide. A relevant touchscreen feature did not increase toddlers’ learning compared to non-interactive video, despite increasing toddlers’ visual attention to target information. Conversely, the irrelevant touchscreen feature had a positive effect on learning, particularly on later search trials. The findings are discussed with respect to toddlers’ mental representations of on-screen versus real-life events and implications for the design of touchscreen media for children. IMPACT SUMMARY a. Prior State of Knowledge: Toddlers learn less from video than from real-life experiences. It is widely believed that interactive media support toddlers’ learning, but research is mixed, sometimes finding neutral or even negative effects of interactivity compared to noninteractive video. b. Novel Contributions: A simple, relevant touchscreen feature increased toddlers’ encoding of target information but did not improve learning. Conversely, an irrelevant touchscreen feature improved toddlers’ learning, perhaps by increasing slightly the effort required to complete an otherwise simple task. c. Practical Implications: Interactive media do not always increase toddlers’ learning. Simple learning tasks may not benefit from simple interactivity. Instead, media creators may be able to maximize educational value by balancing the difficulty of the lesson with the complexity of media features.
{"title":"The impact of touchscreen interactivity on U.S. toddlers’ selective attention and learning from digital media","authors":"Heather L. Kirkorian, Koeun Choi, S. Yoo, Roxanne A. Etta","doi":"10.1080/17482798.2021.1944888","DOIUrl":"https://doi.org/10.1080/17482798.2021.1944888","url":null,"abstract":"ABSTRACT This study tested the extent to which the presence and relevance of interactive features influence toddlers’ visual attention and learning from videos. Two-year-olds (N = 88) watched an animated bear hide on video and then searched for a bear sticker on a corresponding felt board. To watch the bear hide, toddlers watched without touching the screen (non-interactive condition), touched a relevant part of the screen (the bear; relevant condition), or touched an irrelevant part of the screen (a star; irrelevant condition). A subset of 60 children (68%) wore a head-mounted eye-tracker to record their eye movements while watching the bear hide. A relevant touchscreen feature did not increase toddlers’ learning compared to non-interactive video, despite increasing toddlers’ visual attention to target information. Conversely, the irrelevant touchscreen feature had a positive effect on learning, particularly on later search trials. The findings are discussed with respect to toddlers’ mental representations of on-screen versus real-life events and implications for the design of touchscreen media for children. IMPACT SUMMARY a. Prior State of Knowledge: Toddlers learn less from video than from real-life experiences. It is widely believed that interactive media support toddlers’ learning, but research is mixed, sometimes finding neutral or even negative effects of interactivity compared to noninteractive video. b. Novel Contributions: A simple, relevant touchscreen feature increased toddlers’ encoding of target information but did not improve learning. Conversely, an irrelevant touchscreen feature improved toddlers’ learning, perhaps by increasing slightly the effort required to complete an otherwise simple task. c. Practical Implications: Interactive media do not always increase toddlers’ learning. Simple learning tasks may not benefit from simple interactivity. Instead, media creators may be able to maximize educational value by balancing the difficulty of the lesson with the complexity of media features.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2021-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17482798.2021.1944888","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44462552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-12DOI: 10.1080/17482798.2021.1952463
Tom De Leyn, Cato Waeterloos, Ralf De Wolf, Bart Vanhaelewyn, Koen Ponnet, L. De Marez
ABSTRACT Often coined as digital natives, contemporary teens are ascribed a paradoxical status of skilled but vulnerable media users. Therefore, media literacy initiatives often target young audiences in order to mitigate detrimental media effects as well as to facilitate emancipatory media engagements. The literature on media literacy draws from diverse disciplines (e.g. educational sciences, media studies) and examines a wide range of thematic areas (e.g. privacy, news, citizenship). However, the voices of those who are the target population of media literacy policy and research are seldom heard. We identify the absence of teenagers’ perceptions and experiences as a limitation in contemporary debates on media literacy. Therefore, this study aims to shed light on how teenagers give meaning to media literacy, how they perceive the contemporary discourse on the importance of media literacy for teens, and in which way they encounter concrete media literacy initiatives at school. Based on in-depth interviews with 31 high-school students between 16 and 18 year old, we found how teenagers primarily have a risk discourse in mind when talking about media literacy. Contextualizing these perceptions, it became clear that both the public discourse and media literacy initiatives largely draw from protectionist approaches. IMPACT SUMMARY a. Prior State of Knowledge: Teenagers and children are oftentimes seen as avid but vulnerable media users. Therefore, this demographic is often the target population of media literacy initiatives. Drawing from a wide range of disciplines, the field of media literacy aims to both understand and facilitate youth’s critical engagements with media. b. Novel Contributions: We identify the lack of a meaningful engagement with teenagers’ own conceptualizations of media literacy as a limitation in scholarly and policy debates. To address this, we contextualize how teenagers give meaning to media literacy by exploring their experiences with media literacy discourses and initiatives in secondary education. c. Practical Implications: This study has practical implications for policymakers who aim for an emancipatory approach of media literacy. Gaining insight into teenagers’ perceptions and experiences is paramount to move beyond the top-down development of media literacy initiatives. The results are also important for media literacy researchers because of its implications for future study designs.
