Auszug
Eine eigene Studie zeigte, dass bereits die fünfjährigen Kinder sehr schnell Kinderwerbeclips von Kinderfilmen zu unterscheiden vermögen (vgl. Nieding, Ohler, Bodeck und Werchan, 2006). Wenn auch nur rund zwei Drittel aller Unterscheidungen in diesem Alter bereits richtig vorgenommen wurden, so liegt dieser Wert dennoch signifikant über dem Zufallsniveau. Im Schnitt benötigen die Fünfjährigen nur 1,45 Sekunden, um eine richtige Unterscheidung zu treffen. Bei achtjährigen Kindern steigt dieser Wert noch bedeutsam an (91% richtige Zuordnungen) und sie benötigen im Schnitt nur ca. eine Sekunde, um einen beliebig gewählten Ausschnitt richtig als Kinderprogramm oder Werbeclip einzuschätzen. Achtjährige Kinder sind also dazu in der Lage, die typischen Stilmittel von Kinderwerbefilmen äußerst schnell zu erkennen. Diese Befundlage spricht dafür, dass achtjährige Kinder nicht unbedingt die vom Gesetzgeber geforderten Markierungen zwischen Kinderprogramm und Werbung (Seperatoren) benötigen. Kinder erwerben zwischen vier und acht Jahren die Medienkompetenz zu einer wahrnehmungsnahen Genrediskrimination.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Similar content being viewed by others
Weiterführende Literatur
Singer, D. G. und Singer, J. L. (Eds). (2001). Handbook of children and the media. Thousand Oaks, CA: Sage.
Van Evra, J. (2004). Television and child development (3rd ed.). New Jersey: Lawrence Erlbaum.
Literatur
Abelman, R. (1989). From here to eternity: Children’s acquisition of understanding of projective size on television. Human Communication Research, 15, 463–481.
Anderson, C. A. (2004). An update on the effects of playing violent video games. Journal of Addescence, 27, 113–122.
Anderson, C. A. und Bushman, B. J. (2001). Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior: A meta-analytic review of the scientific literature. Psychological Science, 12, 353–359.
Anderson, C. A. und Bushman, B. J. (2002). The effects of media violence on society. Science, 295, 2377–2378.
Anderson, C. A. und Dill, K. E. (2000). Video game violence and trait aggressiveness. Journal of Personality and Social Psychology, 78, 772–790.
Anderson, D. R. und Field, D. E. (1983). Children’s attention to television. Implications for production. In M. Meyer (Ed.). Children and the formal features of television (pp. 56–96). München: Saur.
Anderson, D. R., Huston, A. C., Schmitt, K., Linebarger, D. und Wright, J. C. (2001). Early childhood television viewing and adolescent behavior. Monographs of the Society for Research in child Development, 66 (1, Serial No. 264).
Anderson, D. R. und Lorch, E. P. (1983). Looking at television: Action or reaction? In: J. Bryant und D. R. Anderson (Eds.), Children’s understanding of television (pp. 1–31) New York: Academic Press.
Anderson, D. R., Lorch, E. P., Field, D. E. und Sanders, J. (1981). The effect of television program comprehensibility on preschool children’s visual attention to television. Child Development, 52, 151–157.
Apperly, I. A., Williams, E. und Williams, J. (2004). Three-to four-year-olds’ recognition that symbols have a stable meaning: Pictures are understood before written words. Child Development, 75, 1510–1522.
Arijon, D. (1976). Grammar of the film language. London: Focal Press.
Baacke, D. (1999). Im Datennetz. Mediankompetenz (nichtnur) für Kinder undjugen dliche als pädagogische Herausforderung. In GMK (Hrsg.), Ins Netz gegangen. Internet und Multimedia in der außerschulischen Pädagogik. Bielfeld: Gesellschaft für Medienpädagogik und Kommunikationskultur.
Ball, S. und Bogatz, G. A. (1970). The first year of Sesame Street: An evaluation. Princeton, NJ: Educational Testing Service.
Bandura, A., Ross, D. und Ross, S. A. (1963). Imitation of film-mediated aggressive models. Journal of Abnormal and Social Psychology, 66, 3–11.
