The selective use of sound effects and visual inserts for children's television story comprehension |
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| Authors: | Sandra L. Calvert |
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| Affiliation: | 1. Minor Planet Center, Harvard-Smithsonian Center for Astrophysics, 60 Garden Street, Cambridge, MA 02138, USA;2. Harvard-Smithsonian Center for Astrophysics, 60 Garden Street, Cambridge, MA 02138, USA;3. School of Physics & Astronomy, University of Southampton, Southampton, Hampshire SO17 1BJ, UK;4. Whitin Observatory, Wellesley College, Wellesley, MA 02481, USA;1. Mayo Clinic Neuro-Informatics Laboratory, Mayo Clinic, Rochester, MN, United States;2. Department of Neurologic Surgery, Mayo Clinic, Rochester, MN, United States;3. Department of Anesthesiology, Mayo Clinic, Rochester, MN, United States;4. College of Medicine Surgical Outcomes Program, Robert D. and Patricia E. Kern Center for the Science of Health Care Delivery, Mayo Clinic, Rochester, MN, United States;5. Center for Advanced Analytics, Vizient, Chicago, IL, United States;6. Department of Neurologic Surgery, Mayo Clinic, Jacksonville, FL, United States;1. University of San Buenaventura, LIDIS Group, Cali, Colombia;2. University of Cauca, Colombian, IDIS Group, Popayan, Colombia;3. Institución Universitaria Antonio José Camacho, GRINTIC Group, Cali, Colombia;4. University Laguna, Tenerife, Spain;5. Univ Portucalense, Portucalense Institute for Legal Research – IJP, Research on Economics, Management and Information Technologies REMIT, Rua Dr. António Bernardino Almeida, 541-619, P 4200-072, Oporto, Portugal & IEETA – Univ Aveiro, 3810-193 Aveiro, Portugal |
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| Abstract: | Sound effects were inserted in a television program in order to guide children's selective attention to, and comprehension of, significant story content. Sixty-four children, equally distributed by sex and by kindergarten and fifth grades, were randomly assigned to one of four treatment conditions that crossed two levels of sound effects with two levels of visual inserts. One-s sound effects either preceded or did not precede three key program transitions. The visual insert conditions provided additional information at these program points whereas the no visual insert conditions did not. Visual attention was videotaped during each child's individual viewing session. After viewing, each child answered a 22-item multiple-choice recognition test of inferential, central, and incedental content. As predicted, sound effects increased selective attention and inferential recognition, particularly for the youngest children who have the greatest difficulty understanding televised stories. |
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