{"title":"Teenagers’ reflections on media literacy initiatives at school and everyday media literacy discourses","authors":"Tom De Leyn, Cato Waeterloos, Ralf De Wolf, Bart Vanhaelewyn, Koen Ponnet, L. De Marez","doi":"10.1080/17482798.2021.1952463","DOIUrl":"https://doi.org/10.1080/17482798.2021.1952463","url":null,"abstract":"ABSTRACT Often coined as digital natives, contemporary teens are ascribed a paradoxical status of skilled but vulnerable media users. Therefore, media literacy initiatives often target young audiences in order to mitigate detrimental media effects as well as to facilitate emancipatory media engagements. The literature on media literacy draws from diverse disciplines (e.g. educational sciences, media studies) and examines a wide range of thematic areas (e.g. privacy, news, citizenship). However, the voices of those who are the target population of media literacy policy and research are seldom heard. We identify the absence of teenagers’ perceptions and experiences as a limitation in contemporary debates on media literacy. Therefore, this study aims to shed light on how teenagers give meaning to media literacy, how they perceive the contemporary discourse on the importance of media literacy for teens, and in which way they encounter concrete media literacy initiatives at school. Based on in-depth interviews with 31 high-school students between 16 and 18 year old, we found how teenagers primarily have a risk discourse in mind when talking about media literacy. Contextualizing these perceptions, it became clear that both the public discourse and media literacy initiatives largely draw from protectionist approaches. IMPACT SUMMARY a. Prior State of Knowledge: Teenagers and children are oftentimes seen as avid but vulnerable media users. Therefore, this demographic is often the target population of media literacy initiatives. Drawing from a wide range of disciplines, the field of media literacy aims to both understand and facilitate youth’s critical engagements with media. b. Novel Contributions: We identify the lack of a meaningful engagement with teenagers’ own conceptualizations of media literacy as a limitation in scholarly and policy debates. To address this, we contextualize how teenagers give meaning to media literacy by exploring their experiences with media literacy discourses and initiatives in secondary education. c. Practical Implications: This study has practical implications for policymakers who aim for an emancipatory approach of media literacy. Gaining insight into teenagers’ perceptions and experiences is paramount to move beyond the top-down development of media literacy initiatives. The results are also important for media literacy researchers because of its implications for future study designs.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2021-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17482798.2021.1952463","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47835410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-10DOI: 10.1080/17482798.2021.1938620
Susheel Joginder Singh, Fatin Nur Syakirah Mohd Azman, Shantanu Sharma, Rogayah A Razak
ABSTRACT Screen time has been documented to have effects on many areas of child development, including language development. The aim of this study was to obtain information about Malaysian children’s reported screen time and their parents’ perception on how screen time affects their language skills. An online survey was completed by 340 Malaysian parents of children aged 3- to 5-years. A majority of parents (60%) started giving their children screen time before the age of 18 months. On average, 3- to 5-year-olds were reported to spend 2.64 hours of screen time a day. Most parents believed that screen time improved their children’s language skills but this did not affect the amount of screen time they provided their children as there was no significant relationship between children’s reported screen time and parent’s perception on how it affects language. Malaysian children were exposed to screens at an early age and their screen time exceeded the amount recommended by the American Academy of Pediatrics. Findings from this study suggest the need to increase Malaysian parents’ awareness about screen time limits for their children and also about positive screen viewing practices. IMPACT SUMMARY a. Prior State of Knowledge: Summarize what is known about the topic. To date, no research has been conducted in Malaysia exploring the screen time of children aged 3 to 5 and their parents’ perception about how screen time affects children’s language skills. b. Novel Contributions: Summarize the primary contributions the findings make to the field. The findings contribute to knowledge about screen time patterns in Malaysia, a developing country, and how the findings are similar to that of most other countries. c. Practical Implications: Authors should explicitly state what the practical implications of their findings are, and whether those implications are primarily for practitioners, policymakers, or parents. For policymakers & practioners (e.g., speech-language pathologist): Findings suggest the need to provide Malaysian parents with information about screen time limits, the importance of joint media engagement, and ensuring that their children are watching appropriate content.
