Marina Krcmar

Developing a scale to assess three styles of television mediation: “Instructive mediation,” “restrictive mediation,” and “social coviewing”

Telephone interviews from a random sample of Dutch parents (N = 123 for the pilot study, N = 519 for the main study), provided an opportunity to explore television mediation activities in which parents could engage. From principal components analysis, three reliable styles of television mediation emerged: restrictive mediation, instructive mediation, and social coviewing. In addition to a number of demographic variables, parental concerns about the negative effects of television were significant predictors of style of television mediation.

Can Toddlers Learn Vocabulary from Television? An Experimental Approach

This study was inspired by the rise in television targeting toddlers and preverbal infants (e.g., Teletubbies, Baby Mozart). Overall, we investigated if very young children who are in the early stages of language acquisition can learn vocabulary quickly (fast map) from television programs. Using a fast mapping paradigm, this study examined a group (n = 48) of toddlers (15–24 months) and their ability to learn novel words. Utilizing a repeated measures design, we compared childrens ability to learn various novel words in 5 different conditions. These included the presentation and identification of a novel word by an adult speaker via live presentation when the toddler was attending (i.e., joint reference), an adult via live presentation when the toddler was not attending, an adult speaker on television, and an edited clip from a childrens television program (Teletubbies). Overall, the toddlers were most successful in learning novel words in the joint reference condition. They were significantly less successful in the childrens program condition. Furthermore, there was a significant interaction between age and condition on childrens performance. Both younger (15–21 months) and older (22–24 months) participants identified the target objects when they were taught the novel word by an adult speaker; however, it appeared that children under the age of 22 months did not identify the target item when they were taught the novel word via the television program.

The causes and consequences of presence: Considering the influence of violent video games on presence and aggression

The level of presence is likely to influence the effect of media violence. This project examines the causes and consequences of presence in the context of violent video game play. In a between subjects design, 227 participants were randomly assigned to play either a violent or a nonviolent video game. The results are consistent with what would be predicted by social learning theory and are consistent with previous presence research. Causal modeling analyses reveal two separate paths to presence: from individual differences and condition. The first path reveals that individual differences (previous game use and gender) predict presence. Those who frequently play video games reported higher levels of presence than those who play video games less frequently. Males play more games but felt less presence than women. The second path is related to perceived violence: those who perceived the game to be more violent felt more presence than those who perceived less violence in the game. Both of these paths were influenced by frustration with the game, which reduced presence. Those who felt more presence felt more hostility and were more verbally aggressive than those who felt lower levels of presence. Higher levels of presence led to increased physically aggressive intentions. Theoretical and practical implications are discussed.

Parent–Child Joint Reading in Traditional and Electronic Formats

There is little question that parent–child joint reading is related to a number of positive childhood outcomes, such as vocabulary acquisition and school success. With the growth of tablet computers, parents are now able to read to their children using different platforms. This study used a repeated-measures design with parents and their preschool-aged children to test the difference between reading interactions and child comprehension on two platforms: traditional books and electronic iPad books. Results indicated that in the electronic reading condition, parents used more talk about the book format and environment than in the traditional book condition, where they used more evaluative comments about content. Children comprehended significantly more in the traditional book condition than in the electronic book condition. Additional analyses suggested that this finding was related to the increase in distraction talk by parents in the electronic book condition. Results suggest that it is important to consider the specific content of parent–child reading interactions and the increased cognitive load these interactions can place on children, as parent questions about the book format and the environment were related to decreases in child comprehension.

The impact of controller naturalness on spatial presence, gamer enjoyment, and perceived realism in a tennis simulation video game

The introduction and popularity of the Nintendo Wii home console has brought attention to the natural mapping motion capturing controller. Using a sample that identified sports as their most frequently played video games, a mental models approach was used to test the impact that perceived controller naturalness (traditional controller vs. natural mapping motion capturing controller) had on perceptions of spatial presence, realism, and enjoyment. The results showed that perceived video game realism is a predictor of spatial presence and enjoyment. Furthermore, the results supported predictions that controller naturalness would influence perceived video game realism of graphics and sound. Future research should investigate whether or not these controllers lead to greater presence and enjoyment in different genres of games (e.g., first-person shooters). In addition, future research should consider whether or not these controllers have the ability to prime violent mental models.

