Effects of cognitive style and gender on verbatim and gist memory for rapidly-presented montage video PDF
Preview Effects of cognitive style and gender on verbatim and gist memory for rapidly-presented montage video
THEEFFECTSOFCOGNITIVESTYLEANDGENDERON VERBATIMANDGISTMEMORYFOR RAPIDLY-PRESENTEDMONTAGEVIDEO ROBERTF.KENNY ADISSERTATIONPRESENTEDTOTHEGRADUATESCHOOL OFTHEUNIVERSITYOFFLORIDAINPARTIALFULFILLMENT OFTHEREQUIREMENTSFORTHEDEGREEOF DOCTOROFPHILOSPOPHY UNIVERSITYOFFLORIDA 2002 ACKNOWLEDGMENTS SpecialappreciationisextendedtoJeffiyHurt,DavidMiller,andDavidOstroff, membersofmydoctoralcommittee,fortheirsupportinthisundertaking,andalltheir adviceandcounselasImovedthroughtheprocessofcompletingmydegree.Itook classesfromallofthem.Witheachcourse,1becamemoreinspiredandawedbytheir insight,knowledge,andenthusiasmfortheirprofession.Theyhaveinspiredmetobejust likethem. IwouldespeciallyliketothankLeeMullally,mycommitteechair,forhis directionandsupport,andespeciallyhisdeterminationnottoletmetakeanyshortcuts,or nottogivemybesteffortsinthemanyclassesandseminarsItookfromhim,thereviews andeditsforthetextbookIwrote,andespeciallythisstudy.Hehasmyunending appreciationforhisextraordinarypatienceandabilitytokeepmefocused. IamgrateftiltoChuckBraverman,whosekinestasisfilmwasusedinthisstudy.I sawitalmost30yearsagoandknewthenitwouldsomehowbecomeapartofmylife.I amparticularlygratefultoRandolphWrightfromPyramidMedia,copyrightholderof AmericanTimeCapsule,whograciouslygrantedmepermissiontouseitinthisstudy.1 amalsothankfultoMitchellStephens,whosebook,TheRiseoftheImage,theFallofthe Wordbecamethecatalystforthisstudy.Otherproducersandresearchersinnewmedia likeJeffScherandAnnieLanghavealsoinspiredmewiththeirinsightsintovisual perception,fast-cuts,andmontagevideo.Iamhappyandluckytohavemetthem. ii Iamgratefultoallthemanyteachersandstudentswhohelpedwiththereviewof thetestinstruments,pilottest,andtestadministration,inparticularRachaelMaland, JamesKeith,andMarshallBroitman.IamparticularlygratefultoTomWilsonandAlan Smolowe,whoweretherewithmeeverystepoftheway,withaconstantwatchfulness, keeninsights,specialinterest,andconcernforwhatIwasdoing. Tomyfamily,Ithankmyson,Rob,anddaughter,Erin,andtheirspouseswho cheeredmeon,oftenwonderinginamazementwhyIwouldattempttogodownsucha pathatthispointinmylife. Lastly,Iextendaveryspecialthankstomywife,Sandra,towhomIdedicatethis work.Iamextremelygratefulforherendurance,sacrifice,andconstantencouragement throughthisodysseythatstartedmorethansixyearsago.WhileIoftenhavewondered wherethetimehasgone,Inevercouldimaginespendingitwithanyoneelse. iii 61 TABLEOFCONTENTS page ACKNOWLDEGMENTS " LISTOFTABLES vii ABSTRACT viii CHAPTERS 1 INTRODUCTION 1 Introduction 1 StatementoftheProblem 2 NeedfortheStudy 4 Background 1 Purpose 12 ResearchQuestions 15 DelimitationsoftheStudy 16 LimitationsoftheStudy 1 DefinitionofTerms 17 Summary 20 2 REVIEWOFTHELITERATURE 22 PercepfionandKnowledge 22 NeurologyofVision 24 VisualPercepfionTheories 25 FastSeeing 28 Encoding 31 RelationshipofMemoryandLearning 35 TextualversusPictorialMemory 36 RecognifionandRecall 37 VerbatimversusGistMemory 39 TheEffectofArousalonMemory 42 TheHeurisficsofPictures 47 PacingversusPresentafionSpeed 50 HowLearnerAttributesAffectWhatisLearned 53 iv 11 CognitiveStyle Impulsive-ReflectiveStyle FactorsfromFilmandTelevisionThatMayAffectLearning 58 PreconceivedMentalDemands 58 ExemplarsandOtherFormalFeatures 60 SymbolSystems 66 EvaluatingtheEducationalImpactofNewMedia 69 NewMediaandMemory ^0 EffectofFastCutsonMemory "73 PresentationSpeedversusContent 73 Montage ' Summary 7"7 3 METHODOLOGY 81 Introduction Population 82 Sample 82 Instrumentation 83 Testdescriptions 88 InitialDevelopment 88 PilotTest 89 TestAdministration 90 StimuH 91 Methodology 92 ResearchDesign 93 Hypotheses 95 Summary 96 4 ANALYSISOFTHEDATA 98 Introduction 98 Results 98 Summary 106 5 CONCLUSIONSANDRECOMMENDATIONS 109 Introduction 109 Findings 110 Discussion 11 PresentationSpeed 11 Gender 112 VerbatimversusGistMemory 112 CognitiveStyle 113 InteractionBetweenSpeedandStyle 114 Implications 114 V Recommendations '^" Summary ^20 APPENDICES 122 AppendixA-ScreenShotofMFFT-20 122 AppendixB-ScreenShotofSampleTestQuestion 123 REFERENCES 124 BIOGRAPHICALSKETCH 140 vi LISTOFTABLES Table Eage L2X3Two-wayANOVA(204)Subjects 94 2.Multivariateanalysisofvariance(204)Subjects 94 3.2x3two-wayANOVA(129)Subjects 