{"title":"Malaysian Parents’ Perception of How Screen Time Affects their Children’s Language","authors":"Susheel Joginder Singh, Fatin Nur Syakirah Mohd Azman, Shantanu Sharma, Rogayah A Razak","doi":"10.1080/17482798.2021.1938620","DOIUrl":"https://doi.org/10.1080/17482798.2021.1938620","url":null,"abstract":"ABSTRACT Screen time has been documented to have effects on many areas of child development, including language development. The aim of this study was to obtain information about Malaysian children’s reported screen time and their parents’ perception on how screen time affects their language skills. An online survey was completed by 340 Malaysian parents of children aged 3- to 5-years. A majority of parents (60%) started giving their children screen time before the age of 18 months. On average, 3- to 5-year-olds were reported to spend 2.64 hours of screen time a day. Most parents believed that screen time improved their children’s language skills but this did not affect the amount of screen time they provided their children as there was no significant relationship between children’s reported screen time and parent’s perception on how it affects language. Malaysian children were exposed to screens at an early age and their screen time exceeded the amount recommended by the American Academy of Pediatrics. Findings from this study suggest the need to increase Malaysian parents’ awareness about screen time limits for their children and also about positive screen viewing practices. IMPACT SUMMARY a. Prior State of Knowledge: Summarize what is known about the topic. To date, no research has been conducted in Malaysia exploring the screen time of children aged 3 to 5 and their parents’ perception about how screen time affects children’s language skills. b. Novel Contributions: Summarize the primary contributions the findings make to the field. The findings contribute to knowledge about screen time patterns in Malaysia, a developing country, and how the findings are similar to that of most other countries. c. Practical Implications: Authors should explicitly state what the practical implications of their findings are, and whether those implications are primarily for practitioners, policymakers, or parents. For policymakers & practioners (e.g., speech-language pathologist): Findings suggest the need to provide Malaysian parents with information about screen time limits, the importance of joint media engagement, and ensuring that their children are watching appropriate content.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2021-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17482798.2021.1938620","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48968666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-05DOI: 10.1080/17482798.2021.1948433
T. Daimon
ABSTRACT The purpose of this study is to explore what socio-technical arrangements are created from an amalgamation of young children, their families, and technology. Lawrence Lessig’s four forces – law, social norms, market, and architecture – were used to analyze the practices and constraints of children’s digital activities and parental involvement in the home. A home-visit interview study with six parent–child pairs found the children’s activities to be constrained by four elements: 1) rules arranged by children and parents; 2) domestic norms among their families; 3) markets through which parents purchase digital devices; and 4) architecture in the physical and spatial configuration of the home. These four constraints created new opportunities for children’s activities. The children’s use of technology not only expanded their activities, but also exploited technological vulnerabilities. The ambiguity of the activity led to a reorganization of the domestic architecture and a reconstruction of the rules between parents and children. IMPACT SUMMARY a. Prior State of Knowledge: Children’s domestic digital activities are collectively composed of heterogeneous actors including children, parents, artifacts, and technology. It is useful to introduce a perspective of human and non-human relationships and analyze what kinds of socio-technical arrangements exist in their activities. b. Novel Contributions: An analysis of children’s digital activities in the home, using Lessig’s four forces, showed both expansion and vulnerability of their activities. This ambiguity led to a reconstruction of the domestic architecture and the rules between parents and children. c. Practical Implications: Lessig’s four elements broaden children’s digital activities beyond individual children to parent-child relationships and socio-technical arrangements. Parents and practitioners can use them to consider extensions and constraints of children’s activities with technology.