Can Social Meaningfulness and Repeat Exposure Help Infants and Toddlers Overcome the Video Deficit

Two experiments were conducted to test several questions regarding very young childrens (6–24 months) learning (i.e., simple action imitation and word learning) from video. Specifically, this study tested the video deficit, which is the tendency for infants and toddlers to learn significantly more effectively from live information than they do when identical information is presented on a screen. First, the video deficit was explored using two different tasks. Overall, the pattern of results was similar for action imitation and word learning. Specifically, the video deficit was present for both simple action imitation and for word learning in the middle cohort, but not present for younger and older children. Second, there was some mitigation of the video deficit from seeing socially meaningful actors for action imitation; however for word learning the effect only approached significance. Third, repetition helped children learn words more effectively, especially for the youngest and oldest cohort; however, repetition did not help for simple task imitation.

Understanding the Process: How Mediated and Peer Norms Affect Young Women's Body Esteem

This study examined the contribution of interpersonal and mediated perceived norms to young womens body esteem among first-year college women. In addition, we examined the role of social comparison as a mediator for the relationship between norms and body esteem. Several findings were notable. First, interpersonal norms do have a significant relationship with esteem. Young women who perceived that their peers and parents to valued thinness, and that parents made comments about body appearance, had lower body esteem. In addition, mediated norms also were related to lower appearance and weight esteem. Specifically, exposure to fashion, celebrity and fitness magazines had a negative effect on young womens appearance esteem; however, this relationship was mediated by social comparison, suggesting that comparison is the mechanism by which esteem is lowered. However, for fitness magazines, the relationship between exposure and esteem was direct and held up even when social comparison was controlled for.

The Effect of Family Communication Environments on Children's Social Behavior During Middle Childhood

The family communication environments of school-age children in Grades 1, 4, 6, and 7 were measured using “talking picture books” containing dialogues representing various types of family communication. Children listened to the dialogues and examined cartoon pictures depicting different families. Using this information, children identified their families as either (a) pluralistic (high conversation and low conformity), (b) consensual (high conversation and high conformity), (c) protective (low conversation and high conformity), or (d) laissez-faire (low conversation and low conformity). Children completed the revised Peabody Picture Vocabulary Test and teachers rated each childs social self-restraint and social withdrawal. Results revealed an interaction among family type, sex, and grade level for both social withdrawal and social self-restraint, suggesting that family communication environments may be differentially beneficial for boys and girls at particular points of development.

The effects of video game realism on attention, retention and aggressive outcomes

This study used a between subjects, post-test only design to test the effects of video game realism (Doom 1 vs. Doom 3) and a control condition on attention, retention and aggressive outcomes. Overall, those who played Doom 3 perceived it as significantly more realistic than those who played Doom 1, thus providing validity for the manipulation. Next, those who played Doom 3 were significantly more attentive and experienced more presence than those who played Doom 1. Furthermore, playing either Doom game resulted in more aggression than playing no game and physically aggressive intentions were higher among those who played Doom 3 as compared to those who played Doom 1. Lastly, we tested for any possible interaction between realism and the attention and retention subfunctions on production and we found that, compared to the other players, those who experienced greater identification among those playing Doom 3 had higher verbal aggression. For physical aggression, those who played Doom 3 and experienced more attention and greater identification had higher aggression scores than those in the other conditions.

Imitating Life, Imitating Television The Effects of Family and Television Models on Children’s Moral Reasoning

Parent-child dyads responded to a questionnaire investigating the relative impact of exposure to television violence, family communication patterns, and parents’ moral reasoning on the moral reasoning of children. Because previous research found an effect of exposure to television violence on children’s moral reasoning, this study tested whether children’s perspective taking mediated the link between exposure to television violence and moral reasoning. Results suggest that (a) communication orientation is negatively related and control orientation positively related to children’s exposure to television violence, (b) television violence has a negative effect on children’s moral reasoning, and (c) perspective taking mediates the link between exposure to fantasy violence and children’s moral reasoning about justified violence such that more exposure to fantasy violence leads to less advanced perspective taking that leads to less advanced moral reasoning. Even when the age of the child is controlled, parents’ moral reasoning is unrelated to that of their children.