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Jessica Taylor Piotrowski - One of the best experts on this subject based on the ideXlab platform.
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participatory cues and program familiarity predict young children s learning from Educational Television
Media Psychology, 2014Co-Authors: Jessica Taylor PiotrowskiAbstract:The capacity model is designed to predict young children's learning from Educational Television. It posits that select program features and individual child characteristics can support this learning either by increasing total working memory allocated to the program or altering the allocation of working memory. In this study, the influence of one such program feature (participatory cues) and one such child characteristic (program familiarity) on Educational content comprehension was investigated. A total of 187 American preschool-aged children (M = 4.35 years) were randomly assigned to view one of two versions of Dora the Explorer—one version contained participatory cues (i.e., cues that encourage children to respond to queries during the program) while in the other these cues were omitted. All children completed a program familiarity assessment prior to viewing and completed an Educational content assessment post-viewing. There was no significant main effect for participatory cues, although, as expected, ...
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Participatory cues and program familiarity predict young children’s learning from Educational Television
Media Psychology, 2014Co-Authors: Jessica Taylor PiotrowskiAbstract:The capacity model is designed to predict young children's learning from Educational Television. It posits that select program features and individual child characteristics can support this learning either by increasing total working memory allocated to the program or altering the allocation of working memory. In this study, the influence of one such program feature (participatory cues) and one such child characteristic (program familiarity) on Educational content comprehension was investigated. A total of 187 American preschool-aged children (M = 4.35 years) were randomly assigned to view one of two versions of Dora the Explorer—one version contained participatory cues (i.e., cues that encourage children to respond to queries during the program) while in the other these cues were omitted. All children completed a program familiarity assessment prior to viewing and completed an Educational content assessment post-viewing. There was no significant main effect for participatory cues, although, as expected, ...
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The Relationship between Narrative Processing Demands and Young American Children's Comprehension of Educational Television
Journal of Children and Media, 2014Co-Authors: Jessica Taylor PiotrowskiAbstract:Fisch's capacity model provides a theoretical explanation for how children comprehend Educational content within an Educational Television program. The model focuses on children's allocation of their limited cognitive resources, with attention to the resources used for comprehending the narrative versus the Educational content within the show. The model predicts that, when narrative processing demands are reduced, narrative comprehension will be improved. Reduced narrative demands are also expected to support Educational content comprehension as greater cognitive resources are available to process the content. This prediction was tested with 172 American children (102 females, M = 4.2 years). Narrative processing demands were operationalized via story schema. Results from a correlational analysis supported predictions. Advanced story schema was associated with improved narrative and Educational content comprehension. Implications are discussed.
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Extending the Lessons of Educational Television with Young American Children
Journal of Children and Media, 2013Co-Authors: Jessica Taylor Piotrowski, Nancy A. Jennings, Deborah L. LinebargerAbstract:As the availability of children's Educational Television has increased, initiatives to expand the Educational impact of programs have emerged. One such initiative is experiential mediation, a form of mediation in which the viewer physically engages with materials designed to extend the program's Educational content. Limited research on the effectiveness of experiential mediation exists. A quasi-experiment was conducted with 138 American children (M = 5.32 years) to evaluate the effectiveness of such mediation with the literacy-based Television program Between the Lions. Viewing plus mediation was hypothesized to provide greater support for literacy skills than no viewing or unaided viewing. Further, mediation that incorporated character-branded materials was hypothesized to be superior to mediation that relied upon generic materials. Results suggest that the benefits of experiential mediation may be tied to (1) the connection between the mediation materials and Television content and (2) the complexity of...
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How reduced narrative processing demands impact preschoolers’ comprehension of Educational Television
2012Co-Authors: Jessica Taylor PiotrowskiAbstract:The capacity model is designed to explain how children extract and comprehend Educational content within an Educational Television program. The model focuses on children’s allocation of their limited cognitive resources during Television viewing, with specific attention to the degree to which resources are allocated to comprehending the narrative versus the Educational content. The model predicts that, when narrative processing demands are reduced, narrative comprehension should be improved. The model also posits that these reduced narrative demands should translate to improved Educational content comprehension because greater cognitive resources are available to process the content. This prediction was tested with 172 preschoolers (102 females, Mean Age = 4.2 years). Story schema skills were used to operationalize narrative processing demands. Results supported the predictions of the capacity model. Advanced story schema supported narrative comprehension, and this reduction in narrative processing demands translated to Educational content comprehension. Implications for children’s Television programs are discussed.
Piotr Podolec - One of the best experts on this subject based on the ideXlab platform.