{"title":"Socio-technical practices of young children and parents in the home: a case study from Japan","authors":"T. Daimon","doi":"10.1080/17482798.2021.1948433","DOIUrl":"https://doi.org/10.1080/17482798.2021.1948433","url":null,"abstract":"ABSTRACT The purpose of this study is to explore what socio-technical arrangements are created from an amalgamation of young children, their families, and technology. Lawrence Lessig’s four forces – law, social norms, market, and architecture – were used to analyze the practices and constraints of children’s digital activities and parental involvement in the home. A home-visit interview study with six parent–child pairs found the children’s activities to be constrained by four elements: 1) rules arranged by children and parents; 2) domestic norms among their families; 3) markets through which parents purchase digital devices; and 4) architecture in the physical and spatial configuration of the home. These four constraints created new opportunities for children’s activities. The children’s use of technology not only expanded their activities, but also exploited technological vulnerabilities. The ambiguity of the activity led to a reorganization of the domestic architecture and a reconstruction of the rules between parents and children. IMPACT SUMMARY a. Prior State of Knowledge: Children’s domestic digital activities are collectively composed of heterogeneous actors including children, parents, artifacts, and technology. It is useful to introduce a perspective of human and non-human relationships and analyze what kinds of socio-technical arrangements exist in their activities. b. Novel Contributions: An analysis of children’s digital activities in the home, using Lessig’s four forces, showed both expansion and vulnerability of their activities. This ambiguity led to a reconstruction of the domestic architecture and the rules between parents and children. c. Practical Implications: Lessig’s four elements broaden children’s digital activities beyond individual children to parent-child relationships and socio-technical arrangements. Parents and practitioners can use them to consider extensions and constraints of children’s activities with technology.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17482798.2021.1948433","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49238594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/17482798.2021.1942662
Atika Alkhallouf
ABSTRACT This commentary draws attention to parental cyberbullying, a dangerous yet normalized form of abuse whereby parents share abusive behavior online for personal gain. Parental cyberbullying raises questions about the serious gaps in social media cyberbullying and child safety policies.
{"title":"Parental cyberbullying through a global lens: children’s digital rights and social media policies","authors":"Atika Alkhallouf","doi":"10.1080/17482798.2021.1942662","DOIUrl":"https://doi.org/10.1080/17482798.2021.1942662","url":null,"abstract":"ABSTRACT This commentary draws attention to parental cyberbullying, a dangerous yet normalized form of abuse whereby parents share abusive behavior online for personal gain. Parental cyberbullying raises questions about the serious gaps in social media cyberbullying and child safety policies.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17482798.2021.1942662","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48992097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-27DOI: 10.1080/17482798.2021.1921819
Haifa Alroqi, L. Serratrice, T. Cameron-Faulkner
ABSTRACT The past few years have witnessed a rapid increase in children’s use of screen media. Despite the widespread use of technology in Saudi Arabia, research on screen media use among young children is scarce. This study provides a comprehensive picture of screen media use and literacy practices among 220 1- to 3-year-olds in Saudi Arabia. Findings showed that the vast majority of these children had started using screens before the age of 2 years. Saudi toddlers’ overall screen time was about 3 hours a day which exceeds screen time recommendations by the World Health Organization. Iftah Ya Simsim (the Arabic version of Sesame Street) was children’s favourite TV show, YouTube was their favourite mobile media app, and children’s songs were their most frequently viewed content type on mobile media. The amount of time toddlers spent with screens was higher than their engagement with reading. More than 40% of the children were never read to, and one quarter had no children’s books at home. Results of this study provide a better understanding of children’s screen use and reading practices; an important first step in guiding the development of research-driven recommendations for all stakeholders on the use of screens by young children. IMPACT SUMMARY a. Prior State of Knowledge: The early years are critical for development. Most existing data on digital media and literacy practices in early childhood comes from Western cultures. Research in other cultures is needed to broaden our global understanding of children’s literacy and media environments. b. Novel Contributions: This study contributes data on the home literacy and screen media use practices of young children in Saudi Arabia, a population that is under-represented in the literature on children’s media use. c. Practical Implications: Findings from this study indicate high engagement with media and low engagement with reading among Saudi toddlers. Understanding children’s literacy and media use practices is an important first step in guiding the development of research-driven recommendations for parents and policymakers.
