Influences of Cartoons on Child Growth GEU4011S Senior Seminar - Group 66

Influences of Cartoons on Child Growth

GEU4011S Senior Seminar - Group 66

Background Objectives &

Scope of Study Methodology

Analysis –Interpersonal

Analysis – Psychological

Analysis – Other Factors

Conclusion Q & A

Agenda

Background1

Q & A6

Methodology3

Analysis of Research Findings4

Conclusion5

Objectives & Scope of Research2

Background(Eileen)






Conclusion Q & A

Fantasy vs. Reality






Conclusion Q & A

When we were kids…






Conclusion Q & A

Popular Cartoons Nowadays






Conclusion Q & A

Popular Cartoons in Our Generation






Conclusion Q & A

Why are we interested in this topic?

New media become popular Movies Computer games Television Internet

Environment in which children involve is the most influential factor for their growth






Conclusion Q & A

Background

Begin to watch cartoons: 6 months

Become enthusiastic viewers: Age 2-3

No. of hours attending school: 13,000 hours

No. of hours watching cartoons: 18,000 hours

Pediatrics April 2004 Issue

A study done by Children’s Hospital

and Regional Medical Center of Seattle

Washington

Pediatrics April 2004 Issue

A study done by Children’s Hospital

and Regional Medical Center of Seattle

Washington






Conclusion Q & A

Understanding child growth

Brain DevelopmentA dynamic mix of nature and nurture

genes and the environmentChildren’s minds are very impressionableTremendous amount of childhood

involvement with electronic media can limit social interaction and may obstruct development of a brain’s social systems






Conclusion Q & A

Formal Operational

Concrete Operational

Per operational

Sensorimotor

· Not everyone reaches this stage · Think abstractly · Reason theoretically

· No abstract problems · Can consider some

possible outcomes

· Egocentric

· Coordinate reflexes Age 0-2

Age 2-6

Age 6-12

Age 12 and up







Conclusion Q & A

Infancy (0-18 months)

Early Childhood (2-3 yrs)

Preschool (3-5 yrs)

School Age (6-11 yrs)

Adole- scence

(12-18 yrs)

Young Adulthood (19-40 yrs)

Work and

Parenthood Maturity

(>65 yrs)







Conclusion Q & A

Early Childhood (2-3 yrs)

Autonomy vs. Shame and Doubt

Children need to develop a sense of personal control over physical skills and a sense of independence

Impressionable mindsets

Imitate what are seen unconsciously







Conclusion Q & A

Preschool (3-5 yrs)


Initiative vs. Guilt

Children need to begin asserting control and power over the environment

During the preschool years, children begin to assert their power and control over the world through directing play and other social interaction

Tend to mimic popular people among peers Cartoon characters






Conclusion Q & A

School Age (6-11 yrs)


Industry vs. Inferiority

Children need to cope with new social and academic demands

According to The American Academy of Pediatrics (AAP), high level of television viewing

blocks development of left-hemisphere language circuitry problems in reading and speaking lower academic performance

limits social interaction

Objectives of Research






Conclusion Q & A

Objectives

1. How do cartoons influence child growth in terms of interpersonal development and psychological growth?

2. What is the relationship between watching time and magnitude of those influences on children?

Scope of Research






Conclusion Q & A

Scope of Research

Local childrenAged from 8 to 13Studying in local primary schools and secondary

schoolsIncluding cartoons in all types of media

e.g. TV, Internet, comics, etc.






Conclusion Q & A

Why do we select this target group?

Most easily affected by the environmentAble to understand questions compared to

younger age groupsFocus on local children due to limited resources

and time

Methodology






Conclusion Q & A

Methodology

Questionnaires

- Direct fill-in questionnaires outside schools

- Total collected: 216 questionnaires

- No. of Male: 94 boys

- No. of Female: 122 girls

- Age: 8 to 13Interviews

Professors of Psychology Department A cartoon fans

Analysis of Research Findings






Conclusion Q & A

Other factors

Analysis of Research Findings

Questionnaires + InterviewsQuestionnaires + InterviewsQuestionnaires + InterviewsQuestionnaires + Interviews

Analysis of Influences

Psychological

Interpersonal

Analysis – Interpersonal Development

(Ziv)






Conclusion Q & A

Do cartoons help to develop children’ssocial network?

Do cartoons hinder children’s interpersonal development?Interpersonal

What is the magnitude of influences?