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Relationship between knowledge of cardiovascular disease risk factors and watching Educational Television materials. Małopolska CArdiovascular PReventive Intervention Study (M-‑CAPRI).
Polish archives of internal medicine, 2017Co-Authors: Anna Waśniowska, Grzegorz Kopeć, Jakub Podolec, Magdalena Kozela, Agnieszka Sarnecka, Klaudia Knap, Krystyna Szafraniec, Andrzej Pająk, Piotr PodolecAbstract:INTRODUCTION The current guidelines on cardiovascular disease (CVD) prevention in clinical practice emphasizes the importance of education in the media for population-‑based approaches. OBJECTIVES The aim of the study was to assess the relationship between knowledge of CVD risk factors and watching Educational Television materials in the adult population. PATIENTS AND METHODS After 22 months of repeated broadcasting of Educational Television materials, which addressed problems related to CVD, a postal survey was conducted on a random sample of 5000 persons aged 18 years or older. The questionnaire included information on demographics, personal and family history of CVD, Educational materials, and knowledge of the risk factors. A multivariate logistic regression was used to assess the relationship between the knowledge of each risk factor and watching Educational materials. RESULTS A total of 1129 questionnaires were sent back and used for the analysis. There were 208 participants (18%) who watched the Educational materials. The median number of the risk factors listed was 4 (interquartile range, 2-5) for persons who watched the materials and 2 (interquartile range, 0-4) for those who did not watch them. After adjustment for age, sex, education, place of residence, and personal and family history of CVD, the participants who watched the Educational materials were 2 to 5 times more likely to have knowledge on particular risk factors, with the exception of hypercholesterolemia for which the relationship was not significant. CONCLUSIONS A strong, plausible relationship revealed by our study supports the idea that in the adult population, better knowledge of CVD risk factors was the effect of watching Educational materials.
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relationship between knowledge of cardiovascular disease risk factors and watching Educational Television materials malopolska cardiovascular preventive intervention study m capri
Polish archives of internal medicine, 2017Co-Authors: Anna Waśniowska, Jakub Podolec, Magdalena Kozela, Agnieszka Sarnecka, Klaudia Knap, Krystyna Szafraniec, Andrzej Pająk, Grzegorz Kopec, Piotr PodolecAbstract:INTRODUCTION The current guidelines on cardiovascular disease (CVD) prevention in clinical practice emphasizes the importance of education in the media for population-‑based approaches. OBJECTIVES The aim of the study was to assess the relationship between knowledge of CVD risk factors and watching Educational Television materials in the adult population. PATIENTS AND METHODS After 22 months of repeated broadcasting of Educational Television materials, which addressed problems related to CVD, a postal survey was conducted on a random sample of 5000 persons aged 18 years or older. The questionnaire included information on demographics, personal and family history of CVD, Educational materials, and knowledge of the risk factors. A multivariate logistic regression was used to assess the relationship between the knowledge of each risk factor and watching Educational materials. RESULTS A total of 1129 questionnaires were sent back and used for the analysis. There were 208 participants (18%) who watched the Educational materials. The median number of the risk factors listed was 4 (interquartile range, 2-5) for persons who watched the materials and 2 (interquartile range, 0-4) for those who did not watch them. After adjustment for age, sex, education, place of residence, and personal and family history of CVD, the participants who watched the Educational materials were 2 to 5 times more likely to have knowledge on particular risk factors, with the exception of hypercholesterolemia for which the relationship was not significant. CONCLUSIONS A strong, plausible relationship revealed by our study supports the idea that in the adult population, better knowledge of CVD risk factors was the effect of watching Educational materials.
Anna Waśniowska - One of the best experts on this subject based on the ideXlab platform.
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Relationship between knowledge of cardiovascular disease risk factors and watching Educational Television materials. Małopolska CArdiovascular PReventive Intervention Study (M-‑CAPRI).
