Dissertations / Theses: 'Early television'

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Jacobs, Jason. "Early British television drama : aesthetics, style and technology." Thesis, University of East Anglia, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296562.

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Murray, Susan Dorrit. ""Hitch your antenna to the stars!" : early television and the renegotiation of broadcast stardom /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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PENATI, CECILIA. "Il focolare elettronico. Una storia culturale dell'ingresso della televisione nello spazio domestico (1954-1960)." Doctoral thesis, Università Cattolica del Sacro Cuore, 2011. http://hdl.handle.net/10280/1100.

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Obiettivo della tesi è stato quello di ricostruire una storia culturale della televisione italiana delle origini, concentrandosi sui percorsi attraverso i quali il medium è diventato parte integrante delle routine quotidiane del suo primo pubblico, cercando di dare senso a come la prima audience del piccolo schermo abbia sperimentato l’arrivo della televisione nello spazio della casa, nel corso degli anni di istituzionalizzazione del medium in Italia (1954-1960). Dopo una ricognizione della letteratura scientifica sul tema della domestication dei mezzi di comunicazione, della biografia culturale degli oggetti tecnici e dell’analisi storica delle “culture di visione” della tv, la seconda sezione della tesi prende in esame come il sistema dei media popolari (il discorso pubblicitario, il dibattito pubblico sulla stampa popolare, i paratesti aziendali della Rai) abbia attribuito significati alla televisione, "insegnando" al suo primo pubblico come collocarla nello spazio della casa. La terza sezione della tesi è dedicata a una ricostruzione storica del primo consumo televisivo domestico, svolta attraverso una ricerca etnografica condotta con venti interviste a testimoni che hanno vissuto in prima persona la prima diffusione dei ricevitori e la loro prima collocazione nello spazio della casa.
This dissertation is aimed to outline a cultural history of early Italian television, focusing on the pattern by which TV became part of its first audience’s daily routines, and trying to give sense of how the first public of the small screen experienced the arrival of the television in the space of their homes, in the years of institutionalisation of the new medium (1954-1960). After an overview of the scientific literature that has dealt with the topic of “media domestication”, cultural biography of technical objects, and historical analysis of television’s culture of viewing, the second section of the thesis examines how the system of popular media (mainly advertising, popular press, and broadcaster’s house organs) ascribed meanings to television as a domestic medium and advised its public how to use it. A third section of the dissertation is devoted to understanding the television viewing and consumption in historical perspective, through a ethnographic research developed with twenty in-depth interviews to witnesses that participated directly in the first diffusion and domestication of the TV sets in Italy.

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Carnabuci, Lauren. "Impact of early childhood television programming on the reading readiness of preschoolers: /." Staten Island, N.Y. : [s.n.], 2006. http://library.wagner.edu/theses/education/2006/thesis_edu_2006_carna_impac.pdf.

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Stack, Gina. "Beyond a binary opposition, the changing constructions of woman on early Halifax television." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0024/MQ36534.pdf.

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Wang, Min-Hsuan. "Parental scaffolding behaviours during co-viewing of television with their preschool children in Taiwan." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021637/.

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The digital media play an increasingly pervasive and influential role in children’s lives (Rideout & VJR Consulting, 2011). However, whilst there has been extensive investigation into the media use of this age--‐group in the USA and western Europe, there has been little research on the media use of children under the age of 6 in Taiwan. Therefore, Phase 1 of the study began by conducting an online survey (n=535) in order to situate the work undertaken in Phase 2. The results showed that TV dominates the media use of young Taiwanese children. Opinions differ regarding the effects of TV viewing on young children. Some child development specialists warn of the dangers of too much viewing, especially for infants (Christakis, 2008). However, more programmes are designed specifically for young children and many aim to support their learning. Evidence has shown that TV can have a positive impact on learning (Wright, Huston, Scantlin, & Kotler, 2001). The key issue is the extent to which children engage with the programme. The literature into children’s learning from media content indicates that the child’s engagement with the programme is strongly related to their understanding of the programme content (Calvert, Strong, Jacobs, & Conger, 2007). However, little is known about how parents can support their child’s engagement by co--‐viewing children’s TV programmes with them. Therefore, Phase 2 of the study aimed to explore in--‐depth this particular link between parental scaffolding and child engagement. Adopting a social constructive paradigm and using case study methodology, the researcher gathered video recordings of thirteen parent/child dyads of 3--‐ to 5--‐year--‐olds co--‐viewing the same episodes of two animated educational television programmes in natural conditions. In the analyses, measures of children’s engagement and thematic coding of the scaffolding behaviour of the parent were used to deductively and inductively analyse video recordings of the home observations. The findings indicated that there is a positive association between the child’s engagement and the level of parental scaffolding. It is suggested that dissemination of the findings from this study could help parents to understand and appreciate the value of parent--‐child co--‐viewing of educational children’s television programmes and promote children’s learning from the programmes.