Research Interests






Conclusion Q & A

No. of hours spent on cartoon per day

Results from Questionnaire






Conclusion Q & A


Would they know their friends better or meet new friends because of the discussion of cartoons?






Conclusion Q & A

Would they talk about the cartoons with their classmates in school?







Conclusion Q & A

Have they ever played cartoon toys with their friends?







Conclusion Q & A

Interview with Cartoon Fans

Cherry ,Yip Tak Yung

Our interviewee

Age :9-year-old






Conclusion Q & A

From cartoon fans Cherry,

1.Loves cartoons because they are cute and funny2.Usually discusses cartoons with classmates3.Knows their friends better because of the discussion

Interview with Cartoon Fans






Conclusion Q & A

Analysis of Findings (i)

Children watching cartoons less than two hours:

knows friends better,

meets new friends






Conclusion Q & A

Possible reasons:

To chat with a common topic1

To regard as the same group3

To learn interpersonal skills4

To share and play games2







Conclusion Q & A

1. Chat with a common topic Children life is usually simple ( relative to adults) Not many common topics to share Cartoons provide a good common topic







Conclusion Q & A

2. Games - share and play Cartoons nowadays have many by-product:

Card games

dolls and figures

Play together, or share

a good opportunity to interact







Conclusion Q & A

3. Regard as the same group Children have a high tendency to group with others who

have similar interest/habits Easy to be isolated if you haven’t any common interest

Cartoons provide a good platform to show similarity







Conclusion Q & A

4. Learn interpersonal skills from some cartoons Some cartoons aim at teaching children interpersonal skills Messages in these cartoons are usually positive and clear for

children to understand

eg. How to get along with others

Apologise for your mistakes

Forgive others







Conclusion Q & A

Children watching cartoons more than two hours:

Lower proportion to have:

knows friends better,

meet new friends


Analysis of Findings (ii)






Conclusion Q & A

Possible reasons:

Less chance to practice interpersonal skills2

Not interactive1

Less time for communication3

Isolated themselves4







Conclusion Q & A

1. Cartoons are not interactiveOnly perception No response needNo interaction

Watching cartoons is a passive activity

not involve any communication







Conclusion Q & A

2. Less chance to practice interpersonal skillsDeveloping interpersonal skills requires direct interaction with

other people Observe facial expression Identify attitudeGive immediate responseExpress ideasDeal with others

Less time to practice their brain







Conclusion Q & A

3. Less time for communication More time to watch cartoons

= less time to communicate with friends/children

Especially children in Hong Kong, they spend a long time at school and homework, not much time for friends








Conclusion Q & A

4. Isolate themselves from the othersFall into the “world of cartoons”, enjoy cartoons on their own Become egocentric,

concern on his/her own rather than the society/other people







Conclusion Q & A

Children who do not watch cartoons:

Vary with different children

Analysis of Findings (iii)






Conclusion Q & A

Other factors affecting:

More time to communicate with other children

More outgoing

Fewer common topicsFewer common toys→Less confident

Which side is more important?Highly depends on his family or school!

Cartoons are no longer the important and determinate factor

Analysis of Findings (iii)






Conclusion Q & Awww.themegallery.com

Research Interests Cognitive and social development, especially reading and vocabulary development and impairment in children and approaches to parenting.

Views from Professor McBride

Prof. Catherine Alexandra McBRIDE-CHANGDepartment of psychology in CUHKPh.D., Southern California






Conclusion Q & A

Email Reply from Professor McBride

Cartoons can serve as a channel to develop social network

Common interests and topics

Children who do not watch cartoons may have social disadvantages

In long run, watching cartoons is bad for children’s social development

Do not keep them bright and healthy

Usually eat when watching cartoons

Tend to be heavier and have lower IQs






Conclusion Q & A

1

Appropriate amount cartoons (1-1.5 hr) is good

for social development

2

Excessive amount is bad

for social development

3

If children do not watch cartoon, his

family/school/ friends will have a greater effect on his interpersonal

development

Summary of Analysis

Analysis – Psychological Growth &

Behaviors (Carmen)






Conclusion Q & A

Background Information

Children are more interested in cartoonsBecomes a primary activity in their lives (when

they back home, open TV at once)Become enthusiastic viewers

Cartoons nowadaysMore violent Addictive






Conclusion Q & A

Cognitive Development?

Behaviors?

Emotions?

Psychological

Research Interests






Conclusion Q & A

Cognitive Development






Conclusion Q & A

Do they think cartoon characters really exist in the real world?