Barsalou, L. W. (1999). Perceptual symbol systems. Behavioral and Brain Sciences, 22, 577–660.
Beentjes, J. W. J., de Koning, E. und Huysmans, F. (2001). Children’s comprehension of visual formal features in television proprams. Applied Developmental Psychology, 22, 623–638.
Beentjes, J. W. J. und van der Voort, T.H.A. (1993). Televisionviewing versus reading: Mental effort, retention, and inferential learning. Communication Education, 42, 191–205.
Beentjes, J. W. J., Vooijs, M. W. und van der Voort, T. H. A. (1993). Children’s recall of television and printed news as a function of test expectation. Journal of Educational Television, 19, 5–13.
Bensley, L. und van Eenwyk, J. (2001). Video games and real-life aggression: Review of the literature. Journal of Adolescent Health, 29, 244–257.
Berkowitz, L. (1993). Aggression: Its causes, consequences, and control. Philadelphia: Temple University Press.
Bialystok, E. (2000). Symbolic representation across domains in preschool children. Journal of Experimental Child psychology, 76, 173–189.
Bickham, D. S., Wright, J. C. und Huston, A. C. (2001). Attention, comprehension, and the educational influence of television. In D. G. Singer und J. L. Singer (Eds.), Handbook of children and the media (pp. 101–119). Thousands Oaks, CA: Sage.
Billow, R. (1975). A cognitive developmental study of metaphor comprehension. Developmental Psychology, 11, 415–423.
Biocca, F. (1997). The cyborg’s dilemma: Progressive embodiment in virtual environments. Journal of Computer-Mediated Communication, 3. Verfügbar unter http://jcmc.indiana.edu/vol3/issue2/bocca2.html [04.02.2008
Bogatz, G. A. und Ball, S. (1971). The second year of Sesame Street: A continuing evaluation. Princeton, NJ: Educational Testing Service.
Bushman, B. J. und Anderson, C. A. (2001). Media violence and the American public: Scientific facts versus media misinformation. American Psychologist, 56, 477–489.
Bushman, B. J. und Huesmann, L. R. (2001) Effects of televised violence on aggression. In D. G. Singer und J. L. Singer (Eds.), Handbook of children and the media (pp. 223–254). Thousand Oaks, CA: Sage.
Calvert, S. L. (1988). Television production feature effects on children’s comprehension of time. Journal of Applied Developmental Psychology, 9, 263–273.
Carnagey, N. L. und Anderson, C. A. (2004). Violentvideo game exposure and aggression: A literature review. Minerva Psychiatrica, 45, 1–18.
Charlton, M. (2004). Entwicklungspsychologische Grundlagen. In P. Vorderer, R. Mangold und G. Bente (Hrsg.), Lehrbuch der Medienpsychologie (S. 130–150). Göttingen: Hogrefe.
Choi, H. P. und Anderson, D. R. (1991). A temporal analysis of toy play and distractibility in young children. Journal of Experimental Child psychology, 52, 41–69.
Clark, J. M. und Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3, 149–170.
Clifford, B. R. Gunter, B. und McAleer, J. (1995). Television and children: Program evaluation, comprehension, and impact. Hillsdale, NJ: Lawrence Erlbaum.
Cometa, M. S. und Eson, M. E. (1978). Logical operations and metaphor comprehension: A Piagetian model. Child Development, 49, 649–659.
DeFleur, M. L., Davenport, L. Cronin, M. und DeFleur, M, (1992). Audience recall of news stoies presented by newspaper, computer, television, and radio. Journalism Quarterly, 69, 1010–1022.
DeLoache, J. S. (1987). Rapid change in the symbolic functioning of very young children. Science, 238, 1556–1557.
DeLoache J. S. (1991). Symbolic functioning in very young children. Understanding of pictures and models. Child development, 62, 736–752.
DeLoache, J. S. (1995). Early understanding and use of symbols: the model model. Current Directions in Psychological Science, 4, 109–113.
DeLoache, J. S. (2002). Symbolic artifacts: Understanding and use. In U. Goswami (Ed.), Blackwell handbook of childhood cognitive development (pp. 206–226). London: Blackwell Publishing.
DeLoache, J. S. (2004). Becoming symbol-minded. Trends in Cognitive Sciences, 8, 66–70.