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Davies, Barbara L. "The advent of television, a study of the perceptions and expectations of the first television viewers in metropolitan Halifax in the early 1950s." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0013/MQ33840.pdf.

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Hills, Adrian R. "An early history of British military television with special reference to John Logie Baird." Thesis, University of Strathclyde, 2002. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21159.

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Since the Publication in 1986 of The Secret Life of John Logie Baird by Tom McArthur and Dr. Peter Waddell the subject of J.L. Baird and his company's involvement with British military technologies has been brought to public attention. There has previously been no comprehensive academic assesment using primary sources of the suggestions offered in these books. Here is recorded British military television investigations from 1926 to 1946, with special reference to J.L. Baird, using previously ignored Public Record Office files and other sources. The precise role of J.L.Baird in Baird Television Limited (BTL) after the mid-1930s is discussed but still remains a matter for debate. This situation is important to the understanding of who was responsible for the variety of military projects undertaken by the Baird organisation. The technology of aerial reconnaIssance usmg television had a strong influence on British military television investigations. Television for aerial reconnaissance was the first military application suggested for the technology and became practical after the fighting services contacted J.L.Baird in 1926. This investigation continued with BTL into the 1930s and later included Marconi-EMI. These activities have had little previous assessment and yet significantly influence British military television history. During World War Two J.L. Baird personally investigated a facsimile system whilst being funded by Cable and Wireless. The technology used by J.L. Baird was based on a rapid processing camera for facsimile transmission. This technology had previously been investigated by his company in collaboration with the Air Ministry and Admiralty from 1937 to 1940 for Television aerial reconnaissance. There can remain no doubt that militarily useful applications of television, particularly for aerial reconnaissance, were a significant part of the investigations of J.L. Baird and his companies.

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Theodoropoulou, Paraskevi-Vivi. "The introduction of digital television in the UK : a study of its early audience." Thesis, London School of Economics and Political Science (University of London), 2011. http://etheses.lse.ac.uk/349/.

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This thesis examines the diffusion and adoption of digital television (DTV) in the UK by its first generation audience. It reveals how the spread of this innovation took place, and what were its early users and uses. The main objective is to investigate the processes through which a new medium and its new audience are shaped. The study focuses on Sky digital and its subscribers, covering the first four years of the life of DTV from its launch in October 1998. My analysis draws on empirical data derived from a UK-wide postal survey of Sky digital subscribers, a series of in-depth interviews with Sky digital users, and an analysis of advertising and marketing materials. By revealing a slice of time in British media and audience history, I argue that a number of forces influence the shaping and meaning construction of a new medium. I exemplify these by analysing early DTV in terms of the circuit of culture, showing how these forces contributed to its social and cultural shaping. DTV is a hybrid medium encompassing both old and new services. In discussing how it was promoted, taken up, used and made meaningful in the lives of early users, I address wider issues of how people understand and accept novelties and whether/why they are receptive to change, or resistant to it, staying attached to old habits. In demonstrating that early users focused on the offer of more channels/bigger choice/better picture and did not rush to embrace the new interactive internet-like features of DTV, I discuss how despite the hype presenting DTV as transformative, and despite fast take-up, access to it did not necessarily equate to use of all its services. For early users, DTV was a relatively conservative enhancement of traditional TV. I argue that the introduction of a new medium entails continuity not only in technological development, but also in consumption processes, resulting in the co-existence of 'old' and 'new'. Several theoretical perspectives and methodologies are integrated in the emergent history of this now old medium when it was new. The thesis recounts DTV's biography as manifested in the moments of production and design, representation and, particularly, consumption. The thesis is informed by and adds to theories of diffusion of innovations and of domestication. Its core theoretical contribution is that, in empirically addressing the relationship between new media diffusion and social change by drawing on domestication theory, it advances the theory of diffusion of innovations, expanding its theoretical and methodological scope by examining social and cultural processes within the household and people‟s lives.

