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Descriptors:
Television Research; Discourse Analysis; Fairy Tales; Television; Foreign Countries; Cultural Differences; Cultural Background; Intercultural Communication; Programming (Broadcast); Marriage

Abstract:
Research on intercultural couplehood often relies on cultures and "solid identities" to explain the couples' experiences. By looking at the media construction of an intercultural couple on Chinese television, we are interested in how they are presented and co-constructed through different perspectives, especially if and how (cultural) differences are used by the participants to enact the couple's identification. We take a dynamic "liquid" approach to linguistic discourse analysis, through dialogism and utterance theory, to identify the voices and the related discursive strategies that contribute to create and "imagine" the couple. (Contains 2 tables and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Media Literacy; Foreign Countries; Content Analysis; Educational Television; Comparative Analysis; Programming (Broadcast); Childrens Television; Case Studies; Television Research; Television Surveys; Information Policy; Mass Media Effects; Mass Media Use

Abstract:
Empowering children for a critical and judicious use and consumption of media is a main objective of media literacy. This paper aims to examine the range of television programs available for children in Portugal through a comparative analysis of the programming for children broadcast by the four Portuguese terrestrial channels (RTP1, RTP2, SIC and TVI) over the course of a year. A content analysis of 4,491 programs reveals that about one third have an explicit educational goal and that preschool children are the primary target audience for children's television. There are clear differences among Portuguese public and private channels in the content and themes of children's television programming and little children's television production comes from Portugal. Television itself could promote this aim through the programs it provides to children, as established in the Agreement for Public Service Television signed in 2008 by the Portuguese State and the public television channel, RTP, but it has yet to be enforced. (Contains 6 tables, 1 figure, and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Internet; Television; Student Attitudes; Television Viewing; Television Research; Faculty; Teacher Attitudes; Beliefs; College Curriculum; Personal Narratives; Electronic Equipment

Abstract:
With television having matured as a creative medium in the past few decades, it has taken its rightful place among the subjects scholars study seriously. Professors are now analyzing the meaning and significance of classic shows with the care and intellectual respect traditionally accorded to literary masterpieces. But some academics still resist the idea that anything of genuine and lasting artistic value can be found on television. This resistance seldom results from empirical study, that is, from actually watching the TV programs other scholars are writing about. Rather, it usually takes the form of a blanket condemnation of television as a medium, a dismissal in principle that relieves the critic of any need to bother with studying individual programs. In this article, the author explains why it is time for academics to get with the program, or rather with all the artistically sophisticated programs television has to offer. (Contains 9 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Transfer of Training; Infants; Television Research; Educational Research; Developmental Psychology

Abstract:
Infants learn less from a televised demonstration than from a live demonstration, the "video deficit effect." The present study employs a novel approach, using touch screen technology to examine 15-month olds' transfer of learning. Infants were randomly assigned either to within-dimension (2D/2D or 3D/3D) or cross-dimension (3D/2D or 2D/3D) conditions. For the within-dimension conditions, an experimenter demonstrated an action by pushing a virtual button on a 2D screen or a real button on a 3D object. Infants were then given the opportunity to imitate using the same screen or object. For the 3D/2D condition, an experimenter demonstrated the action on the 3D object, and infants were given the opportunity to reproduce the action on a 2D touch screen (and vice versa for the 2D/3D condition). Infants produced significantly fewer target actions in the cross-dimension conditions than in the within-dimension conditions. These findings have important implications for infants' understanding and learning from 2D images and for their using 2D media as the basis of actions in the real world. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Internet; Anxiety; Children; Early Adolescents; Mass Media Use; Mass Media Effects; Childhood Attitudes; Crime; Terrorism; Natural Disasters; Television Viewing; Television Research

Abstract:
This study examined children's media use (i.e., amount of television and Internet usage) and relationships to children's perceptions of societal threat and personal vulnerability. The sample consisted of 90 community youth aged 7 to 13 years (M = 10.8; 52.2% male) from diverse economic backgrounds. Analyses found children's television use to be associated with elevated perceptions of personal vulnerability to world threats (i.e., crime, terrorism, earthquakes, hurricanes, and floods). An interactive model of television use and child anxiety in accounting for children's personal threat perceptions was supported, in which the strength of television consumption in predicting children's personal threat perceptions was greater for children with greater anxiety. Relationships were found neither between children's Internet use and threat perceptions nor between media use and perceptions of societal threat. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Play; Toys; Cognitive Development; Toddlers; Television Research; Television Viewing; Child Behavior

