Narrative skill and identification of values and countervalues in cartoons by Primary Education students

Keywords: narrative skill, values, countervalues, cartoons, primary education, regression

Abstract

This research analyses whether the structure (non-narrative or narrative) that characterizes cartoons affects the narrative skill and identification of values and countervalues, as opposed to personal (age, school year, gender and attention level) or contextual (school network and socioeconomic and cultural index of the school) factors of Primary Education students. 186 students participated in it, who have reported on the episode watched. The study has a quasi-experimental design with blended methodology (quantitative and qualitative). The results obtained through regression analysis confirm that the structure has a greater effect than the rest of the factors. We conclude that it is advisable to consider the structure of audio-visual content, not just the potential values or countervalues, both in future research and in designing and implementing interventions in formal and informal settings.

Downloads

Download data is not yet available.

References

Abuzahra, N., Farrah, M. A. H., & Zalloum, S. (2016). Using Cartoon in Language Classroom from a Constructivist Point of View. Arab World English Journal (AWEJ), 3, 229-245. doi: 10.2139/ssrn.2822995

Aierbe, A., & Oregui, E. (2016). Values and emotions in chlidren's audiovisual fictional narratives/Valores y emociones en narraciones audiovisuales de ficción infantil. Comunicar, 47(24), 69-77. doi: 10.3916/C47-2016-07 Recuperado de http://hdl.handle.net/10810/27403

Alonso, C. (2016). Educational values in cartoons. EDULEARN16 Proceedings: 8th International Conference on Education and New Learning Technologies (6645-6653). Barcelona: IATED. doi: 10.21125/edulearn.2016.0443

Benaissa, S. (2014). Nuevos efectos de las estructuras narrativas en la comprensión y retención de información televisiva. Revista Comunicación, 12(1), 1-20. Recuperado de http://hdl.handle.net/11441/58567

Berman, R. A. (1996). Form and function in developing narrative skills. En D. I. Slobin, J. Gerhardt, A. Kyratzis, & J. Guo (Eds.), Social interaction, social context and language (pp. 343-368). Hillsdale, NJ: Lawrence Erlbaum Associates.

Bermejo, J. (2005). Narrativa audiovisual: investigación y aplicaciones. Madrid: Pirámide.

Bermejo, J., Aierbe, A., Oregui, E., & Bartau, I. (2018). The influence of television stories on narrative abilities in children. Psicológica Journal, 39(1), 118-141. doi: 10.2478/psicolj-2018-0006 Recuperado de http://hdl.handle.net/10810/27409

Bowerman, B. L., & O’Connell, R. T. (1990). Linear statistical models: An applied approach (Second edition). Belmont, CA: Duxbury.

Del Río, P., Álvarez, A., & del Río, M. (2004). Pigmalión: Informe sobre el impacto de la televisión en la infancia (pp. 55-104). Fundación Infancia y Aprendizaje.

Donoso, T. (1992). Análisis de valores en niños de 8 a 10 años. Barcelona: Universitat de Barcelona.

Fabbro, G., & Sánchez-Labella, I. (2016). Infancia, dibujos animados y televisión pública. La difusión de valores y contravalores en la producción española y argentina. Revista Mediterránea de Comunicación, 7(1), 11-29. doi: 10.14198/MEDCOM2016.7.1.1

Field, A. (2009). Discovering statistics using SPSS (Third edition). London, UK: SAGE.

Flake, R. A., Lorch, E. P., & Milich, R. (2007). The Effects of Thematic Importance on Story Recall among Children with Attention Deficit Hyperactivity Disorder and Comparison Children. Journal of Abnormal Child Psychology, 35(1), 43-53. doi: 10.1007/s10802-006-9078-z

Fogel, L. A. (2006). The impact of pro-social educational television and adult mediation on pre-adolescents in the promotion of socially appropriate behavioral skills. Pepperdine University.

García, E. M., & Magaz, A. (2011). Escalas Magallanes de Atención Visual. Burceña-Barakaldo: Grupo Albor-Cosh.

Gladkova, A. A. (2013). The role of television in cultivating the values of pluralism and cultural diversity in children. Psychology in Russia: State of the Art, 6(1), 138-143. doi: 10.11621/pir.2013.0113

Hadley, K. G., & Nenga, S. K. (2004). From Snow White to Digimon: Using popular media to confront Confucian values in Taiwanese peer cultures. Childhood, 11(4), 515-536. doi: 10.1177/0907568204047109

Hymes, D. (1982). Narrative form as a" grammar" of experience: Native Americans and a glimpse of English. Journal of Education, 164(2), 121-143. Recuperado de http://www.jstor.org/stable/42772876

Klop, D., Visser, M., Booysen, L., Fourie, Y., Smit, D., & van der Merwe, H. (2013). The effect of a shared visual context during the presentation of elicitation stimuli on the narratives of young children with and without language impairment. Stellenbosch Papers in Linguistics, 42, 1-14. doi: 10.5774/42-0-144

Labaš, D., & Maleš, D. (2017). Adolescent perception of electronic media ethical values in context of sociodemographic characteristics and media literacy. Nova prisutnost: časopis za intelektualna i duhovna pitanja, 15(2), 211-229. Recuperado de https://hrcak.srce.hr/184977

Longobardi, E., Spataro, P., Renna, M., & Rossi-Arnaud, C. (2014). Comparing fictional, personal, and hypothetical narratives in primary school: story grammar and mental state language. European Journal of Psychology of Education, 29(2), 257-275. doi: 10.1007/s10212-013-0197-y

Menard, S. (1995). Applied logistic regression analysis. Sage university paper series on quantitative applications in the social sciences, 106. Thousand Oaks, CA: SAGE.