Polish archives of internal medicine, 2017Co-Authors: Anna Waśniowska, Grzegorz Kopeć, Jakub Podolec, Magdalena Kozela, Agnieszka Sarnecka, Klaudia Knap, Krystyna Szafraniec, Andrzej Pająk, Piotr PodolecAbstract:INTRODUCTION The current guidelines on cardiovascular disease (CVD) prevention in clinical practice emphasizes the importance of education in the media for population-‑based approaches. OBJECTIVES The aim of the study was to assess the relationship between knowledge of CVD risk factors and watching Educational Television materials in the adult population. PATIENTS AND METHODS After 22 months of repeated broadcasting of Educational Television materials, which addressed problems related to CVD, a postal survey was conducted on a random sample of 5000 persons aged 18 years or older. The questionnaire included information on demographics, personal and family history of CVD, Educational materials, and knowledge of the risk factors. A multivariate logistic regression was used to assess the relationship between the knowledge of each risk factor and watching Educational materials. RESULTS A total of 1129 questionnaires were sent back and used for the analysis. There were 208 participants (18%) who watched the Educational materials. The median number of the risk factors listed was 4 (interquartile range, 2-5) for persons who watched the materials and 2 (interquartile range, 0-4) for those who did not watch them. After adjustment for age, sex, education, place of residence, and personal and family history of CVD, the participants who watched the Educational materials were 2 to 5 times more likely to have knowledge on particular risk factors, with the exception of hypercholesterolemia for which the relationship was not significant. CONCLUSIONS A strong, plausible relationship revealed by our study supports the idea that in the adult population, better knowledge of CVD risk factors was the effect of watching Educational materials.
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relationship between knowledge of cardiovascular disease risk factors and watching Educational Television materials malopolska cardiovascular preventive intervention study m capri
Polish archives of internal medicine, 2017Co-Authors: Anna Waśniowska, Jakub Podolec, Magdalena Kozela, Agnieszka Sarnecka, Klaudia Knap, Krystyna Szafraniec, Andrzej Pająk, Grzegorz Kopec, Piotr PodolecAbstract:INTRODUCTION The current guidelines on cardiovascular disease (CVD) prevention in clinical practice emphasizes the importance of education in the media for population-‑based approaches. OBJECTIVES The aim of the study was to assess the relationship between knowledge of CVD risk factors and watching Educational Television materials in the adult population. PATIENTS AND METHODS After 22 months of repeated broadcasting of Educational Television materials, which addressed problems related to CVD, a postal survey was conducted on a random sample of 5000 persons aged 18 years or older. The questionnaire included information on demographics, personal and family history of CVD, Educational materials, and knowledge of the risk factors. A multivariate logistic regression was used to assess the relationship between the knowledge of each risk factor and watching Educational materials. RESULTS A total of 1129 questionnaires were sent back and used for the analysis. There were 208 participants (18%) who watched the Educational materials. The median number of the risk factors listed was 4 (interquartile range, 2-5) for persons who watched the materials and 2 (interquartile range, 0-4) for those who did not watch them. After adjustment for age, sex, education, place of residence, and personal and family history of CVD, the participants who watched the Educational materials were 2 to 5 times more likely to have knowledge on particular risk factors, with the exception of hypercholesterolemia for which the relationship was not significant. CONCLUSIONS A strong, plausible relationship revealed by our study supports the idea that in the adult population, better knowledge of CVD risk factors was the effect of watching Educational materials.
Andrzej Pająk - One of the best experts on this subject based on the ideXlab platform.
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Relationship between knowledge of cardiovascular disease risk factors and watching Educational Television materials. Małopolska CArdiovascular PReventive Intervention Study (M-‑CAPRI).
Polish archives of internal medicine, 2017Co-Authors: Anna Waśniowska, Grzegorz Kopeć, Jakub Podolec, Magdalena Kozela, Agnieszka Sarnecka, Klaudia Knap, Krystyna Szafraniec, Andrzej Pająk, Piotr PodolecAbstract:INTRODUCTION The current guidelines on cardiovascular disease (CVD) prevention in clinical practice emphasizes the importance of education in the media for population-‑based approaches. OBJECTIVES The aim of the study was to assess the relationship between knowledge of CVD risk factors and watching Educational Television materials in the adult population. PATIENTS AND METHODS After 22 months of repeated broadcasting of Educational Television materials, which addressed problems related to CVD, a postal survey was conducted on a random sample of 5000 persons aged 18 years or older. The questionnaire included information on demographics, personal and family history of CVD, Educational materials, and knowledge of the risk factors. A multivariate logistic regression was used to assess the relationship between the knowledge of each risk factor and watching Educational materials. RESULTS A total of 1129 questionnaires were sent back and used for the analysis. There were 208 participants (18%) who watched the Educational materials. The median number of the risk factors listed was 4 (interquartile range, 2-5) for persons who watched the materials and 2 (interquartile range, 0-4) for those who did not watch them. After adjustment for age, sex, education, place of residence, and personal and family history of CVD, the participants who watched the Educational materials were 2 to 5 times more likely to have knowledge on particular risk factors, with the exception of hypercholesterolemia for which the relationship was not significant. CONCLUSIONS A strong, plausible relationship revealed by our study supports the idea that in the adult population, better knowledge of CVD risk factors was the effect of watching Educational materials.
