Thesis (M.S.)--West Virginia University, 2006. / Title from document title page. Document formatted into pages; contains vi, 42 p. : ill., col. maps. Vita. Includes abstract. Includes bibliographical references (p. 25-27).

Thesis (M.S.)--Kutztown University. / Source: Masters Abstracts International, Volume: 45-06, page: 2724. Typescript. Includes bibliographical references (leaves 39-41).

Thesis (M.A.)--Victoria University of Wellington, 2008. / Includes bibliographical references.

Source: Dissertation Abstracts International, Volume: 70-03, Section: B, page: 1931. Adviser: Steven H. Kelder. Includes bibliographical references.

A field study was conducted in order to examine the relationship between television viewing and school children's performance on measures of ideational fluency and intelligence, Alternate Uses and Pattern Meanings tasks (measures of ideational fluency), and the Wechsler Intelligence Scale for Children (WISC) Vocabulary and Block Design subtests (measures of intelligence) were administered to Grade four and Grade seven children in three British Columbia towns which varied in television recpetion. All three towns were studied at two times (Phases One and Two), two years and four months apart. One of the towns did not have television reception at the time of Phase One data collection but acquired it soon afterward. Thus at Phase Two, residents of this town had had television reception (CBC) for two years. The second town received CBC at both phases of data collection. The third town received one Canadian (CBC) and three U.S. (ABC, CBS, NBC) channels at both phases. During Phase Two data were collected both from the same children as in Phase One, and from a second cross-sectional sample (Grades 4 and 7) of children in each of the three towns. The total number of subjects in both phases was 443. The results suggested that television exposure is not related to performance on the WISC Block Design and Vocabulary subtests, or to performance on the Pattern Meanings task. The results did indicate, however, that television exposure has a negative effect on performance on the Alternate Uses task. / Arts, Faculty of / Psychology, Department of / Graduate

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This study examined the effect of intervening commentary and generalization discussions upon the generalization of prosocial values as transmitted through a commercially broadcast prosocial television program. The subjects participating were 50 first graders and 50 third graders. They were randomly assigned to one of five treatment conditions (control, film only, film with commentary, film with generalization, and film with commentary and generalization). Contrary to predications, the intervening commentary used as a means of directing attention to the critical points in the story, did not have an effect upon the comprehension of the values implied in the program. It is suggested that explicitly explanatory comments coupled with value judgements may be effective in enhancing comprehension. Also contrary to predictions, the use of the general discussion concerning the value promoted in the program did not increase generalization of the value to a novel but similar situation. The effect of the prosocial program upon the first grade audience differed according to their level of comprehension. First graders with higher comprehension errors violated the rule significantly more than those with lower comprehension errors. Although the third graders as a whole had high levels of comprehension, the prosocial film appeared to have a suggestive effect, as those exposed to the prosocial film violated the rule significantly more than those exposed to the control film. It appears that in order for the prosocial values to be generalized it is important that the program be directed towards the demonstration of the prosocial behaviors themselves.