在过去的几年里，儿童对屏幕媒体的使用迅速增加。尽管科技在沙特阿拉伯广泛使用，但关于儿童使用屏幕媒体的研究却很少。本研究提供了沙特阿拉伯220名1至3岁儿童的屏幕媒体使用和识字实践的全面情况。调查结果显示，这些儿童中的绝大多数在两岁之前就开始使用屏幕了。沙特儿童每天看屏幕的总时间约为3小时，超过了世界卫生组织的建议时间。Iftah Ya Simsim(阿拉伯版的芝麻街)是孩子们最喜欢的电视节目，YouTube是他们最喜欢的移动媒体应用，儿童歌曲是他们在移动媒体上最常观看的内容类型。幼儿花在屏幕上的时间比他们花在阅读上的时间要多。超过40%的孩子从来没有人给他们读过书，四分之一的孩子家里没有儿童读物。本研究的结果提供了更好的理解儿童的屏幕使用和阅读习惯;这是指导为所有利益攸关方制定关于幼儿使用屏幕的研究驱动型建议的重要第一步。a.以前的知识状况:早期对发展至关重要。大多数关于数字媒体和儿童早期识字实践的现有数据来自西方文化。需要对其他文化进行研究，以扩大我们对儿童识字和媒体环境的全球理解。b.新颖贡献:本研究提供了沙特阿拉伯幼儿家庭读写能力和屏幕媒体使用实践的数据，这一人群在儿童媒体使用的文献中代表性不足。c.实际意义:本研究的结果表明，沙特幼儿对媒体的参与度高，对阅读的参与度低。了解儿童的读写能力和媒体使用习惯是指导为家长和决策者制定研究驱动型建议的重要第一步。
{"title":"The home literacy and media environment of Saudi toddlers","authors":"Haifa Alroqi, L. Serratrice, T. Cameron-Faulkner","doi":"10.1080/17482798.2021.1921819","DOIUrl":"https://doi.org/10.1080/17482798.2021.1921819","url":null,"abstract":"ABSTRACT The past few years have witnessed a rapid increase in children’s use of screen media. Despite the widespread use of technology in Saudi Arabia, research on screen media use among young children is scarce. This study provides a comprehensive picture of screen media use and literacy practices among 220 1- to 3-year-olds in Saudi Arabia. Findings showed that the vast majority of these children had started using screens before the age of 2 years. Saudi toddlers’ overall screen time was about 3 hours a day which exceeds screen time recommendations by the World Health Organization. Iftah Ya Simsim (the Arabic version of Sesame Street) was children’s favourite TV show, YouTube was their favourite mobile media app, and children’s songs were their most frequently viewed content type on mobile media. The amount of time toddlers spent with screens was higher than their engagement with reading. More than 40% of the children were never read to, and one quarter had no children’s books at home. Results of this study provide a better understanding of children’s screen use and reading practices; an important first step in guiding the development of research-driven recommendations for all stakeholders on the use of screens by young children. IMPACT SUMMARY a. Prior State of Knowledge: The early years are critical for development. Most existing data on digital media and literacy practices in early childhood comes from Western cultures. Research in other cultures is needed to broaden our global understanding of children’s literacy and media environments. b. Novel Contributions: This study contributes data on the home literacy and screen media use practices of young children in Saudi Arabia, a population that is under-represented in the literature on children’s media use. c. Practical Implications: Findings from this study indicate high engagement with media and low engagement with reading among Saudi toddlers. Understanding children’s literacy and media use practices is an important first step in guiding the development of research-driven recommendations for parents and policymakers.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2021-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17482798.2021.1921819","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42991613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-23DOI: 10.1080/17482798.2021.1938619
Brigitte Naderer, Christina Peter, Kathrin Karsay
ABSTRACT Research has shown that idealized beauty presented in mass media can have a detrimental effect on body satisfaction, and these idealized images often stem from digital alterations. Consequently, countries like France and Israel employ disclaimers that inform viewers about the use of such modifications. Previous research, primarily conducted with adult women, has pointed out that these disclaimers are ineffective in reducing the perceived realism of the presented images, leading to negative effects on women’s body satisfaction. However, we know little about the effectiveness of such disclaimers for tweens and teens (TT). Using a two-study design, we firstly developed an adolescent-inspired disclaimer in two cocreation workshops with students (N = 47; aged 12–14 years). Secondly, we examined the effectiveness of this newly developed disclaimer in an experimental setting (N = 186; participants aged 10–19 years). We compared the new disclaimer to the existing one as well as to a condition in which there was no disclaimer. Results indicated that disclaimers are a rather unsuccessful way of disclosing the lack of realism of media images for TT, underlining the urgency of developing more effective media literacy measures. IMPACT SUMMARY a. Prior State of Knowledge: