Assignment: Emerging Distinctions
Assignment: Emerging Distinctions
Assignment: Emerging Distinctions
Assignment: Emerging Distinctions
Assignment: Emerging Distinctions
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that these emerging distinctions are initially quite fragile. Young children may be able to report that an animated character is “not real” yet still become quite frightened of it (Cantor, 1998). In one study (Woolley, Boerger, & Markman, 2004), preschoolers were introduced to a novel fantasy creature named the “Candy Witch,” and even 5-year-olds believed she was real and not “pretend,” particularly if the witch purportedly visited their homes at night and left candy. In a more recent study, 5-year-olds were just as willing to follow advice from a computer-generated TV character as from a live person, whereas 7- and 9-year-olds responded only to the person (Claxton & Ponto, 2013).
Figure 1.17
SOURCE: PEANUTS reprinted by permission of United Features Syndicate, Inc.
As children mature, they begin to use multiple criteria for judging reality in the media (Hawkins, 1977). Not only do they notice marked perceptual cues, but they also take into account the genre of the program, production cues, and even the purpose of the program. Most important, older children begin to judge content based on how similar it is to real life (M. H. Brown et al., 1979). Although they recognize that much of television is scripted, older children are likely to judge a scene or a program as realistic if it depicts characters and events that are possible in the real world (Dorr, 1983; Hawkins, 1977). In one survey, 28% of 2nd and 3rd graders and 47% of 6th graders spontaneously referred to “possibility” criteria in judging whether a series of characters and events on television were realistic (Dorr, 1983). In contrast, only 17% of kindergartners used this type of criteria. These trends are congruent with research on language comprehension, which suggests that the concept of possibility is not fully understood until around 8 years of age (Hoffner, Cantor, & Badzinski, 1990; Piaget & Inhelder, 1975).
Obviously, a child’s personal experiences will place a limit on how
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sophisticated these reality judgments can be. As an illustration, Weiss and Wilson (1998) found that elementary schoolers rated the TV sitcom Full House as very realistic, indicating on average that “most” to “all” real-life families are like the family featured in this program. These perceptions seem a bit naive given that the program was about a widowed father raising his three daughters with live-in help from his brother-in-law and his best friend.
Additionally, the nature of the media will have an impact. Computer games and other technologies that employ virtual reality can simulate the perceptual and social features of the real world. Interacting in such environments may tax a young person’s cognitive capacity, making it difficult even for an older child to distinguish fantasy from reality.
From Concrete to Inferential Thinking. A final cognitive trend during childhood that has implications for the media is the shift from concrete to inferential thinking. As we have mentioned above, a young child’s thinking is very tangible, focusing closely on what can be seen and heard (Bruner, 1966). For a 2- or 3-year-old, this means that attention can be swayed by highly salient cues that may actually be extraneous to the plot (Schmitt et al., 1999). For example, a bright red costume may get more attention than the actions of the character who is wearing this garment.
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
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