{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/77285"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/77285","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The Effects of Sibling Co-Viewing on Young Children's Learning of Television Content","abstract":"The study reported here examined 42 first and second grade children's interpretations and evaluations of two different television programs after viewing with older siblings or by themselves. It was hypothesized that those children who viewed a complex, adult oriented program with a sibling at least 3 years older would interpret and evaluate the program better than those children who viewed with a sibling less than 3 years older or those who viewed alone.","abstract_html":"The study reported here examined 42 first and second grade children's interpretations and evaluations of two different television programs after viewing with older siblings or by themselves. It was hypothesized that those children who viewed a complex, adult oriented program with a sibling at least 3 years older would interpret and evaluate the program better than those children who viewed with a sibling less than 3 years older or those who viewed alone.","abstract_has_math":false,"creators":["Haefner, Margaret Jane"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Speech Communication","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-05-13T15:38:20Z","date_published":"2015-05-13T15:38:20Z","updated_at":"2026-07-22T22:26:10Z","subjects":["Mass Communications"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(UMI)AAI8600200"],"render_values":[{"text":"(UMI)AAI8600200","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/77285","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Haefner, Margaret Jane"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-05-13T15:38:20Z","10000-01-01","1985"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Speech Communication"]},{"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":["Mass Communications"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/77285","(UMI)AAI8600200"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The study reported here examined 42 first and second grade children's interpretations and evaluations of two different television programs after viewing with older siblings or by themselves. It was hypothesized that those children who viewed a complex, adult oriented program with a sibling at least 3 years older would interpret and evaluate the program better than those children who viewed with a sibling less than 3 years older or those who viewed alone.","Results of data analysis indicated that first and second children are not influenced by their siblings to interpret programs in an adult-like manner, although their siblings may influence children's evaluations of program characters. Analyses of supplementary videotape data revealed that, though the sibling pairs conversed at length while viewing together, their TV-related and non-TV related talk was not beneficial in helping the younger children interpret the programs. However, viewing styles of the pairs as they viewed together, either companionable or unfriendly, was found to influence the younger children's interpretations of the programs.","Conclusions and implications for future research are presented.","Made available in DSpace on 2015-05-13T15:38:20Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 8600200.PDF: 6332580 bytes, checksum: 2e0eff70611d2bc2cccfa5b73d8903ec (MD5) Previous issue date: 1985","Embargo set by: Seth Robbins for item 78496 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","189 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1985."]},{"key":"dc:title","label":"Title","values":["The Effects of Sibling Co-Viewing on Young Children's Learning of Television Content"]}]}],"canonical_facts":{"dc:creator":["Haefner, Margaret Jane"],"dc:date":["2015-05-13T15:38:20Z","10000-01-01","1985"],"dc:description":["The study reported here examined 42 first and second grade children's interpretations and evaluations of two different television programs after viewing with older siblings or by themselves. It was hypothesized that those children who viewed a complex, adult oriented program with a sibling at least 3 years older would interpret and evaluate the program better than those children who viewed with a sibling less than 3 years older or those who viewed alone.","Results of data analysis indicated that first and second children are not influenced by their siblings to interpret programs in an adult-like manner, although their siblings may influence children's evaluations of program characters. Analyses of supplementary videotape data revealed that, though the sibling pairs conversed at length while viewing together, their TV-related and non-TV related talk was not beneficial in helping the younger children interpret the programs. However, viewing styles of the pairs as they viewed together, either companionable or unfriendly, was found to influence the younger children's interpretations of the programs.","Conclusions and implications for future research are presented.","Made available in DSpace on 2015-05-13T15:38:20Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 8600200.PDF: 6332580 bytes, checksum: 2e0eff70611d2bc2cccfa5b73d8903ec (MD5) Previous issue date: 1985","Embargo set by: Seth Robbins for item 78496 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","189 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1985."],"dc:identifier":["http://hdl.handle.net/2142/77285","(UMI)AAI8600200"],"dc:language":["eng"],"dc:subject":["Mass Communications"],"dc:title":["The Effects of Sibling Co-Viewing on Young Children's Learning of Television Content"],"dc:type":["text"],"thesis:degree_discipline":["Speech Communication"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:10Z"}