McCabe, A., & Peterson, C. (1991). Developing narrative structure. Hillsdale, NJ: Lawrence Erlbaum Associates.

McConnell, G. E. (2011). Story presentation effects on the narratives of preschool children from low and middle socioeconomic homes. University of Kansas.

Myers, R. H. (1990). Classical and modern regression with applications (Second edition). Boston, MA: Duxbury.

Oregui, E. (2017). Valores y contravalores en dibujos animados. Actas AIDIPE 2017: I Encuentro de Doctorandos e Investigadores Noveles del XVIII Congreso Internacional de Investigación Educativa. Interdisciplinaridad y Transferencia (pp. 291-300). Salamanca: AIDIPE. Recuperado de http://hdl.handle.net/10810/27405

Oregui, E., Aierbe, A., Bermejo, J., & Bartau, I. (2017). Habilidades narrativas, valores y relatos personales digitales: una propuesta metodológica para Educación Primaria. En G. Londoño-Monroy, & J. L. Rodríguez-Illera (Eds.), Relatos Digitales en Educación Formal y Social (pp. 130-146). Barcelona: Universitat de Barcelona. doi: 10.1344/105.000003160 Recuperado de http://hdl.handle.net/10810/27404

Özer, D., & Avci, Í. B. (2015). Cartoons as Educational Tools and the Presentation of Cultural Differences Via Cartoons. Procedia-Social and Behavioral Sciences, 191, 418-423. doi: 10.1016/j.sbspro.2015.04.355

Rokeach, M. (1973). The nature of human values. Nueva York: Free Press.

Russo, V., Crescentini, A., Castelli, L., Missaglia, A., & Jabes, D. (2007). Valori e mass media: un modello di analisi per lo studio dei processi di comunicazione. Risorsa Uomo: Rivista di Psicologia del Lavoro e dell’Organizzazione, 13(2), 243-260.

Schneider, P. (1996). Effects of pictures versus orally presented stories on story retellings by children with language impairment. American Journal of Speech-Language Pathology, 5, 86-96. doi:10.1044/1058-0360.0501.86

Schneider, P., & Dubé, R. V. (2005). Story presentation effects on children’s retell content. American Journal of Speech-Language Pathology, 14, 52-60. doi: 10.1044/1058-0360(2005/007)

Slobin, D. I. (1996). From "thought and language" to "thinking for speaking". En J. Gumperz, & S. Levinson (Eds.), Rethinking linguistic relativity. Studies in the social and cultural foundations of language, vol. 17 (pp. 70-96). Cambridge: Cambridge University Press.

Šramová, B., & Pavelka, J. (2017). The perception of media messages by preschool children. Young Consumers, 18(2), 121-140. doi: 10.1108/YC-11-2016-00643

Stein, N. L., & Glenn, C. G. (1979). An analysis of story comprehension in elementary school children. En R. O. Freedle (Ed.), Advances in discourse processes, vol. 2: New directions in discourse processing (pp. 53-120). Norwood, NJ: Ablex.

Tamborini, R., Hahn, L., Prabhu, S., Klebig, B., & Grall, C. (2017). The Representation of Altruistic and Egoistic Motivations in Children’s TV Programming. Communication Research Reports, 34(1), 58-67. doi: 10.1080/08824096.2016.1227312

Trabasso, T., Secco, T., & van den Broek, P. (1984). Causal Cohesion and Story Coherence. En H. Mandl, N. L. Stein, & T. Trabasso (Eds.), Learning and Comprehension of Text (pp. 83-111). Hillsdale, NJ: Lawrence Erlbaum Associates.

Ukrainetz, T. A., Justice, L. M., Kaderavek, J. N., Eisenberg, S. L., Gillam, R. B., & Harm, H. M. (2005). The Development of Expressive Elaboration in Fictional Narratives. Journal of Speech, Language, and Hearing Research, 48, 1363-1377. doi: 10.1044/1092-4388(2005/095)

Published
07-04-2019
How to Cite
Oregui, E., Aierbe, A., & Bermejo, J. (2019). Narrative skill and identification of values and countervalues in cartoons by Primary Education students. Anales De Psicología / Annals of Psychology, 35(2), 269-279. https://doi.org/10.6018/analesps.35.2.331441
Section
Developmental and Educational Psychology