DeLoache, J. S. Pierroutsakos, S. L. Uttal, D. H., Rosengren, K. S. und Gottlieb, A. (1998). Grasping the nature of pictures. Psychological Science, 9, 205–210.
Dijk, T. A. van und Kintsch, W. (1983). Strategies of discourse comprehension. New York: Academic Press.
Dill, K. E. und Dill, J. C. (1998). Video game violence: A review of the empirical literature. Aggression and Vident Behavior, 3, 407–428.
Donahue, T., Meyer, T. und Henke, L. (1978). Black and white children: Perceptions of television commercials. Journal of Marketing, 42, 34–40.
Dorr, A. (1985). Context for experience with emotion, with special attention to television. In M. Lewis und C. Saami (Eds.), The socialization of emotion (pp. 55–85) New York: Plenum Press.
Durkin, K. und Aisbett, K. (1999) Computer games and Australians today. Sydney. Verfügbarunter http://www.oflc.gov.au[05.02.2008]
ďYdewalle, G. Desmet, G. und Rensbergen, J. van (1998). Filmperception: The processing of film cuts. In. G. Underwood (Ed.), Eye guidance in reading and scene perception (pp. 357–367), Oxford: Elsevier.
ďYdewalle, G. und Vanderbeeken, M. (1990). Perceptual and cognitive processing of editing rules in film. In R. Groner, G. dďYdewalle und R. Parham (Eds.), From eye to mind: Information acquisition in perception, search, and reading (pp. 129–139). Amsterdam: Elsevier.
Ennemoser, M. (2003a). Der Enfluss des Femsehens aufdie Entwicklung von Lesekompetenzen: Eine Längsschnittstudie vom Vorschulalter bis zur dritten Klasse, Hamburg: Dr. Kovac.
Ennemoser, M. (2003b). Effekte des Fernsehens im Vor-und Grundschulalter — Ursachen, Wirkmechanismen und differenzielle Effekte. Nervenheilkunde 22, 443–453.
Ennemoser, M., Schiffer, K., Reinsch, C. und Schneider, W. (2003). Fernsehkonsum und die Entwicklung von Sprach-und Lesekompetenzen im frühen Grundschulalter: Eine empirische Überprüfung der SÖS-Mainstreaming-Hypothese. Zeitschrift für Entwicklungspsycchologie und Pädagogische Psychologie, 35, 12–26.
Ennemoser, M. und Schneider, W. (in Vorber.). Relations of television viewing and reading: Findings from a 4-year longitudinal study.
Epstein, R. L. und Gamlin P. J. (1994). Young children’s comprehension of simple and complex metaphors presented in pictures and words. Metaphor and Sympbolic Activity, 9, 179–191.
Eron, L. D., Huesmann, L. R., Lefkowitz, M. M. und Walder, L. O. (1972). Does television violence cause aggression? American Psychologist, 27, 253–263.
Feierabend, S. und Klinglet, W. (2007). Was Kinder sehen. Eine Analyse der Fernsehnutzung Drei-bis 13-Jähriger 2006. Media Perspektiven, 4, 200–214.
Feierabend, S. und Rathgeb, T. (2006). KIM-Studie 2006. Kinder und Medien, Computer und Internet. Basisuntersuchung zum Medien umgang 6-bis 13-Jähriger in Deutschland. Medienpädagogischer Forschungsverbund Südwest.
Fisch, S. M. (2004). Children’s leaming from television. Sesame Street and beyond. Mahwah, NJ: Lawrence Erlbaum.
Fisch, S. M. und Truglio, R. T. (Eds.), (2001). «G» is for «growing»: Thirty years of research on children and Sesame Street. Mahwah, NJ: Lawrence Erlbaum.
Fodor, J. A., Bever, T. G. und Garrett, M. F. (1974). The psychology of languague. New York: McGraw-Hill.
Funk, J. B. Germann, J. N. und Buchman, D. D. (1997). Children and electronic games in the United States. Trends in Communication, 2, 111–126.
Furnham, A. und Gunter, B. (1985). Sex, presentation mode and memory for violent and non-violent news. Journal of Educational Television., 11, 99–105.
