{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/20290"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/20290","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The influence of the medium on children's comprehension of narrative","abstract":"The study reported here examined 56 second and fourth grade children's recall and comprehension of a story presented in two different media, print or audiovisual. It was hypothesized that children in the print condition would recall more story content than children in the audiovisual condition and that children in the print condition would produce more elaborated responses to open-ended questions than children in the audiovisual condition.","abstract_html":"The study reported here examined 56 second and fourth grade children's recall and comprehension of a story presented in two different media, print or audiovisual. It was hypothesized that children in the print condition would recall more story content than children in the audiovisual condition and that children in the print condition would produce more elaborated responses to open-ended questions than children in the audiovisual condition.","abstract_has_math":false,"creators":["Hunter, Linda Sue"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Communications","degree_department":null,"school":null,"contributors":["Wartella, Ellen"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T12:35:00Z","date_published":"2011-05-07T12:35:00Z","updated_at":"2026-07-22T22:25:15Z","subjects":["Education, Early Childhood","Education, Reading","Psychology, Developmental","Mass Communications","Education, Technology of"],"languages":["eng"],"rights":["Copyright 1991 Hunter, Linda Sue"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9210844","(UMI)AAI9210844"],"render_values":[{"text":"AAI9210844","href":null,"code":true},{"text":"(UMI)AAI9210844","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/20290","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Wartella, Ellen"]},{"key":"dc:creator","label":"Author","values":["Hunter, Linda Sue"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T12:35:00Z","10000-01-01","1991"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Communications"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Early Childhood","Education, Reading","Psychology, Developmental","Mass Communications","Education, Technology of"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1991 Hunter, Linda Sue"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9210844","(UMI)AAI9210844","http://hdl.handle.net/2142/20290"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The study reported here examined 56 second and fourth grade children's recall and comprehension of a story presented in two different media, print or audiovisual. It was hypothesized that children in the print condition would recall more story content than children in the audiovisual condition and that children in the print condition would produce more elaborated responses to open-ended questions than children in the audiovisual condition.","Results of data analyses indicated that children exposed to a comparable story in different media exhibit significant differences in comprehension of story content; also, the specific differences observed suggest that task and medium may interact to determine performance. Children in the audiovisual condition performed better than children in the print condition on picture-ordering and multiple-choice measures; however, children in the print condition performed better on measures of inferential comprehension. Supplementary measures indicated that children perceive television to be a much easier medium then print, suggesting that perceived demand characteristics of a medium may influence performance.","Conclusions and implications for future research are discussed.","Made available in DSpace on 2011-05-07T12:35:00Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9210844.pdf: 8754923 bytes, checksum: 6c3d8d427c921d456aad6fcfea934e5c (MD5) Previous issue date: 1991","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:42:54Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:18:42-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","ETDs are only available to UIUC Users without author permission","U of I Only"]},{"key":"dc:title","label":"Title","values":["The influence of the medium on children's comprehension of narrative"]}]}],"canonical_facts":{"dc:contributor":["Wartella, Ellen"],"dc:creator":["Hunter, Linda Sue"],"dc:date":["2011-05-07T12:35:00Z","10000-01-01","1991"],"dc:description":["The study reported here examined 56 second and fourth grade children's recall and comprehension of a story presented in two different media, print or audiovisual. It was hypothesized that children in the print condition would recall more story content than children in the audiovisual condition and that children in the print condition would produce more elaborated responses to open-ended questions than children in the audiovisual condition.","Results of data analyses indicated that children exposed to a comparable story in different media exhibit significant differences in comprehension of story content; also, the specific differences observed suggest that task and medium may interact to determine performance. Children in the audiovisual condition performed better than children in the print condition on picture-ordering and multiple-choice measures; however, children in the print condition performed better on measures of inferential comprehension. 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