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Sandefur, Sarah Jo. "Beyond "Sesame Street": Early literacy development in educational television programs from Australia, New Zealand, the United Kingdom, and the United States." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187434.

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This study addresses the potential of preschool educational television programs to contribute to the literacy development of young children. Unlike the vast majority of television-related research undertaken in the United States, this examination is not limited to nationally-produced programming, but looks to other English-speaking countries for an international perspective on the problems and possibilities of literacy series developed for young children. Ten preschool educational television programs from Australia, New Zealand, the United Kingdom, and the United States are examined via a videotape content analysis to determine the literacy potential of these program "texts." The literacy potential of children's broadcast texts has been determined within a broad framework of holistic language and learning theories developed by such researchers as Cambourne, Dewey, Eisner, Goodman, Harste, Holdaway, Rosenblatt, Smith, Vygotsky, and others. By composing a narrative of each sample episode; analyzing each program's use of visual, formic, and linguistic codes; constructing an argument for the applicability of holistic theories to television texts; and ultimately examining each sample episode through a holistic lens, a view of literacy-directed programming as it presently exists in four English-speaking countries is developed. The findings suggest that holistic learning principles applied to television texts hold great potential in providing valuable literacy-focused television events to children. Elements in the sample programs such as thematic integrity, explorations of ideas and concepts through sign systems, emphasis on child participation, language and ethnic diversity, regular inclusion of print on the screen from a variety of quality children's literature, and frequent inclusion of literacy events with children and adults demonstrated holistic principles in the sample episodes and contributed to the literacy potential of preschool programming. Characteristics of the episodes such as randomness, isolation of language subsystems from language wholes, failure to present literacy demonstrations, and exclusion of children from the visual text suggested ineffective television texts from which children had little opportunity to construct meaning. Concluding remarks explore the development of a prototypical holistic television program for preschoolers and suggest the benefits of such broadcast programs for children, their parents, media researchers/producers, and educators.

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Brand, Rebecca J., Wallace E. Jr Dixon, and Matthew T. McBee. "Challenging the Link Between Early Childhood Television Exposure and Later Attention Problems: a Multiverse Analysis." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/4902.

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The claim that early childhood television exposure causes later attention problems (Christakis et al., 2004) remains strongly held by both the popular media and many researchers in the field, despite the fact that re-analyses and meta-analyses have directly challenged this finding (Foster & Watkins, 2010; Kostyrka-Allchorne et al., 2017; Nikkelen et al., 2014). To further examine the validity of the original claim, we subjected the same dataset (the National Longitudinal Survey of Youth) to a “multiverse analysis” (Steegen et al., 2016). Because research requires a series of analytic decisions, some of which are arbitrary, any individual finding may be more or less dependent on the analysis strategy used. Thus, we employed more than 100 analytic models to see how robust the purported effect might be across a variety of analytic decisions. As in Christakis et al. (2004), data were obtained from the National Longitudinal Survey of Youth - 1979. Our variable selection process was based on the one reported in the original study with some additions. All downloaded data, analysis codes, and supplemental figures are available anonymously at goo.gl/93uWt4. One added covariate of particular interest was children’s temperament, because difficult temperament (i.e., short attention span, negative reactivity) has been associated with both attentional flexibility (Smith et al., 1997) and concurrent TV watching (Thompson et al., 2013). We first conducted 4 linear regressions and 36 propensity score analyses, varying analytic parameters including: the cut point for distinguishing “high TV” from “low TV” exposure; age at TV exposure [approximately 1.5 years vs. 3 years]; whether a doubly-robust analysis was used; whether the attention outcome was standardized within sex; and whether estimating the average treatment effect (ATE) or the average treatment effect for the treated (ATT). Only 4 of the 40 analyses was consistent with a causal effect of TV on attention (all four were variants of PSA using the unstandardized attention measure). Figure 1 shows a summary of the analyses using the unstandardized attention measure. Note that effect sizes cluster around zero. In an attempt to replicate the original analytic strategy, we also conducted 42 logistic regressions. The logistic regressions required dichotomizing the attention measure to discriminate problematic from non-problematic behavior. Because there were no a priori reasons to choose a particular cut point, we systematically varied the cut point from 110 to 130. As shown in Figure 2, we found that significant effects only emerge at cut points of 123 and 124, similar to the cut point of 120 chosen by Christakis et al. (2004). Given that only four analytic paths out of 82 showed a significant effect, Christakis et al.’s findings appear extremely model dependent, leading us to conclude that early exposure to TV has no real effect on later attention. Finally, we found that difficult temperament was in fact predictive of hours of TV watching in early childhood, at about the same magnitude as BMI and parent education. This finding is in line with recent investigations of temperament and screen media use (e.g., Thompson et al., 2013).