94 4.Sourcetableofanalysisofscorevariancebypresentationspeed 99 5.Scoremeansandstandarddeviationforpresentationspeed 99 6.Sourcetableofanalysisofvariancebypresentationspeedandgender 100 7.Scoremeansandstandarddeviationofscoresforgender 100 8.Sourcetableofanalysisofvarianceforspeedversusgender 101 9.Scoremeansandstandarddeviationforspeedversusgender 101 10.Sourcetableofanalysisofvarianceforverbatimscoreforspeed 101 11.Sourcetableofanalysisofvarianceforgistscoreforspeed 101 12.Multiplecomparisonsbetweenspeedandgistscores 103 13.Scoremeansandstandarddeviationforgistversusverbatimtestitems 103 14.Sourcetableofanalysisofvariancebypresentationspeedandcognitivestyle 103 15.Meansandstandarddeviationforoverallscoresforstyle 104 16.Sourcetableofanalysisofvarianceforverbatimandgistandcognitivestyle 105 17.Meansandstandarddeviationforgistandverbatimscoresforstyle 106 vii AbstractofDissertationPresentedtotheGraduateSchool oftheUniversityofFloridainPartialFulfillmentofthe RequirementsfortheDegreeofDoctorofPhilosophy THEEFFECTSOFCOGNITIVESTYLEANDGENDER ONVERBATIMANDGISTMEMORYFOR RAPIDLY-PRESENTEDMONTAGEVIDEO By RobertF.Kenny May,2002 Chair:LeeJ.Mullally,Ph.D. MajorDepartment:SchoolofTeachingandLearning Youngerstudentsliveinamedia-centricworld.Researchershaveshownthat today'syouthspendmoretimewatchingtelevisionandmoviesthanmostanyother leisure-timeactivity.Moreover,thepresentationspeedofpassagesoncommercial televisionhasincreasedsignificantlyinthepastfiftyyears.Researchershaveshownthat viewersautomaticallylearntocopewithsymbolicpictorialpresentationmethodsthrough repeatedexposuretotelevisionanditsvisualpatterns.Increasedexposuretorapid sequenceandpresentationspeedbroughtonbyrapidly-presentedmontagefoundin televisionprogramsaimedatyouthraisesthequestionastowhethertheseindividuals remembermorefi-omthistypeofpresentationtechniquesthancantheiradult counterparts.Recentadvancementsintechnologyhavechangedthewayviewerslookat andinterpretvideomedia.Rapidlypresentedvideomediaplaceadditionalattentional viii demandsontheirviewers.Yettheseviewershavebeenfoundtobeabletoperceiveand remembercontentfromthesemessages. Thepurposeofthestudywastoinvestigatewhetheryouthfulviewersareableto perceivevideoimagesthatarepresentedveryrapidlyandthenimmediatelyremember verbatiminformationandassimilatethecontextualgistoftheoverallpassages.Thestudy alsoattemptedtodeterminewhetherornottherearedifferencesinthewaymalesand femalesprocesstheseimages.Inaddition,subjectswerecategorizedasbeingeither impulsiveorreflectivetodeterminewhethercognitivestylehasaneffectonpictorial memory. Thestudyrevealedthatmemoryisnotsignificantlyaffectedbychangesin presentationspeedwhentestresultswereviewedasacompositeofverbatimandgist scoresaddedtogether.However,whenthetwoscoreswereseparated,gistmemories werepositivelyaffectedbyincreasesinpresentationspeed.Thestudyalsorevealedthat cognitivestylehadasignificantimpactonpictorialmemory. ix CHAPTER 1 INTRODUCTION MediaeducatorsandtheoristsforyearshavebeenanalyzingMarshallMcLuhan's famousquip,themediumisthemessage(Meyrowitz,1985).Insomeregard,McLuhan's statementmaybeconsideredapre-emptiveretorttolatercriticsofeducationalmedialike RichardClark(1983)whoclaimedthatmediaare"merevehiclesthatdeliverinstruction butdonotinfluenceachievementanymorethatthetruckthatdeliversgroceriescauses changesinnutrition"(p.445).CommunicationstheoristslikeWalterOng(1982)notonly agreedwithMcLuhan,butalsoextendedthemeaningofhismessagetoimplythatthe typesofmediapeopleusedefinethewaytheythink.Ong'snotionsbringtomind possiblequestionsastowhethertoday'smedia-centricyouthperceivedifferentlythan previousgenerations,withimplicationsastothekindsofmediatedinstructional strategiesthatmightbesuccessfulinmotivatingthemtolearnaswellasproviding perceptualstimuliforrecognitionandrecall. Thepredominanttypesofproductiontechniquesusedintoday'selectronicmedia arechanging.Encouragedbythesuccessesofearlypioneersofrapidlypresentedmusic videomontagesonnetworkslikeMTV,VHI,andNickelodeon,andhelpedbyrapid advancesintechnology,today'stelevisionproducersregulariycommunicatevery complexmessagesusingfast-cutsandvideomontage(Stephens,1996).Significant increasesinviewershipoftheseprogramsmaybeprovidingfertileopportunitiesfor today'syouthtopracticetheirabilitytoreceiveandassimilatethisfast-pacedmessage 1
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