Beauty ideals are shaped by media, but these are often set using digitally altered images. Some countries employ disclaimers that inform viewers about alterations. Previous research indicates that these disclaimers are not effective in balancing detrimental effects of unrealistic beauty ideals among adults. b.Novel Contributions: This study focuses on adolescents and considers image alterations on social media. In a cocreation workshop we developed a disclaimer with adolescents, which we employed in an experimental study. Results underline that disclaimers are rather unsuccessful in disclosing the lack of realism of media images. c. Practical Implications: Disclaimers are not a sufficient media literacy measure. Yet, as young audiences are so frequently confronted with altered and perfected images (particularly online), it seems crucial to educate them about these practices in specific media literacy programs.
{"title":"This picture does not portray reality: developing and testing a disclaimer for digitally enhanced pictures on social media appropriate for Austrian tweens and teens","authors":"Brigitte Naderer, Christina Peter, Kathrin Karsay","doi":"10.1080/17482798.2021.1938619","DOIUrl":"https://doi.org/10.1080/17482798.2021.1938619","url":null,"abstract":"ABSTRACT Research has shown that idealized beauty presented in mass media can have a detrimental effect on body satisfaction, and these idealized images often stem from digital alterations. Consequently, countries like France and Israel employ disclaimers that inform viewers about the use of such modifications. Previous research, primarily conducted with adult women, has pointed out that these disclaimers are ineffective in reducing the perceived realism of the presented images, leading to negative effects on women’s body satisfaction. However, we know little about the effectiveness of such disclaimers for tweens and teens (TT). Using a two-study design, we firstly developed an adolescent-inspired disclaimer in two cocreation workshops with students (N = 47; aged 12–14 years). Secondly, we examined the effectiveness of this newly developed disclaimer in an experimental setting (N = 186; participants aged 10–19 years). We compared the new disclaimer to the existing one as well as to a condition in which there was no disclaimer. Results indicated that disclaimers are a rather unsuccessful way of disclosing the lack of realism of media images for TT, underlining the urgency of developing more effective media literacy measures. IMPACT SUMMARY a. Prior State of Knowledge: Beauty ideals are shaped by media, but these are often set using digitally altered images. Some countries employ disclaimers that inform viewers about alterations. Previous research indicates that these disclaimers are not effective in balancing detrimental effects of unrealistic beauty ideals among adults. b.Novel Contributions: This study focuses on adolescents and considers image alterations on social media. In a cocreation workshop we developed a disclaimer with adolescents, which we employed in an experimental study. Results underline that disclaimers are rather unsuccessful in disclosing the lack of realism of media images. c. Practical Implications: Disclaimers are not a sufficient media literacy measure. Yet, as young audiences are so frequently confronted with altered and perfected images (particularly online), it seems crucial to educate them about these practices in specific media literacy programs.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17482798.2021.1938619","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43629033","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-18DOI: 10.1080/17482798.2021.1943475
Lindsay S. Hahn
ABSTRACT Evidence suggests that exposure to narrative media content emphasizing the importance of moral intuitions can increase the extent to which children value those intuitions. This is especially the case when intuition exemplars are accompanied by clear social desirability cues (i.e., moral acts are rewarded/performed by heroes or immoral acts are punished/performed by villains). Less is known about the effects of exposure to ambiguous social desirability cues (i.e., moral acts are punished/performed by villains or immoral acts are rewarded/performed by heroes). In order to investigate the extent to which popular media content may serve as an effective moral educator for young viewers, this paper describes a content analysis designed to examine the frequency and clarity of moral intuition exemplars in popular children’s