Abstract:
This experiment tests the hypothesis that background, adult television is a disruptive influence on very young children's behavior. Fifty 12-, 24-, and 36-month-olds played with a variety of toys for 1 hr. For half of the hour, a game show played in the background on a monaural TV set. During the other half hour, the TV was off. The children looked at the TV for only a few seconds at a time and less than once per minute. Nevertheless, background TV significantly reduced toy play episode length as well as focused attention during play. Thus, background television disrupts very young children's play behavior even when they pay little overt attention to it. These findings have implications for subsequent cognitive development. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Television Research; Conflict; Foreign Countries; Childrens Television; Peace; Educational Television; Instructional Effectiveness; Developmentally Appropriate Practices; Programming (Broadcast); Intervention; Mass Media Effects; Political Issues; Cultural Relevance

Abstract:
For nearly four decades, Sesame Workshop has brought the joy of learning to the world's youngest citizens through the introduction of locally-produced coproductions of the preschool television series, "Sesame Street". Many of these television shows have been specifically designed to forward important prosocial messages directly linked to the complex socio-political backdrop in which they are created. Focusing on recent projects in Israel, Palestine, Jordan, and Kosovo, this article reviews research on the educational effectiveness of these initiatives and highlights the ways in which study results provide information on best practices for media projects designed for children living in regions of conflict. The paper also reviews the strengths and weaknesses of various approaches and provides practical information on how difficult issues have been presented in an age-appropriate and culturally-relevant manner. By acknowledging the challenges inherent to producing media designed to effect attitudinal and behavior changes in places mired in ongoing conflict, these studies, when examined as a group, provide emerging evidence of the need for increasingly direct and specific media intervention efforts. Presenting these studies in light of the projects that they evaluate and the related socio-political circumstances offers a body of evidence suggesting the educational value of these media efforts and indicating a need for further study in this field. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Physical Education; Fantasy; Identification; Teaching Methods; Anxiety; Masculinity; Theories; Cognitive Processes; Television Research; Cultural Influences; High Schools

Abstract:
The article uses an episode from the television series "The Sopranos" to illustrate how embodied experiences of sporting practices such as high-school football involve both conscious and unconscious dynamics. It outlines how cultural practices such as masculinist sport are psychically incorporated into the body through the process of identification. The article uses Freud's concept of identification to explain how fantasy and representation are involved in the formation of embodied subjectivity. Contemporary queer theories about identification provide insights into how psychic dynamics both reinforce and undermine the illusory cultural promise of heteronormative whiteness offered by high-school sport and physical education. (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Popular Culture; Educational Television; Womens Studies; Audience Response; Mass Media Effects; Classroom Techniques; Television Research; Media Adaptation; Mass Media Use

Abstract:
This chapter explains how the show "The Avengers," a popular British television program with an unusual female lead role, captured the imagination of women viewers in England from 1962 to 1964. After describing the show and then the research project investigating viewers' responses to it, this chapter explores the experience of watching television as a space of public/popular pedagogy. It concludes by offering some suggestions for classroom practice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Politics of Education; Programming (Broadcast); Mass Media Effects; Mass Media Role; Current Events; Controversial Issues (Course Content); Audience Response; Documentaries; Television Research; Validity

Abstract:
The mass media contribution to education politics is explored through the application of a pluralistic theoretical framework to evidence connected with the making of an episode of a U.K. current affairs television program. The episode addressed a politically contentious educational issue but proved controversial in itself. Several sources complained that the program team had failed to operate with "due accuracy and impartiality" required in law and subsequently confronted them in a televised audience feedback program. The pluralistic theoretical framework is used to highlight contrasting interactions between the television program team and different sources in creating the episode that was transmitted. Frequent sources tended to be "media-wise" and so better able to realize their interest in positive portrayal than those occasional sources who were more "media-naive." It is suggested that this case has wider implications for understanding the superficiality of much media output dealing with the politics of education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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