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Dickerson, Kelly. "Infant learning from television exploring the limits of the video deficit effect /." Diss., Online access via UMI:, 2009.

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Ellis, Phil. "Picking up (on) fragments : towards a laboratorial media archaeology through reenactment." Thesis, University of Plymouth, 2017. http://hdl.handle.net/10026.1/8603.

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This thesis recognises the incompleteness of early television history, specifically as it is articulated in media archeological explorations. Through the process of reenactment, a series of tropes, conceits and insights are suggested which oblige us to reappraise the ontology of television. These insights are not by imitation but by a multiplicity of readings in the viewing of a historical act in the present day through a laboratorial media archaeological arts practice. The thesis interrogates a perceived gap in media archaeology’s body of knowledge through creative, playful and experimental practice borne of archival and historical research, developed from the proposition that both contemporary media archaeology and television historiography do not concentrate on how television is and can be used, only on how it has been used. The practical elements of the thesis focus on one of the formative moments, John Logie Baird’s first television drama (in collaboration with the BBC): The Man with the Flower in his Mouth. The thesis draws upon Media Studies and the discipline of Media Archaeology which both suggest that historical fragments have stable readings and meanings, recognising that both miss the crucial aspect of artistic license, playfulness, and that a laboratorial media archaeological approach, aligned to a considered reenactment process can create a televisual arts practice to tease out the hidden and forgotten. This activated historical account through reenactment keeps the theatrical, the cinematic and the teleportation in a simultaneous presence, digging into the past to address present and future television through this televisual arts practice.

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Sandon, Emma Cathy. "From vision to mundanity : television at Alexandra Palace, London 1936-1952 : memories of production : an oral history approach to the reassessment of the early period of British television history." Thesis, University of Sussex, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400025.

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Lovejoy, Tanya Lee. ""Was Anyone Out There Watching Last Night?": The Creation and Early History of New England Sport Network, 1980-1989." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/546.

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In the United States, regional sports networks broadcast games of home teams to audiences in specific communities, or geographical areas. Ownership of regional sports network by sports teams presents a unique type of vertical integration. Regional sports networks use distinctive programming to connect to local sports culture. This dissertation explores the historical significance of New England Sports Network (NESN), a team created, owned and operated regional sports network, which broadcasts Boston Red Sox baseball games and Boston Bruins hockey games throughout the New England region. Using elements of cultural studies, specifically political economy and textual analysis, this dissertation examines the impact of the ownership structure of NESN on NESN programming and how NESN uses programming to connect to local sports culture. This dissertation employs the theoretical frameworks of the sports/media complex and the base and superstructure model to support the argument that regional sports networks function not only on an economic level, but on a political economic and cultural level as well. Historically, NESN is the first successful team created, owned and operated regional sports network. NESN's creation established a new form of sports media ownership where sports team owners could essentially form private media corporations to increase earnings and extend operations across industries. NESN utilizes specific visual and aural techniques to differentiate NESN programming from other national and regional sports broadcasters. NESN also uses the same techniques to connect to local sports culture and to the everyday lives of sports consumers. The televised sports text offers NESN a space where the network can function on both a political economic and cultural level. Additionally, NESN presents a real world example of how the sports/media complex has become a more intricate theoretical framework.