television shows (N = 30). Results demonstrated that moral clarity in content decreased as viewer age increased. That is, content popular among older children (ages 6–17) featured more ambiguous social desirability cues compared to content popular among younger children (ages 2–5). Content across age groups also featured a preponderance of care and fairness intuition exemplars. Findings are interpreted in line with extant research on moral complexity and narrative entertainment. Practical implications are considered. IMPACT SUMMARY a. Prior State of Knowledge Recent work has demonstrated that narrative media’s emphasis on moral intuitions can increase the importance audiences place on those intuitions. This work largely focuses on understanding the effects of moral exemplars that are clearly reinforced in narratives. b. Novel Contributions Using content analysis, the present study demonstrated that the clarity of narrative reinforcement cues decreases as the age group in which the content is popular increases. Specifically, moral exemplars in television shows popular among teens featured the most ambiguous reinforcement cues. c. Practical Implications For caregivers hoping to use media as a tool for inculcating certain moral values in children, these results suggest the importance of considering not only which moral values are exemplified in content, but also how clearly those values are reinforced.
{"title":"Moral clarity decreases as viewer age increases: a content analysis of the moral values and reinforcement cues depicted in popular U.S. children’s television","authors":"Lindsay S. Hahn","doi":"10.1080/17482798.2021.1943475","DOIUrl":"https://doi.org/10.1080/17482798.2021.1943475","url":null,"abstract":"ABSTRACT Evidence suggests that exposure to narrative media content emphasizing the importance of moral intuitions can increase the extent to which children value those intuitions. This is especially the case when intuition exemplars are accompanied by clear social desirability cues (i.e., moral acts are rewarded/performed by heroes or immoral acts are punished/performed by villains). Less is known about the effects of exposure to ambiguous social desirability cues (i.e., moral acts are punished/performed by villains or immoral acts are rewarded/performed by heroes). In order to investigate the extent to which popular media content may serve as an effective moral educator for young viewers, this paper describes a content analysis designed to examine the frequency and clarity of moral intuition exemplars in popular children’s television shows (N = 30). Results demonstrated that moral clarity in content decreased as viewer age increased. That is, content popular among older children (ages 6–17) featured more ambiguous social desirability cues compared to content popular among younger children (ages 2–5). Content across age groups also featured a preponderance of care and fairness intuition exemplars. Findings are interpreted in line with extant research on moral complexity and narrative entertainment. Practical implications are considered. IMPACT SUMMARY a. Prior State of Knowledge Recent work has demonstrated that narrative media’s emphasis on moral intuitions can increase the importance audiences place on those intuitions. This work largely focuses on understanding the effects of moral exemplars that are clearly reinforced in narratives. b. Novel Contributions Using content analysis, the present study demonstrated that the clarity of narrative reinforcement cues decreases as the age group in which the content is popular increases. Specifically, moral exemplars in television shows popular among teens featured the most ambiguous reinforcement cues. c. Practical Implications For caregivers hoping to use media as a tool for inculcating certain moral values in children, these results suggest the importance of considering not only which moral values are exemplified in content, but also how clearly those values are reinforced.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2021-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17482798.2021.1943475","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44359967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-17DOI: 10.1080/17482798.2021.1942663
K. Pike
{"title":"Screen media for Arab and European children: policy and production encounters in the multiplatform era","authors":"K. Pike","doi":"10.1080/17482798.2021.1942663","DOIUrl":"https://doi.org/10.1080/17482798.2021.1942663","url":null,"abstract":"","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17482798.2021.1942663","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45800384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-02DOI: 10.1080/17482798.2021.1927125
