U.S. Media Enjoyment without Strong Media Literacy Undermines Adolescents' and Mothers' Reported Efforts to Reduce Unhealthy Eating in Jamaica

Gail M. Ferguson; Michelle R. Nelson; Barbara H. Fiese; Julie M. Meeks Gardner; Brenda Koester;

doi:10.1111/jora.12571

U.S. Media Enjoyment without Strong Media Literacy Undermines Adolescents' and Mothers' Reported Efforts to Reduce Unhealthy Eating in Jamaica

Journal of Research on Adolescence ◽

10.1111/jora.12571 ◽

2020 ◽

Vol 30 (4) ◽

pp. 928-942

Author(s):

Gail M. Ferguson ◽

Michelle R. Nelson ◽

Barbara H. Fiese ◽

Julie M. Meeks Gardner ◽

Brenda Koester ◽

...

Keyword(s):

Media Literacy ◽

Unhealthy Eating ◽

Media Enjoyment

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Cognitive Processing of Film Cuts Among 4- to 8-Year-Old Children

European Psychologist ◽

10.1027/1016-9040/a000098 ◽

2012 ◽

Vol 17 (4) ◽

pp. 257-265 ◽

Cited By ~ 12

Author(s):

Carmen Munk ◽

Günter Daniel Rey ◽

Anna Katharina Diergarten ◽

Gerhild Nieding ◽

Wolfgang Schneider ◽

...

Keyword(s):

Eye Movements ◽

Cognitive Processing ◽

Media Literacy ◽

Age Groups ◽

Reaction Times ◽

Time Span ◽

Short Film ◽

Calculation Formula ◽

Eye Tracker ◽

Chronological Sequence

An eye tracker experiment investigated 4-, 6-, and 8-year old children’s cognitive processing of film cuts. Nine short film sequences with or without editing errors were presented to 79 children. Eye movements up to 400 ms after the targeted film cuts were measured and analyzed using a new calculation formula based on Manhattan Metrics. No age effects were found for jump cuts (i.e., small movement discontinuities in a film). However, disturbances resulting from reversed-angle shots (i.e., a switch of the left-right position of actors in successive shots) led to increased reaction times between 6- and 8-year old children, whereas children of all age groups had difficulties coping with narrative discontinuity (i.e., the canonical chronological sequence of film actions is disrupted). Furthermore, 4-year old children showed a greater number of overall eye movements than 6- and 8-year old children. This indicates that some viewing skills are developed between 4 and 6 years of age. The results of the study provide evidence of a crucial time span of knowledge acquisition for television-based media literacy between 4 and 8 years.

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Media Psychology and Complex Modes of Entertainment Experiences

Journal of Media Psychology Theories Methods and Applications ◽

10.1027/1864-1105/a000030 ◽

2011 ◽

Vol 23 (1) ◽

pp. 34-38 ◽

Cited By ~ 21

Author(s):

Christoph Klimmt

Keyword(s):

Empirical Studies ◽

Terror Management Theory ◽

Death And Dying ◽

Terror Management ◽

Media Psychology ◽

Mixed Emotions ◽

Theoretical Perspectives ◽

Complex Modes ◽

History Of ◽

Media Enjoyment

This comment briefly examines the history of entertainment research in media psychology and welcomes the conceptual innovations in the contribution by Oliver and Bartsch (this issue). Theoretical perspectives for improving and expanding the “appreciation” concept in entertainment psychology are outlined. These refer to more systematic links of appreciation to the psychology of mixed emotions, to positive psychology, and to the psychology of death and dying – in particular, to terror management theory. In addition, methodological challenges are discussed that entertainment research faces when appreciation and the experience of “meaning for life” need to be addressed in empirical studies of media enjoyment.

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Effects of Human vs. Computer-Controlled Characters and Social Identity Cues on Enjoyment

Journal of Media Psychology Theories Methods and Applications ◽

10.1027/1864-1105/a000218 ◽

2019 ◽

Vol 31 (1) ◽

pp. 35-47 ◽

Cited By ~ 4

Author(s):

Jorge Peña ◽

Jannath Ghaznavi ◽

Nicholas Brody ◽

Rui Prada ◽

Carlos Martinho ◽

...

Keyword(s):

Social Identity ◽

Social Presence ◽

Group Identification ◽

Virtual Character ◽

Character Type ◽

Computer Controlled ◽

Media Enjoyment ◽

Identification Processes

Abstract. This study explored how group identification, avatar similarity identification, and social presence mediated the effect of character type (avatars or agents) and social identity cues (presence or absence of avatars wearing participants’ school colors) on game enjoyment. Playing with teammate avatars increased enjoyment indirectly by enhancing group identification. In addition, the presence of social identity cues increased enjoyment indirectly by augmenting identification with one’s avatar. Unexpectedly, playing in multiplayer mode in the presence of social identity cues decreased enjoyment, whereas playing in multiplayer mode in the absence of social identity cues increased enjoyment. Social presence was not a reliable mediator. The findings supported media enjoyment and social identity theories, and highlighted how virtual character type and identification processes influence enjoyment.

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