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Kachgal, Tara Marie Brown Jane D. "Gay male and lesbian youth in the American TV family understanding their representation on U.S. television in the early 2000s /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1838.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2008.
Title from electronic title page (viewed Dec. 11, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Journalism and Mass Communication." Discipline: Journalism and Mass Communication; Department/School: Journalism and Mass Communication, School of.

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Andrews, Michael D. "Exploring effects of early-life exposure to frightening media content and of long-term television use on enjoyment, avoidance, and mean world perception in adults aged 65 and over." Thesis, The University of Alabama, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3711432.

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ABSTRACT This study used Cultivation Theory (Gerbner, 1969) and Social Cognitive Theory (Bandura, 1986) to examine if a relationship existed between viewing a single frightening media program as a child, teen, or young adult, lifetime television use, and viewing habits later in life. A convenience sample of adults aged 65 and over was recruited to participate in an online survey. The respondents were predominantly white, well-educated, middle- to upper-income women, and were 72 years old on average. It was hypothesized that a Vivid Triggering Event Memory (VTEM) of seeing frightening or disturbing content as a child would be related to avoidance of or enjoyment of similar content at their current age. Contrary to the hypothesis, results showed that the presence of a VTEM had no relationship to either avoidance or enjoyment of watching scary movies. It was also found that a VTEM was not related to general Lifetime Television Exposure (LTE), meaning a memory of a frightening event as a child didn't lead people to avoid television long term. LTE, however, was significantly related to avoidance and enjoyment of frightening content at their current age. Those who reported watching more television in general throughout three stages of their life (youth, middle age, current age) reported less avoidance of frightening content and more enjoyment of the genre at their current age. They also reported watching more frightening content throughout their lifetime. This study also explored VTEM and LTE in relation to Mean World view. Neither VTEM nor LTE independently was found to be significantly related to Mean World perception in older adults in the study. However, the two constructs produced an interaction that mirrors the mainstreaming effect found in previous Cultivation studies. Respondents who did not watch a lot of television over their lifetime but who had a high VTEM generally had as high a Mean World score as respondents who watched a lot of television. In other words, the only group with a significantly lower perception of the World as a frightening place was those who watched less television and had low VTEM scores.

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Demarchi, Gustavo Scussel. "Potencializando a experiência da criança de educação infantil através da interface gráfica no ambiente TVDi." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/127694.

