Effects of Selected Filmic Coding Elements of TV on the Development of the Euclidean Concepts of Horizontality and Verticality in Adolescents

This study was conducted to determine whether the filmic coding elements of split screen, slow motion, generated line cues, the zoom of a camera, and rotation could aid in the development of the Euclidean space concepts of horizontality and verticality, and to explore presence and development of spa...

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Bibliographic Details
Main Author Lynch, Beth Eloise
Format Report
LanguageEnglish
Published 01.01.1986
Subjects
Adolescents
AECT Research and Theory Division Meeting
Coding
Cognitive Ability
Comparative Analysis
Horizontality (Concept)
Hypothesis Testing
Intermode Differences
Multivariate Analysis
Perceptual Development
Research Methodology
Sex Differences
Skill Development
Spatial Ability
Symbolic Learning
Verticality (Concept)
Videotape Recordings
Visual Literacy
Visual Measures
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Summary:This study was conducted to determine whether the filmic coding elements of split screen, slow motion, generated line cues, the zoom of a camera, and rotation could aid in the development of the Euclidean space concepts of horizontality and verticality, and to explore presence and development of spatial skills involving these two concepts in adolescents. Participants included 240 randomly selected freshman and senior high school students (15 males, 15 females). Pretests and treatment were conducted on two consecutive days. On the first day, all subjects were tested for knowledge of the concepts of horizontality and verticality; the Group Embedded Figures Test (GEFT) and Part V of the Guilform-Zimmerman Aptitude Survey (GZAS) were also administered. Each treatment group viewed one of three television tapes used to present examples of the invariant horizontality of liquid and the verticality of objects; each tape used one of the three processes of activation, short-circuiting, and supplantation. The control group viewed a neutral tape. Following treatment, subjects were again tested on horizontality, verticality, and Part V of the GZAS. Findings reveal clear patterns of performance by sex and grade level. They also support the hypothesis that filmic coding elements do affect the development of concepts of horizontality and verticality and increase mean scores on the GZAS. A list of references is provided. (JB)