Garnham, A. und Oakhill, J. (1996). The mental models theory of language comprehension. In B. K. Britton und A. C. Graesser (Eds.), Models of understanding text (pp. 313–339). Mahwah, NJ: Erlbaum.
Gentile, D. A. und Anderson, C. A. (2003). Violent video games: The newest media violence hazard. In D. Gentile (Ed.), Media vidence and children (pp. 131–152). Westport, CT: Praeger.
Gibson, J. J. (1982). Wahrnehmung und Umwelt. München: Urban und Schwarzenbeck.
Gleich, U. (2004). Medien und Gewalt. In R. Mangold, P. Vorderer und G. Bente (Hrsg.), Lehrbuch der Medienpsychologie (S. 587–618). Göttingen: Hogrefe.
Glenberg, A. M. und Robertson, D. A. (2000). Symbol grounding and meaning: A comparison of high-dimensional and embodied theories of meaning. Journal of Memory and Language, 43, 379–401.
Glodstein, J. (2003). People @ play: Electronic games. In H. van Oostendorp (Ed.), Cognition in a digital world (pp. 25–45). Mahwah, NJ: Erlbaum.
Graesser, A. C., Millis, K. K. und Zwaan, R. A. (1997). Discourse comprehension. Annual Review of Psychology, 48, 163–189.
Graesser, A. C., Singer, M. und Trabasso, T. (1994). Constructing inferences during narrative text comprehension. Psyschological Review, 101, 371–395.
Greenfield, P. M. (1994). Video games as cultural artifacts. Journal of Applied Developmental Psychology, 15, 3–12.
Greenfield, P. und Beagles-Ross, J. (1988). Radio vs. television: Their cognitive impact on children of different socioeconomic and ethnic groups. Journal of Communication, 38, 71–92.
Greenfield, P., Camaioni, L. E., Ercolnai, P., Weiss, L., Lauber, B. A. und Perucchini, P. (1994). Cognitive socialization by computer games in two cultures: Inductive discovery or master of an iconic code? Journal of Applied Developmental Psychology, 15, 59–85.
Griffiths, M. (1999). Violent video games and aggression: A review of the literature. Aggression and Vident Behavior, 4, 203–212.
Grimes, T. (1990). Audio-video correspondence and its role in attention and memory. Educational Technology Research and Development, 38, 15–25.
Grimes, T. (1991). Mildauditory-visual dissonance in television news may exceed viewer attentional capacity. Human Communication Research., 18, 269–298.
Groebel, J. (1996). Die Wirkungen von Gewalt im Fernsehen. Eine qualitative und quantitative Studie mit einem Generationsvergleich 1975–1993. Opladen: LeskeundBudrich.
Groebel, J. und Hinde, R. (Eds.). (1989). Aggression and war. Their biological and social bases. Cambridge: Cambridge University Press.
Groeben, N. (2004). Medienkompetenz. In R. Mangold, P. Vorderer und G. Bente (Hrsg.), Lehrbuch der Medienpsychologie (S. 27–49) Göttingen: Hogrefe.
Gunter, B. (1998). The effects of video games on children: The myth unmasked. Sheffield, UK: Sheffield Academic Press.
Hasebrink, U. (1995). Zur Nutzung action-und gewaltorientierter Fernsehangebote. In M. Friedrichsen und G. Vowe (Hrsg.), Gewaltdarstellungen in den Medien. Theorien, Fakten und Analysen (S. 194–227). Opladen: Westdeutscher.
Hawkins, R. P., Pingree, S., Bush Hitchon, J. Gilligan, E., Kahlor, L., Gorham, B. et al. (2002). What holds attention to television? Strategic inertia of looks at content boundaries. Communication Research, 29, 3–30.
Hawkins, R. P., Yong-Ho, K. und Pingree, S. (1991). The ups and down of attention to television. Communication Research, 18, 53–76.
Hobbs, R., Frost, R., Davis, A. und Stauffer, J. (1988). How first-time viewers comprehend editing conventions. Journal of Communication, 38, 50–60.
Huston, A. C., Anderson, D. R., Wright, J. C., Linebarger, D. L. und Schmitt, K. (2001). Sesame Street viewers as adolescents: The recontact study. In S. Fisch und R. Truglio (Eds.), «G» is for «growing»: Thirty years of research on Sesame Street (pp. 131–143). Mahwah, NJ: Erlbaum.