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A presente pesquisa pretende demonstrar como o design, por meio do conhecimento das características cognitivas e psicológicas de crianças de educação infantil (idade entre quatro e cinco anos, de acordo com o MEC), frente às possibilidades tecnológicas do ambiente da TV Digital Interativa (TVDi) pode gerar diretrizes projetuais que permitam o desenvolvimento de aplicativos e que venham a auxiliar a construção de experiências mais ativas a esses usuários. Supõe-se que através da criação e sincronização desses elementos, se pode proporcionar o desenvolvimento de interfaces gráficas amigáveis (IGA´s) mais eficientes na construção do conhecimento. A pesquisa advém da necessidade de projetar aplicativos que utilizem de forma mais eficaz as possibilidades interativas, bem como contribuir com iniciativas que permitam o uso da TVDi como ferramenta de inclusão tecnológica e social. Esse cenário de pesquisa apresenta-se propício ao se verificar a abrangência da TV nos lares brasileiros, bem como a conversão definitiva do sinal analógico para digital, que ocorrerá até o ano de 2018. A investigação teórica relata os impactos na relação entre a criança e televisão a partir de estudos conduzidos ao longo dos anos, e busca entender como a informação é percebida por usuários nessa faixa etária, bem como estabelecer a abordagem narrativa mais adequada a esse usuário. Essa fase gerou diretrizes que embasaram o instrumento de coleta de dados por meio da pesquisa de campo, conduzidas a partir de entrevistas com especialistas das áreas de psicopedagogia, narrativa e design. A interpretação dos dados através do confronto proveniente da pesquisa teórica e prática dessas áreas do conhecimento geraram diretrizes de projeto de interface que tiveram a comprovação de sua eficácia em sua aplicabilidade por meio da avaliação em atividade de grupo focal, formado por especialistas da área do design. Essa etapa final da pesquisa resultou em um conjunto de diretrizes capazes de auxiliar desenvolvedores e projetistas a potencializarem a experiência da criança em educação infantil através da interatividade nos ambientes digitais. Finaliza-se com conclusões e contribuições e sugestões para futuros estudos.
This research aims to demonstrate how the design, through the knowledge of cognitive and psychological characteristics of childhood education (ages four and five, according to the Brazil’s Ministry of Education), toward to the environment of the technological capabilities of the Interactive Digital TV (iDTV), can generate projective guidelines that enable the development of applications which will help to build more active experiences for those users. It is assumed that through the creation and synchronization of these, it can provide the development of friendly graphical user interfaces (IGA's) more efficient in the construction of knowledge. The research comes from the need to design applications that use more effectively the interactive possibilities and contribute to effort to enable the use of iDTV as technological and social inclusion tool. This scenario research presents conducive to verify the scope of TV in Brazilian homes, and the final conversion of the analog signal to digital, which will occur by the year 2018. The theoretical research reports the impacts on the relationship between the child and television from studies conducted over the years, and seeks to understand how information is perceived by users in this age group and also to establish the most appropriate narrative approach to this user. This phase generated guidelines which supported the data collection instrument through field research, conducted through interviews with experts in educational psychology, narrative and design areas. Interpretation of the data through the coming confrontation of theoretical and practical research of these areas of knowledge generated interface design guidelines that had the evidence of its effectiveness in its applicability through the evaluation focus group activity, comprising the area of design experts. This final stage of the study resulted in a set of guidelines that can assist developers and designers potentiating the child's experience in early childhood education through interactivity in digital environments. The research ends with conclusions, contributions and suggestions for future studies.

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Louw, Cornelia Dorothea. "Die invloed van televisie op die geslagsopvoeding van die vroeë adolessent (Afrikaans)." Thesis, 1995. http://hdl.handle.net/2263/28377.

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Nagy, Liana C., Maria Horne, D. D. Bingham, B. Kelly, S. Clemes, Mohammed A. Mohammed, and Sally E. Barber. "Cultural and economic differences in television viewing in early childhood." 2015. http://hdl.handle.net/10454/7367.

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Park, Seoung Eun. "The relations of television exposure in infancy and toddlerhood to early elementary cognitive outcomes." Thesis, 2014. http://hdl.handle.net/2152/24809.

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Despite a growing body of research regarding the effects of media on very young children, most studies have focused on relatively short-term effects, and those that examined long-term effects have not done so with a representative sample. The current study examined long-term effects of screen media exposure on children aged 0 to 35 months. The data for this study came from the first and second waves of the Panel Study of Income Dynamics (PSID) Child Development Supplement (CDS-I and CDS-II), which offers several advantages in examining the longitudinal relationships between early television exposure and subsequent academic performance. This nationally representative dataset includes a measure of cognitive skills, as well as time diaries that provide a record of how and with whom children spent their time. First, this study examined television viewing contexts likely to be operative in infancy and toddlerhood -- what these children view, whom they co-view with, what they co-view, and what they are doing while the television is on. Second, this study assessed the long-term effects of early exposure to different program content (i.e., child-educational programs, child-noneducational programs & adult programs) on subsequent cognitive outcomes (mainly academic achievement) in early childhood. Finally, the role of parental co-viewing in the long-term effects of exposure to child-educational content on academic skills was examined. Descriptive analyses and multiple OLS regressions were conducted. On weekdays, children were exposed to child-educational content, child-noneducational content and adult content on TV (33 minutes, 29 minutes, 27 minutes, respectively); on weekends, children were exposed to child-educational content, child-noneducational content and adult content on TV (23 minutes, 31 minutes, 31 minutes, respectively). Although it is commonly believed that television displaces time spent with others and playing, nearly half of infants and toddlers' time spent viewing television was spent playing and in social interaction (30% and 16%, respectively). Different relationships emerged among groups with differing amounts of total television exposure: children who were exposed to 1 to 2 hours of television per day had higher academic test scores compared to children who were exposed to less (those who watched no TV at all and those who were exposed to between 0 and 1 hour). As regards television content, the only relationship found was among toddlers exposed to adult content. Toddlers who were exposed to more adult programs in their early years were likely to have worse passage comprehension test scores 5 year later. However, there was no relationship between early exposure to child programs (i.e., child-educational and child-noneducational content) and subsequent academic test scores. Parental co-viewing of child-educational content was positively related to the academic achievement test scores (the passage comprehension test scores and the applied problem scores), indicating that parental co-viewing plays an important role in children's experience of media in infancy and toddlerhood. The findings have implications that may allow us to increase the effectiveness of learning from screen media in infancy and toddlerhood.
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Lee, June Hui Min Vandewater Elizabeth A. "Predicting how early and how much young children use television and computers the role of sociodemographic, family, and child characteristics /." 2004. http://wwwlib.umi.com/cr/utexas/fullcit?p3143296.

