During 1929-1932, research series was conducted to examine movies and their effects on children. There is a total of 13 studies funded by Payne and a private basic financial support. Various studies fall into one of the three main categories: the content of the film, the composition of the audience to the children, and the role. The researchers found that the impact on children's moviegoers ranged from learning and attitude changes to emotional stimulation and behavioral effects. This landmark study is based on a comparison of recent studies on the role of film, television and video competitions in children.
At the time of research, the information sources were limited, and the movies were still novel. The experience of sitting in the cinema at that time activated multi-sensory other media, such as radio or newspaper, which was dominated by only one feeling. Moreover, during this post-war period, there was fear that a lasting "legacy" had a great influence on the power of the media. The power of control has been exposed recently after propaganda, and it is fresh in many minds. Finally, this is a period of perceived erosion of moral standards. Children, who usually attend movies unsupervised during Saturday matinee, are seen in danger influenced by this powerful medium. The unknown function of movies (a new technology) scares many grownups in the next generation, and researchers are determined to find out the truth about movies and children.
Methodology gives a lecture on the research change according to specific research questions for each Payne fund. Qualitative analysis of movies is used to determine the category of movie content. Census and survey data are used to determine the actual audience attending these films. The effect was measured by using experimental design, look-up table, special research and personal interview. Emotional stimuli were measured using laboratory techniques.
From actual attendance in more than 5 Ohio communities, the researcher projected the national film attendance image. It was found that children attended movies more frequently than adults, and went to the movies once a week on average between 1929 and 3 children.
The content of the movie was displayed at this time (192-193) and was derived from the analysis of 15 films. Ten categories of content are firm: crime, sex, love, mystery, war, children, history, travel, comedy, and social propaganda.
The research on the role includes the role of children's information acquisition, attitude change, emotional stimulation, health and behavior. They get children in movies to get and keep information. Attitudes about race, race and social issues have been changed by film observation. Emotions are stimulated, especially those related to fear and tension. Health effects are measured by watching children's sleep patterns after watching movies, and some movies interfere with healthy sleep. Children who attend movies are usually found to be poor in school, and these children attend more frequently and less. They watch children in movies imitate favorable behaviors, only movies and seem to play a direct role in debt. In short, the researchers found that movies affect children's attitudes and behaviors. These uses are increasing and persisting over time.
according to Lowery and De Fleur, Payne critics of Payne's fund research "point out that resettlement technology is limited to their conclusions", their lack of control groups, problems are sampling, shortcomings are measurement, and other difficulties (1995, 382). However, for the public, Payne funding research confirms their fear of the negative impact on children's movies.
more than half every century later, however, the research results are not necessarily significant. Movies are no longer novel, and today, information sources are virtually unlimited. Children were media savvy in the 199s, rising in this joystick, remote control, and mouse. Children have to enter an expanded world with easy media, and the role is still related to their parents. Therefore, the research continues to enter the role of mass media in children. Dying Komat, Beavis and Butthead, Power Rangers, Teletubbies, and subconscious news are just media in Disney. Several recent examples have been criticized for their bad effects on children.
A recent educational media research project studied the role of mass media in children's investigation, the watching power of rangers' TV programs in children's behavior (Boyatzis, Mattillo, and Nesbitt 1995). Researchers claim that this is the first study to estimate the influence of strength rangers on children's enterprising behavior. Students in grade schools were observed after watching this publicly violent plot-the researcher counted 14 aggressive actions and the plot was shown in half an hour. Compared with the control group who did not watch the video, the children allocated seven times and as many bad behaviors in this study after observation.
researchers study in the strength rangers and pay attention to watching more TV shows than their peers, such as "the contribution of negative development results to greater aggression," such as children with criminal behavior and bad habits (Boyatzis, Mattillo, and Nesbitt 1995). This finding supports Payne's funding research by Blumer and Hauser who found similar connections between movies and juvenile delinquency and crime.
Although Payne's fund research was conducted almost seventy years ago, their research is remarkable today. Because of the emergence of new technologies, research based on Payne funds will continue to be developed to alleviate (or fuel) people's concern for children and media.