Huston, A. C. und Wright, J. C. (1997). Mass media and children’s development. In W. Damon (Series Ed.), I. Siegel und A. Renninger (Vol. Eds.), Handbook of child psychology, Vol. 4: Child psychology in practice (5th ed., pp. 999–1058). New York: Wiley.
Johnson, J. (1991). Developmental versus language-based factors in metaphor interpretation. Journal of Educational Psychology, 83, 470–483.
Johnson-Laird, P. N. (1983). Mental models. Cambridge, MA: Harvard University Press.
Keefe, D. E. und McDaniel, M. A. (1993). The time course and durability of predictive inferences. Journal of Memory and Language, 32, 446–463.
Kerns, T. Y. (1981). Television: A bisensory bombardment that stifles children’s creativity. Phil Delta Kappan, 62, 456–457.
Kintsch, W. (1988). The use of knowledge in discourse processing: A construction-integration model. Psychological Review, 95, 163–182.
Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge, UK: Cambridge University Press.
Klimmt, C. (2004). Computer-und Videospiele. In R. Mangold, P. Vorderer und G. Bente (Hrsg.), Lehrbuch der Medienpsychologie (S. 695–716). Göttingen: Hogrefe.
Klin, C. M., Guzmán, A. E. und Levine, W. H. (1999). Prevalence and persistence of predictive inferences. Journal of Memory and Language, 40, 593–604.
Koolstra, C. M., van der Voort, T. H. A. und van der Kamp, L. J. T. (1997). Television’s impact on children’s reading comprehension and decoding skills: A 3-year panel study. Reading Research Quarterly, 32, 128–152.
Kunczik, M. (1998). Gewalt und Medien (4. Aufl.). Köln: Böhlau.
Kunkel, D. (2001). Children and television advertising. In D. G. Singer und J. L. Singer (Eds.), Handbook of children and the media (pp. 375–393). Thousands Oaks, CA: Sage.
Lakoff, G. (1987). Women, fire, and dangerous things: What categories reveal about the mind. Chicago: University of Chicago Press.
Liben, L. S. (2001). Thinking through maps. In M. Gattis (Ed.), Spatial schemas and abstract thought (pp. 45–77). Cambridge, MA: MIT Press.
Lowe, P. J. und Durkin, K. (1999). The effects of flashback on children’s understanding of television crime content. Journal of Broadcasting und Electronic Media, 43, 83–97.
Maglioni, J. P., Miller, J. und Zwaan, R. A. (2001). Indexing space and time in film understanding. Applied Cognitive Psychology, 15, 533–545.
Mandler, J. M. (1984). Stories, scripts and scenes: Aspects of schema theory. Hillsdale, NJ: Lawrence Erlbaum.
Mascelli, J. (1965). The fivec’s of cinematography. Hollywood: Cine/Grac Publications.
MacWhinney, B. (1999). The emergence of language from embodiment. In B. MacWhinney (Ed.), The emergence of language (pp. 213–256). Mawah, NJ: Erlbaum.
McKeough, A. (1982). The development of complexity in children’s narratives. Unpublished M. A. thesis, University of Toronto.
Meline, C. W. (1976). Does the medium matter? Journal of Communication, 26, 81–89.
Nieding, G. (2006). Wieverstehen Kinder Texte? Die Entwicklungkognitiver Repräsentationen. Lengerich: Pabst.
Nieding, G. und Ohler, P. (1990). Ein kognitiver Ansatz zur kindlichen Filmverarbeitung: Berichteiner experimentellen Studie. In G. Schumm und H. J. Wulff (Hrsg.), Filmund Psychologiel. Kognition-Rezeption-Perzeption (S. 41–77). Münster: Maks-Publikationen.
Nieding, G. und Ohler, P. (2004). Labor experimentelle Methoden. In R. Mangold, P. Vorderer und G. Bente (Hrsg.), Lehrbuch der Medienpsychologie (S. 355–376) Göttingen: Hogrefe.
