Learning from television news: A critique of the research

Berry, Colin

doi:10.1080/08838158309386502

Cited by 49 publications

(28 citation statements)

References 15 publications

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“…Findahl and Höijer, 1985;Giegler and Ruhrmann, 1990;Robinson and Davis, 1990;Woodall, Davis, and Sahin, 1983). Theory and research within this tradition have resulted in a better understanding of how people remember and understand the news (Berry, 1983;Woodall, Davis, and Sahin, 1983). It can be concluded that watching the news is regarded as a complex process in which the viewer stores information and uses Brought to you by | Radboud University Nijmegen (Radboud University Nijm Authenticated | 172.16.1.226 Download Date | 7/11/12 10:51 AM previous knowledge to make inferences, possibly leading to deformations in the information.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

What men and women think while watching the news: An exploration

Vettehen¹,

Schaap²,

Schlösser³

2004

Communications

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Section: Conclusion and Discussionmentioning

confidence: 99%

What men and women think while watching the news: An exploration

Vettehen¹,

Schaap²,

Schlösser³

2004

Communications

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“…Previous analyses have indicated that free recall, which has frequently been used in studies of audience memory for televised news, can underestimate viewers ability to remember programme details (Berry, 1983).…”

Section: Recallmentioning

confidence: 99%

Children's and adults' recall of children's news stories in both print and audio‐visual presentation modalities

Furnham

Siena

Gunter

2002

Applied Cognitive Psychology

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Research into adults' recall from different presentation modalities has demonstrated a recall advantage for print over television yet recent research indicates that children remember television news better than print news. An experiment was conducted by comparing children's and adults' recall of children's news stories presented in two different modalities, television and print, in order to establish whether children's recall advantage for television is dependent on their age or level of reading proficiency. A sample of 40 adults, 40 13-year-olds and 40 11-year-olds were presented with children's news stories, either in their original televised form or in a print version. All participants were aware they would be tested for recall. The results of the cued recall test indicated that children from both age groups learned more from the television news than from the print versions, regardless of age or reading proficiency and that adults remembered equal amounts from both presentation modalities. For the 11-year-olds the advantage of television was only found for information that had been accompanied by redundant pictures in the televised version, providing support for the dualcoding hypothesis. For 13-year-olds the recall of television was not dependent on the addition of redundant visual information. Viewers and readers were found to invest the same amounts of mental effort, but reported levels of invested mental effort were found to be dependent on age and level of reading proficiency.

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“…Despite progress in identifying presentation and viewer factors in learning from television newscasts (Wooddall, Davis, and Sahin, 1983;Berry, 1983a;Robinson and Levy, 1986;Berry and Clifford, 1987;Gunter, 1987;Brosius, 1989), evidence on the effect of pictures on news learning appears at present contradictory and perplexing. This contrasts with the situation in the early 1980s, when Berry, Gunter, and Clifford (1982) noted that although earlier studies on visual format had been inconclusive, more consistent evidence was emerging that pictures generally aid learning.…”

mentioning

confidence: 99%

“…Cued recall scores, reflecting ability to give back detailed information from news stories in response to specific questions, appear a much more appropriate index of learning and comprehension than what can be recalled spontaneously without such prompting. Free recall measures have often been found to have low correlations with question-prompted recall of news information (Berry, 1983a;Robinson and Levy, 1986;Brosius, 1989), and so give an unreliable indication of what is learned.…”

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Multiple effects of visual format on TV news learning

Berry

Brosius

1991

Applied Cognitive Psychology

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Two experiments were conducted on edited TV newscast sequences to clarify effects of film accompaniment on learning from heard news text. In Experiment 1,150 British subjects viewed a sequence with either film format throughout or alternating film and 'talking head' format between items. Those items that were presented by 'talking heads' in the mixed sequence were learned better with film format, in which the heard text was accompanied by appropriate moving pictures. However, no effect of uniform context was found on the remaining items. In Experiment 2, 91 German subjects viewed one of four versions of a bulletin, one with 'talking head', one with film throughout, the other two having complementary mixed-format patterns. Besides confirming a beneficial effect of film presentation over 'talking head' which accords with the findings of all studies of learning from material in the form of national network newscasts, the results showed an impairing effect of uniform visual format. This can explain 'contradictory' findings, notably with atypical test material.Despite progress in identifying presentation and viewer factors in learning from television newscasts (Wooddall, Davis, and Sahin

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Learning from television news: A critique of the research

Cited by 49 publications

References 15 publications

What men and women think while watching the news: An exploration

What men and women think while watching the news: An exploration

Children's and adults' recall of children's news stories in both print and audio‐visual presentation modalities

Multiple effects of visual format on TV news learning

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