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Lee, June Hui Min. "Predicting how early and how much young children use television and computers: the role of sociodemographic, family, and child characteristics." Thesis, 2004. http://hdl.handle.net/2152/1233.

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Yen, Ji-chiao, and 顏子喬. "Reposition of New Technology’s Business Approaches, Early Users, and Managements—An Exploration and Discourse of Taiwan’s Wireless Digital Television Industry." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/70371801426502575470.

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碩士
南台科技大學
資訊傳播系
94
Media industries today are facing new challenges under the rapid emergence of media emergence. Among them, it is wireless digital television that draws public attentions and stands out as new technology with new technological essences and dilemma. This thesis is therefore a study of wireless television industry in Taiwan today from the point of view of diffusion of innovation. The author aims to provide a multi-method discourse of this new technology’s managers and early users, and eventually gives suggestions and solutions. The main findings in this paper include managers are wrongly profiling users and therefore mistakenly applying business approaches. The author concludes that new technology industry should redefine new technologies and rethink business managements. The value of this study is to provide a large picture of wireless digital television industry for the first time in Taiwan history. This thesis further becomes a blue print of new technology development within media convergence and a test of diffusion of innovation in Taiwan today.

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TOPINKOVÁ, Lenka. "Vztahy mezi vývojovými úrovněmi žáků věku ZŠ a jejich." Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-80509.

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The present master?s thesis focuses on researching the influence TV commercials have on pupils of all age groups in elementary and middle schools and concerns itself with the pupils? TV watching habits. In the area of media it explores the question of media awareness education, in the area of developmental psychology it focuses on the cognitive development theory of Jean Piaget. Besides its theoretical part the thesis includes original qualitative and quantitative research. The applied part describes the results from focus groups (first and second grade pupils) and from a questionnaire study (from fourth grade in elementary school to the last grade in middle school) that was conducted in one of the public schools in České Budějovice. The questionnaire study included also group of the pupils? parents. The results of the qualitative research were evaluated in terms of gender, grade, and domicile of the respondents. The responses of the adult respondents were evaluated in terms of gender and age of their children, their educational level and their net monthly income. The results are discussed in wider context. The discussion attempts to offer an overview of advertising comprehension development among pupils of elementary and middle schools. The results indicate that the pupils are influenced by TV commercials and that their understanding of the commercials? purpose increases with their age. An important influence on the pupils and on their TV watching habits ? watching that includes exposure to TV commercials ? have especially their parents and to a lesser degree their teachers.

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Coertzee, Geraldine. "Open sesame! : learning life skills from Takalani Sesame : a reception study of selected grade one learners in Pietermaritzburg, South Africa." Thesis, 2011. http://hdl.handle.net/10413/6374.