Nieding, G. und Ohler, P. (2005). Die Entwicklung des Wissens über Filmmontage bei Kindem. Vortrag, gehalten auf der 4. Tagung der Fachgruppe Medienpsychologie in Erfurt.
Nieding, G., Ohler, P., Bodeck, S. und Werchan, A. (2006). Werbung im Fernsehen: Experimentelle Methoden zur Erfassung der Verstehensleistung von Kindern. Zeitschrift für Medienpsychologie, 18, 94–105.
Norman, D. (1993). Cognition in the head and in the world. Cognitive Science, 17, 1–6.
Oakhill, J. V. und Cain, K. (2003). The development of comprehension skills. In T. Nunes und P. Bryant (Eds.), Handbook of children’s literacy (pp. 155–189). Dordrecht: Kluwer.
Ohler, P. (1994). Kognitive Filmpsychologie. Verarbeitung und mentale Repräsentation narrativer Filme. Münster: Maks-Publikationen.
Ohler, P. (2000). Spiel, Evolution, Kognition. Von den Ursprüngen des Spiels bis zu den Computerspielen. Habilitationsschrift im Fachbereich 11 der Technischen Universität Berlin.
Ohler, P. und Nieding, G. (2000). Was läßt sich beim Computerspielen lernen? Kognitions-und spielpsychologische Überlegungen. In r. Kammerl (Hrsg.), Computerunterstütztes Lernen (S. 188–215). München: Oldenbourg.
Ohler, P. und Nieding, G. (2002). Kognitive Filmpsychologie zwischen 1990 und 2000. In J. Sellmer und H. J. Wulff (Hrsg.), Film und Psychologie — nach der kognitiven Phase? (S. 9–40). Marburg: Schüren.
Ohler, P. und Nieding, G. (2005). Medienpsychologie. In A. Schütz, H. Selg und S. Lautenbacher (Hrsg.), Enführung in die Psychologie (S. 453–472). Stuttgart: Kohlhammer.
Okagaki, L. und French, P. A. (1994). Effects of video game playing on measures of spatial performance: Gender effects in late adolescence. Journal of Applied Developmental Psychology, 15, 33–658.
Olson, G. M. und Clark, H. H. (1976). Research methods in psycholinguistics. In E. C. Carterette und M. P. Friedman (Eds.), Handbook of perception (Vol. 7, pp. 25–74). New York: Academic Press.
Paik, H. und Comstock, G. (1994). The effects of television violence on antisocial behavior: A metaanalysis. Communication Research, 21, 516–546.
Paivio, A. (1986). Mental representations: A dual coding approach. New York: Oxford University Press.
Pecher, D., Zeelenberg, R. und Barsalou, L. W. (2003). Verifying properties from different modalities for concepts produces switching costs. Psychological Sciences, 14, 119–124.
Piaget, J. (1974). Die Bildung des Zeitbegriffs beim Kinde. Frankfurt am Main: Suhrkamp.
Pierroutsakos, S. L. und Troseth, G. L. (2003). Video verité: Infants’ manual investigation of objects on video. Infant Behaviour und Development, 26, 183–199.
Pingree, S. (1986). Children’s activity and television comprehensibility. Cummunication Research, 13, 239–256.
Potter, W. J. (1988). Perceived reality in television effects research. Journal of Broadcasting and Electronic Media, 32, 23–41.
Potter, W. J. (1998). Media literacy. Thousand Oaks, CA: Sage
Potts, G. R. und Keenan, J. M. und Golding, J. M. (1988). Assessing the occurrence of elaborative inferences: Lexical decision versus naming. Journal of Memory and Language, 27, 399–415.
Raine, A., Brennan, P. und Farrington, D. P. (1997). Biosocial bases of violence: Conceptual and theoretical issues. In A. Raine, P. A. Brennan, D. P. Farrington und S. A. Mednick (Eds.), Biosocial bases of violence (pp. 1–20), New York: Plenum.
Reisz, K. und Millar, G. (1988). Geschichte und Technik der Filmmontage. München: Filmland Presse.
Rice, M. L., Huston, A. C. und Wright, J. C. (1986). Replays as repetitions: Young children’s interpretations of television forms. Journal of Applied Developmental Psychology, 7, 61–76.