Conclusion Q & A

Possible reasons:

Developed mindset 1

Taught by parents/teacher2






Conclusion Q & A

Analysis (i)

98% able to distinguish cartoons from the realityConcepts about real and imaginary have already

establishedSurprisingly,

Slight influence on cognitive development







Conclusion Q & A

Behavior






Conclusion Q & A

Have they ever dreamt of being the characters of cartoons in reality?







Conclusion Q & A

Have they ever imitated the cartoon characters' behaviors?


Have they ever imitated cartoon characters' speech?






Conclusion Q & A

Possible reasons:

Explore new things 1

Tend to imitate what they see2






Conclusion Q & A

Analysis (i)

85% want to be cartoon charactersOver 60% have imitated characters’ behaviors

and speech

Significant influence on children’s behaviors

Significant influence on children’s behaviors






Conclusion Q & A

Analysis (ii)

Further investigation

Any correlation between watching time and tendency towards imitation of

cartoon characters?






Conclusion Q & A

Have they ever imitate cartoon characters speech?(%)

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

1

0-1 1-2 2-3 >3

Yes

No

Analysis (ii)






Conclusion Q & A

Have they ever imitated the cartoon characters' behaviors?(%)

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

1

0-1 1-2 2-3 >3

Yes

No

Analysis (ii)






Conclusion Q & A

Positive relationship:

Analysis (ii)

Longer watching time, higher tendency to imitate

Longer watching time, higher tendency to imitate






Conclusion Q & A

Emotion






Conclusion Q & A

Which situation do they experience when watching cartoons?

Data from Questionnaire






Conclusion Q & A

If yes, how long would these feelings maintain?

Data from Questionnaire






Conclusion Q & A

Possible reasons:

Easily affected by environment 1

Can’t control their emotion well2

Place themselves into character’s position 3






Conclusion Q & A

Analysis (iii)

The majority experienced emotional influencesMostly, such emotions only last for short time

Significant but temporary influence on

children’s emotions


children’s emotions






Conclusion Q & A

Analysis (iii)

Further investigation

Any correlation between watching time and tendency to have emotional

influences?






Conclusion Q & A

Which situation do they experience when watching cartoons?

Analysis (iii)

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

0-1hr 1-2hrs 2-3hrs >3hrs

Happy

Unhappy

Scared

No feeling






Conclusion Q & A

The happiness they obtained VS the no. of hours they spent (%)

Analysis (iii)

0%

50%

100%

0-1hr 1-2hrs 2-3hrs >3hrs

Happy






Conclusion Q & A

Positive relationship:

Analysis (iii)

Longer watching time, stronger emotional feelings

Longer watching time, stronger emotional feelings






Conclusion Q & A

Interview with Professor Wang

Professor Qian WANG (王茜 )Assistant ProfessorPh.D., Illinois

Research InterestsMotivational and emotional development during childhood and adolescence; child development.






Conclusion Q & A

Date : 30 Oct, 2008

Venue: Room 337, Sino Building,Department of Psychology

Time :10:45 am

Duration : 10 mins

Interview with Professor Wang






Conclusion Q & A

Interview Video






Conclusion Q & A

Extracts of Professor Wang

Generally, Children of all ages are affected by cartoons but the degree of influence

varies among people.

Maybe a positive relationship between the amount of time spent on cartoons, but not a strong correlation

Children will imitate after they watch cartoons

because of Observational learning, Modeling, which is the most direct way for they to learn

Professor’s Advice Parents should watch cartoons with children and provide guidance for them






Conclusion Q & A

Views from Professor McBride

Especially children before age 5 have difficulties

in distinguishing cartoons from reality.

Especially children before age 5 have difficulties

in distinguishing cartoons from reality.

Children tend to imitate the cartoon characters.

Children tend to imitate the cartoon characters.

CognitiveDevelopment

Behaviors






Conclusion Q & A

CognitiveCognitive

Longer watching time, higher tendency to imitate.

Slight influence on cognitive development.

Longer watching time, stronger emotional feelings.

Summary – Analysis of Questionnaire

BehaviorBehavior

EmotionEmotion






Conclusion Q & A

DEFINITION OF TERMS

Observational Learning and Modeling(monkey see then monkey do )

-involves the process of learning to copy or model the action of

another through observing another doing it.

- particularly important during childhood






Conclusion Q & A

Source The Bobo doll experiment was conducted by Albert Bandura in

1961 and studied patterns of behavior associated with aggression. Additional studies of this type were conducted by Bandura in 1963 and 1965. A Bobo doll is an inflatable toy that is approximately the same size as a prepubescent child.