M. Kleemans, Lisa T. Janssen, D. Anschütz, M. Buijzen
ABSTRACT Children display fright and worry responses to violent news. Including involved children, non-involved children or experts as sources in children’s news is assumed to reduce these negative effects. However, exemplification theory gives reason to question whether particularly the use of involved children indeed has a reassuring effect. To test this, an experiment was conducted among 237 children (8–13 y/o). They were randomly exposed to a news video containing (1) involved children as source, (2) non-involved children, or (3) adult experts. Fright and worry responses were measured both before and after exposure. Results showed that the inclusion of involved children as a source significantly increased worry responses, but did not affect fright responses. Non-involved child sources significantly reduced fright and worry responses. Expert sources reduced children’s fright responses, but did not change feelings of worry. These insights can inform news producers on how to alleviate the effects of covering violent events in news. IMPACT SUMMARY a. Prior State of Knowledge: Violent content in news induces negative responses in children. Producers of children’s news try to alleviate these effects by using involved children, non-involved children, or adult experts as sources in violent news stories. b. Novel Contributions: This study provides first empirical insights into the effects of involved children, non-involved children, and adult experts as sources in violent news stories on children’s fear and worry responses. It shows how to alleviate children’s negative emotional responses to news. c. Practical Implications: News producers are encouraged to use non-involved children or adult experts when presenting violent news to children. They should be careful with the inclusion of involved children as sources in news stories.
{"title":"The influence of sources in violent news on fright and worry responses of children in the Netherlands","authors":"M. Kleemans, Lisa T. Janssen, D. Anschütz, M. Buijzen","doi":"10.1080/17482798.2021.1927125","DOIUrl":"https://doi.org/10.1080/17482798.2021.1927125","url":null,"abstract":"ABSTRACT Children display fright and worry responses to violent news. Including involved children, non-involved children or experts as sources in children’s news is assumed to reduce these negative effects. However, exemplification theory gives reason to question whether particularly the use of involved children indeed has a reassuring effect. To test this, an experiment was conducted among 237 children (8–13 y/o). They were randomly exposed to a news video containing (1) involved children as source, (2) non-involved children, or (3) adult experts. Fright and worry responses were measured both before and after exposure. Results showed that the inclusion of involved children as a source significantly increased worry responses, but did not affect fright responses. Non-involved child sources significantly reduced fright and worry responses. Expert sources reduced children’s fright responses, but did not change feelings of worry. These insights can inform news producers on how to alleviate the effects of covering violent events in news. IMPACT SUMMARY a. Prior State of Knowledge: Violent content in news induces negative responses in children. Producers of children’s news try to alleviate these effects by using involved children, non-involved children, or adult experts as sources in violent news stories. b. Novel Contributions: This study provides first empirical insights into the effects of involved children, non-involved children, and adult experts as sources in violent news stories on children’s fear and worry responses. It shows how to alleviate children’s negative emotional responses to news. c. Practical Implications: News producers are encouraged to use non-involved children or adult experts when presenting violent news to children. They should be careful with the inclusion of involved children as sources in news stories.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2021-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17482798.2021.1927125","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43142078","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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