Children's Perceptions of Changes in Size of Televised Images

Acker, Steve R.; Tiemens, Robert K.

doi:10.1111/j.1468-2958.1981.tb00580.x

Cited by 11 publications

(6 citation statements)

References 5 publications

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“…Of the limited amount of research that has been conducted on children's perceptions of changes in size of televised images (Acker & Tiemens, 1981), findings parallel Piaget's results. It was found that young children who failed the traditional conservation task perceived changes in image size from a medium shot to a close-up as changes in the object itself.…”

Section: Research On Visual Perception Of Projective Sizesupporting

confidence: 62%

“…Indeed, much research suggests that television drama offers a panoply of social actions, events, and situations that present various forms of visual and auditory stimuli requiring varying levels of cognitive processing. In particular, children's attention to, comprehension of, and ability to organize knowledge about changes in size of televised images (Acker & Tiemens, 1981), velocity and distance in televised events (Acker, 1983;Flessati & Fouts, 1985;Reeves et al, 1984), character portrayals Hoffner & Cantor, 1985;Reeves & Garramore, 1982, and complexity of visual (Hoffner, Cantor, & Thorson, 1988;Huston & Wright, 1983;; Thorson, Reeves, & Schleuder, 1985;Welch& Watt, 1982) andauditory techniques (Calvert & Gersh, 1985;Rolandelli, Wright, & Huston, 1985;Wakshlag, Reitz, & Zillmann, 1982) have been investigated.…”

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confidence: 99%

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From Here to Eternity Children's Acquisition of Understanding of Projective Size on Television

Abelman

1989

Human Comm Res

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This study attempts to trace children's acquisition of understanding of projective size (e.g., getting closer to and farther away from an object) as depicted on television through two distinctive techniques—zooming in/out and multiple edits. Unlike previous research in this area, this investigation applied aspects of cognitive processing that have been identified as untapped through gross Piagetian measures—Level 1 and Level 2 knowledge of visual perception (Pillow & Flavell, 1986). Findings suggest that children classified as “preoperational” by Piagetian standards, but possessing Level 1 knowledge of visual perception—the ability to infer what objects can or cannot be seen from another person's viewpoint—are capable of understanding the more simple form of projective size; children possessing Level 2 knowledge—the ability to infer the nature, as well as the content, of another person's visual experience—have a better comprehension of the more complex, edited presentation of projective size. Level of television consumption plays a role in children's acquisition of understanding of television information.

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Section: Research On Visual Perception Of Projective Sizesupporting

confidence: 62%

mentioning

confidence: 99%

From Here to Eternity Children's Acquisition of Understanding of Projective Size on Television

Abelman

1989

Human Comm Res

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“…ENDNOTES 1. Studies of screen size are distinct from studies in which "image size" is manipulated through shot "scale," "length," or "type" (i.e., close-up, long shot), but the size of the displayed image is held constant (e.g., Acker & Tiemens, 1981;Bonnet, Gurlekian, & Harris, 1992).…”

Section: Discussionmentioning

confidence: 99%

The role of screen size in viewer responses to television fare

Lombard

Ditton

Grabe

et al. 1997

Communication Reports

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“…In critical pieces, Williams (1981) addressed the role of television in children's lives and its use as a learning tool, whereas Messaris and Sarett (1981) examined children's cognitive abilities, skills, behaviors, and social relationships. Various studies examined children's ability to distinguish between real world and manipulated effects (Acker & Tiemens, 1981;Alwitt, Anderson, Lorch, & Levin, 1980;Reeves & Garramone, 1982;Welch & Watt, 1982) or their ability to identify audio/visual inconsistencies (Hoffner, Cantor, & Thorson, 1989). Similarly, other research focused on the use and misuse of the media and their effects on children (Abelman, 1989;Acker, 1983), television's influence on adolescents' conflict resolution behaviors (Roloff & Greenberg, 1980), and children's ability to comprehend information and images as portrayed on television (Cohen, Adoni, & Drori, 1983;Reeves & Garramone, 1983).…”

Section: Media Effects Research In the 1980smentioning

confidence: 99%

Surveying the Effect of Media Effects A Meta-Analytic Summary of the Media Effects Research in Human Communication Research

Emmers‐Sommer

Allen

1999

Human Comm Res

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This is a unique investigation that is particular to the needs of this special issue of Human Communication Research (HCR). Specifically, this study analyzes the media effects research that has been published in HCR during the past 25 years via meta-analysis. Numerous significantfindings point to various themes and trends regarding media research in HCR.First, age is related to processing ability, understanding, and attending to media such that as children age, they better understand media messages. Second, the mass mediaarea sign@ant source of learning. Third, the media can influence attitudes, which in turn, may influence or shape behaviors. Political, social, and educational implications of thefindings are discussed. In addition, directions forfuture research, including the use ofrneta-analysis as a m e f~d o l o g~~l tool, are discussed, as is the social responsibility of scholars in exploring the positive effects of media as opposed to ones with potentially antisocial outcomes. s we approach the millennium and retrospectively view the state of media technologies and the vast array of research on A media and media effects, we realize the tremendous contribution that Human Communication Research (HCR) has made to our understanding of the past and present and to our preparation for the future. In offering communication scholars the forum to report current research, critique research of the past, and introduce new, fresh perspectives for the future, HCR has undoubtedly played a pioneering role in the academic community's understanding of human communication. Tara M . Emmers-Sommer (Ph.D., Ohio University, 1995) is an assistant professor in the Department of Communication at the University of Oklahoma. Mike Allen (Ph.D., Michigan State University, 1987) is a professor in the Department of Communication at the University of Wisconsin-Milwaukee. The authors thank John Tedesco for his insight on historical trends and editors Bob McPhee and Ed Fink for their helpful comments on an earlier version of this article.

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Children's Perceptions of Changes in Size of Televised Images

Cited by 11 publications

References 5 publications

From Here to Eternity Children's Acquisition of Understanding of Projective Size on Television

From Here to Eternity Children's Acquisition of Understanding of Projective Size on Television

The role of screen size in viewer responses to television fare

Surveying the Effect of Media Effects A Meta-Analytic Summary of the Media Effects Research in Human Communication Research

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