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Early Childhood Development (ECD) programmes are important in the promotion of intellectual development and school readiness in children. Equally important is the opportunity to learn in one‟s mother tongue. This study aimed to determine the value of using the multilingual television series Takalani Sesame as a Life Skills educational resource in specific South African schools, amongst Grade One learners. The focus lay on researching a possible mechanism for allowing children who had not attended quality ECD programmes to „catch up‟ in terms of knowledge they may be lacking, as well as providing a form of mother tongue instruction to African learners in schools where the language of instruction is English. A field experiment and a reception study were carried out at a primary school in Pietermaritzburg, South Africa. Two groups of twelve Grade One learners (from two different Grade One classes at the same school) were included in this research, which spanned a period of 6 months. The children in the test group watched a television series of Takalani Sesame (with guided viewing) and completed related activities including post viewing and homework activities. The children in the control group were not shown the series at school. Both groups were administered the same questionnaire both pre- and post-test in order to determine changes in Life Skills related learnt data. Other research methods included participant observation, focus group discussions, interviews with parents/caregivers and interviews with educators. These used Social Cognitive Theory as their basis, taking constructs that impact on behaviour change, such as modelling, outcome expectancies and behavioural capabilities into account. The research included a large focus on interpersonal communication between researcher and learner, and caregiver and learner, plus a concentration on the children‟s knowledge of and attitudes surrounding HIV/AIDS. Results showed satisfactory levels of attention to the series, as well as high levels of engagement with and enjoyment of the series. Levels of identification with characters were also noted to be high, increasing the possibilities of learning and behaviour change taking place. Decoding of messages was, for the most part, in line with the intentions of the producers, although oppositional readings, erroneous and creative decoding were also noted in some instances. The guided viewing component did well to increase levels of attention to the episode as well as allow for erroneously decoded messages to be corrected almost immediately. Positive changes in learnt data in the Life Skills areas of HIV/AIDS, Nutrition and Safety and Security were identified and these were noted to be impacted on by the homework activities which were included in the intervention to promote parent/caregiver-child communication. The research intervention was deemed to be a success in the selected school, and could possibly be recommended for use in similar South African primary schools where learners are taught in a language which is not their mother tongue. Possible areas for future related research were outlined. This research study contributes to the body of Entertainment Education (EE) research by identifying a new and valuable application for an EE intervention in the South African setting. This highlights the important aspects of localisation, in the South African context, promoting mother tongue learning and ECD.
Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2011.

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(11186181), Christina M. McCarter. "HINGED, BOUND, COVERED: THE SIGNIFYING POTENTIAL OF THE MATERIAL CODEX." Thesis, 2021.

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The idea of “the book” overflows with extraneous significance: books are presented as windows, gateways, vessels, lighthouses, and gardens. Books speak to us and feed us, and they are a method of escape. The book has long represented much more than a static, hinged, bound, covered object inscribed with words. Even when a book is not performing an elaborate, imaginative function, the word “book” very often signifies the text it holds or even the text’s author: You can open The Bluest Eye or carry Toni Morrison in your bag. Fourteenth-century author Geoffrey Chaucer invokes a “book” by “Lollius” as authoritative source of his Troilus and Criseyde, though no person exists; likewise, to conclude the same text, Chaucer asks directs his project to “go, litel bok, go.” When a book makes an appearance in narrative, it is rarely just a book—without legs, the book moves, and without breath, it lives. This dissertation asks what about the shape of the codex has helped the book become such a metaphorically rich signifier.

This dissertation attempts to unravel the various threads of meaning that make up the complex “idea of the book.” I focus on one of these threads: the book as a material object. By focusing on how the book as object—not the book as idea—functions within narrative, I argue that we can identify what about the book object enables its metaphorical range. I analyze moments in literature, television, and film when metaphorical functions are assigned, not to an ephemeral, complex idea of the book, but rather to the material realities of the book as an object. In these moments, the codex’s essential, material shape (what I am calling its bookishness) enables metaphorical functioning; I show that, by examining when mundanely physical bindings, pages, covers, and spines initiate metaphorical action, we can identify how the material book has come to mean so much more than itself.

Indeed, despite a renewed appreciation for the book as both material and cultural object, books have become so significantly meaningful that attempts to define “the book” evade simplicity, rendering books as everything and nothing at the same time. My inquire explores this complexity by starting with a simple premise: Metaphors are based on some element of physical truth. Though the book has sprouted in a variety of metaphorical directions, many of those metaphors are grounded in the book’s material realities. Acknowledging this, especially in an age of fast-evolving media and bookish fetishism, offers a valuable and novel perspective on how and why books are both semantically rich and culturally valued objects.

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Dissertations / Theses on the topic 'Early television'

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