Robertson, T. und Rossiter, J. (1974). Children and commercial persuasion: An attribution theory analysis. Journal of Consumer Research, 1, 13–20.
Salomon, G. (1983). Television watching and mental effort: A social psychological view. In J. Bryant und D. R. Anderson (Eds.), Children’s understanding of television (pp. 181–198), New York: Academic.
Salomon, G. (1984). Television is «easy» and print is «tough». The differential investment of mental effort in learning as a function of perceptions and attribution. Journal of Educational Psychology, 76, 647–658.
Salt, B. (1983). Film style and technology. History and analysis. London: Starword.
Scaife, M. und Rogers, Y. (1996). External cognition: how do graphical representations work?. International Journal of Human-Computer Studies, 45, 185–213.
Schaunig, I., Willinger, U. und Formann, A. K. (2004). Das Verständnis metaphorischer Sprache bei Grunds chulkindern. Zeitschrift für Pädagogische Psychologie, 18, 53–61.
Schiffer, K., Ennemoser, M. und Schneider, W. (2002). Die Beziehung zwischen dem Fernsehkonsum und der Entwicklung von Sprach-und Lesekompetenzen im Grundschulalter in Abhängigkeit von der Intelligenz Medienpsychologie, 14, 2–13.
Schmalhofer, F., McDaniel, M. A. und Keefe, D. (2002). A unified model for predictive and bridging inferences. Discourse Processes, 33 105–132.
Schmitt, K. L., Woolf, K. D. und Anderson, D. R. (2003). Viewing the viewers: Viewing behaviors by children and adults during television programs and commercials. Journal of Communication, 53, 265–281.
Schneider, W., Roth, E. und Ennemoser, M. (2000). Training phonological skills and letter knowledge in children-at-risk for dyslexia: A comparison of three kindergarten intervention programs. Journal of Educational Psychology, 92, 284–295.
Sesame Workshop (2006). About Sesame Workshop. Verfügbar unter http://www.sesameworkshop.org/corporate [22.01.2008]
Singer, J. L. (1980). The power and limitations of television: A cognitive-affective analysis. In P. H. Tannenbaum und R. Abeles (Eds.), The entertainment functions of television. Hillsdale, NJ: Lawrence Erlbaum.
Slaughter, V. (1998). Children’s understanding of pictorial and mental representation. Child Development, 69, 321–332.
Smith, R. Anderson, D. R. und Fischer, C. R. (1985). Young children’s comprehension of montage. Child Development, 56, 962–971.
Stanfield, R. A. und Zwaan, R. A. (2001). The effects of implied orientation derived from verbal context on picture recognition. Psychological Science, 12, 153–156.
Subrahmanyam, K. und Greenfield, P. M. (1994). Effect of video game practice on spatial skills in girls and boys. Journal of Applied Developmental Psychology, 15, 13–32.
Subrahmanyam, K., Greenfield, P. M., Kraut, R. und Gross, E. (2002). The impact of computer use on children’s and adolescents’ development. In S. L. Calvert, A. B. Jordan und R. R. Cocking (Eds.), Children in the digital age. Influences of electronic media on development (pp. 3–33). Westport: Praeger.
Suddendorf, T. (2003). Early representational insight: Twenty-four-month-olds can use a photo to find an object in the world. Child Development, 74, 896–904.
Tarpley, T. (2001). Children, the internet, and other new technologies. In D. G. Singer und J. L. Singer (Eds.), Handbook of children and the media (pp. 547–556). Thousand Oaks, CA: Sage.
Thomas, G. V., Jolley, R. P., Robinson, E. J. und Champion, H. (1999). Realis errors in children’s responses to pictures and words as representations. Journal of Experimental Child Psychology, 74, 1–20.
Thußbas, C. (1994). Die Entwicklung temporaler und kausaler Kognitionen beim Kind: Eine experimentelle Untersuchung zur Verarbeitung von Filmnarration. In J. Frieß, S. Lowry und H.-J. Wulff (Hrsg.), 6. Film-und Fernsehwissenschaftliches Kolloquium. Berlin: Gesellschaft für Theorie und Geschichte audiovisueller Kommunikation.
Troseth, G. L. und DeLoache, J. S. (1998). The medium can obscure the message: young children’s understanding of video, Child Development, 69, 950–965.