Aim:

To study about the effects of viewing violence on children.

Bobo Doll Experiment

http://en.wikipedia.org/wiki/Albert_Bandura

http://en.wikipedia.org/wiki/Albert_Bandura

http://en.wikipedia.org/wiki/1961

http://en.wikipedia.org/wiki/Behaviour

http://en.wikipedia.org/wiki/Aggression



http://en.wikipedia.org/wiki/Child

http://en.wikipedia.org/wiki/Violence






Conclusion Q & A

MethodThe experiment involved children in age

between 3 and 6Divided into two groups

exposed to aggressive model behavior exposed to nonaggressive model behavior







Conclusion Q & A

ExperimentBringing a child and the adult model into a

playroomPlayroom contains

A tinker toy set An inflatable Bobo doll (about 5 feet tall)







Conclusion Q & A

What aggressive adult model doAfter a minute of playing with the tinker toy set,

he/she would attack the Bobo doll by hitting it

What nonaggressive adult model doSimply played with the tinker toys for the entire

10 minute-period, and the Bobo doll was completely ignored by the model







Conclusion Q & A

The child was left alone in the playroom for 20 minutes

Playroom contains Some aggressive and nonaggressive toys The Bobo doll







Conclusion Q & A

ResultsThe children exposed to the aggressive model

were more likely to hit the bobo doll than those who were not exposed to the aggressive model







Conclusion Q & A

ConclusionChildren observing adult behaviour are

influenced to think that this type of behaviour is acceptable

This weakening the child's aggressive inhibitions







Conclusion Q & A

Follow up studyThe aggressive adult model being either

rewarded or punished

ResultChildren were less likely to hit the bobo doll

when they had viewed an adult model being punished for aggressive behavior



(Ronald)






Conclusion Q & A

Do cartoons help develop children’s physical development?

Do cartoons improve children’s educational knowledge?

Other factors

Research Interests (iii)






Conclusion Q & A

Other Factors

Physical Development

about their favorite sports hobbies, interests

Educational Development

about the gain of knowledge from cartoons






Conclusion Q & A

Question 1

Do they play sport as a hobby after watching sports cartoons?






Conclusion Q & A

Question 2

Would they learn some knowledge in cartoons?






Conclusion Q & A

Other Factors

There is no direct relationship in certain aspect:

Hobby and cartoon Learning knowledge in cartoon

Most of them will not change their hobby or learn new knowledge in cartoons

Conclusion






Conclusion Q & A

Conclusion

Objective 1

How do cartoons influence

interpersonal development

and psychological

growth?

Objective 1



and psychological

growth?

Interpersonal Development Cartoons serves a channel to develop social network

Common topics and interests

Meeting new friends and knowing friends better






Conclusion Q & A

Conclusion

Psychological Growth Significant influence on behaviors


Children tend to imitate cartoon characters even knowing they are unreal


emotions

Objective 1



and psychological

growth?

Objective 1



and psychological

growth?






Conclusion Q & A

Conclusion

Objective 2

To examine relationship

between watching time

and magnitude

of influences

Objective 2



and magnitude

of influences

Interpersonal Development Appropriate amount of cartoons can help interpersonal development

Excessive amount of cartoons can harm social development

Other factors e.g. Family, school, peers, etc.






Conclusion Q & A

Conclusion

Objective 2



and magnitude

of influences

Objective 2



and magnitude

of influences

Psychological GrowthLonger watching time,

Higher tendency to imitate cartoons

Stronger emotional feelings

Other factorse.g. guidance of parents






Conclusion Q & A

Recommendations for Parents

No television should be put in bedroom. Parents should watch cartoons with them. Parents should limit the time that children watch TV. When children finished watching TV, parents can

discuss with them. (This is to understand the feeling of children.)

Parents can explain the differences between reality and cartoons.






Conclusion Q & A

Social Responsibilities

Three Sectors

1. TV Broadcast Company2. Parents

3. Schools

1.TV Broadcast Company - Select appropriate level of cartoon for

children from different country

- Should not include violent and sex scene in cartoon






Conclusion Q & A

Social Responsibilities

2. Parents- Aware of cartoon that their children see- Provide a suitable guidance for them

3. School/Teacher- Aware of child’s misbehavior about cartoon at

school and directly report to their parents as fast as possible

- Remind them to watch cartoons wisely

Questions &

Answers

Documents

Influences of Cartoons on Child Growth GEU4011S Senior Seminar - Group 66