Unsöld, I. und Nieding, G. (2006). Der Erwerb vorwärtiger Inferenzen bei der kognitiven Verarbeitung audiovisueller und auditiver Texte. Vortrag auf dem 45. Kongress der Deutschen Gesellschaft für Psychologie in Nürnberg.
Unsöld, I. und Nieding, G. (in Vorber). Die Bildung prädiktiver Inferenzen von Kindern und Erwachsenen bei der kognitiven Verarbeitung audiovisueller Texte.
Valkenburg, P. (2004). Children’s responses to the screen: A media psychological approach. New Jersey: Lawrence Erlbaum.
Van Evra, J. (2004). Television and child development (3rd ed.) New Jersey: Lawrence Erlbaum.
Vibbert, M. M. und Meringoff, L. K. (1981). Children’s production and application of story imagery: A cross-medium investigation (Technical Report No. 23). Cambridge, MA: Project Zero, Harvard University.
Vosniadou, S. (1987). Children and metaphors. Child Development, 58, 870–885.
Walma van der Molen, J. H. und van der Voort, T. H. A. (1997). Children’s recall of television and print news: A media comparison study. Journal of Educational Psychology, 89, 82–91.
Walma van der Molen, J. H. und van der Voort, T. H. A. (1998). Children’s recall of the news: TV news stories compared with three print versions. Educational Technology Research and Development, 46, 39–52.
Walma van der Molen, J. H. und van der Voort, T. H. A. (2000). Children’s and adults recall of television and print news in children’s and adult news formats. Communication Research, 27, 132–160.
Ward, S. und Wackman, D. (1973). Children’s information processing of television advertising. In P. Clarke (Ed.), New models for mass communication research. Beverly Hills, CA: Sage.
Weidenbach, J. (2000). Das Lernziel: mediale Alphabetisierung. Psychologie heute 27, 50–51.
Wicks, R. H. und Drew, D. G. (1991). Learning from news: Effects of message consistency and medium on recall and inference making. Journalism Quarterly, 68, 155–164.
Winterhoff-Spurk, P. (1999). Medienpsychologie: Eine Einführung. Stuttgart: Kohlhammer.
Winterhoff-Spurk, P. (2004). Medienpsychologie: Eine Einführung (2., erweit. u. überarb. Aufl). Stuttgart: Kohlhammer
Wright, J. C., Huston, A. C., Reitz, A. L. und Piemyat, S. (1994). Young children’s perceptions of television reality: determinants and developmental differences. Developmental Psychology, 30, 229–239.
Wright, J. C., Huston, A. C., Vandewater, E. A., Bickham, D. S., Scantlin, R. M., Kotler, J. A., Caplovitz, A. G. und Lee, J. (2002). American children’s use of electronic media in 1997: A National Survey. In S. L. Calvert, A. B. Jordan und R. R. Cocking (Eds.), Children in the digital age. Influences of electronic media on development (pp. 35–54). Westport, CO: Praeger.
Yonas, A., Granrud, C. E., Chov, M. H. und Alexander, A. J. (2005). Picture perception in infants: Do 9-month-olds treat objects depicted in photographs as real objects? Infancy, 8, 147–166.
Zaitchick, D. (1990). When representation conflicts witch reality: The preschooler’s problem with false belief and «false» photographs. Cognition, 35, 41–68.
Zwaan, R. A. und Radvansky, G. A. (1998). Situation models in language comprehension and memory. Psychological Bulletin, 123, 162–185.
Zwaan, R. A., Stanfield, R. A. und Yaxley, R. H. (2002). do language comprehenders routinely represent shapes of objects? Psychological Science, 13, 168–171.
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2008 Springer Medizin Verlag Heidelberg
About this chapter
Cite this chapter
Nieding, G., Ohler, P. (2008). Mediennutzung und Medienwirkung bei Kindern und Jugendlichen. In: Batinic, B., Appel, M. (eds) Medienpsychologie. Springer-Lehrbuch. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-46899-8_16
Download citation
DOI: https://doi.org/10.1007/978-3-540-46899-8_16
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-540-46894-3
Online ISBN: 978-3-540-46899-8
eBook Packages: Humanities, Social Science (German Language)