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relationship between knowledge of cardiovascular disease risk factors and watching Educational Television materials malopolska cardiovascular preventive intervention study m capri
Polish archives of internal medicine, 2017Co-Authors: Anna Waśniowska, Jakub Podolec, Magdalena Kozela, Agnieszka Sarnecka, Klaudia Knap, Krystyna Szafraniec, Andrzej Pająk, Grzegorz Kopec, Piotr PodolecAbstract:INTRODUCTION The current guidelines on cardiovascular disease (CVD) prevention in clinical practice emphasizes the importance of education in the media for population-‑based approaches. OBJECTIVES The aim of the study was to assess the relationship between knowledge of CVD risk factors and watching Educational Television materials in the adult population. PATIENTS AND METHODS After 22 months of repeated broadcasting of Educational Television materials, which addressed problems related to CVD, a postal survey was conducted on a random sample of 5000 persons aged 18 years or older. The questionnaire included information on demographics, personal and family history of CVD, Educational materials, and knowledge of the risk factors. A multivariate logistic regression was used to assess the relationship between the knowledge of each risk factor and watching Educational materials. RESULTS A total of 1129 questionnaires were sent back and used for the analysis. There were 208 participants (18%) who watched the Educational materials. The median number of the risk factors listed was 4 (interquartile range, 2-5) for persons who watched the materials and 2 (interquartile range, 0-4) for those who did not watch them. After adjustment for age, sex, education, place of residence, and personal and family history of CVD, the participants who watched the Educational materials were 2 to 5 times more likely to have knowledge on particular risk factors, with the exception of hypercholesterolemia for which the relationship was not significant. CONCLUSIONS A strong, plausible relationship revealed by our study supports the idea that in the adult population, better knowledge of CVD risk factors was the effect of watching Educational materials.
Krystyna Szafraniec - One of the best experts on this subject based on the ideXlab platform.
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Relationship between knowledge of cardiovascular disease risk factors and watching Educational Television materials. Małopolska CArdiovascular PReventive Intervention Study (M-‑CAPRI).
Polish archives of internal medicine, 2017Co-Authors: Anna Waśniowska, Grzegorz Kopeć, Jakub Podolec, Magdalena Kozela, Agnieszka Sarnecka, Klaudia Knap, Krystyna Szafraniec, Andrzej Pająk, Piotr PodolecAbstract:INTRODUCTION The current guidelines on cardiovascular disease (CVD) prevention in clinical practice emphasizes the importance of education in the media for population-‑based approaches. OBJECTIVES The aim of the study was to assess the relationship between knowledge of CVD risk factors and watching Educational Television materials in the adult population. PATIENTS AND METHODS After 22 months of repeated broadcasting of Educational Television materials, which addressed problems related to CVD, a postal survey was conducted on a random sample of 5000 persons aged 18 years or older. The questionnaire included information on demographics, personal and family history of CVD, Educational materials, and knowledge of the risk factors. A multivariate logistic regression was used to assess the relationship between the knowledge of each risk factor and watching Educational materials. RESULTS A total of 1129 questionnaires were sent back and used for the analysis. There were 208 participants (18%) who watched the Educational materials. The median number of the risk factors listed was 4 (interquartile range, 2-5) for persons who watched the materials and 2 (interquartile range, 0-4) for those who did not watch them. After adjustment for age, sex, education, place of residence, and personal and family history of CVD, the participants who watched the Educational materials were 2 to 5 times more likely to have knowledge on particular risk factors, with the exception of hypercholesterolemia for which the relationship was not significant. CONCLUSIONS A strong, plausible relationship revealed by our study supports the idea that in the adult population, better knowledge of CVD risk factors was the effect of watching Educational materials.
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relationship between knowledge of cardiovascular disease risk factors and watching Educational Television materials malopolska cardiovascular preventive intervention study m capri
Polish archives of internal medicine, 2017Co-Authors: Anna Waśniowska, Jakub Podolec, Magdalena Kozela, Agnieszka Sarnecka, Klaudia Knap, Krystyna Szafraniec, Andrzej Pająk, Grzegorz Kopec, Piotr PodolecAbstract:INTRODUCTION The current guidelines on cardiovascular disease (CVD) prevention in clinical practice emphasizes the importance of education in the media for population-‑based approaches. OBJECTIVES The aim of the study was to assess the relationship between knowledge of CVD risk factors and watching Educational Television materials in the adult population. PATIENTS AND METHODS After 22 months of repeated broadcasting of Educational Television materials, which addressed problems related to CVD, a postal survey was conducted on a random sample of 5000 persons aged 18 years or older. The questionnaire included information on demographics, personal and family history of CVD, Educational materials, and knowledge of the risk factors. A multivariate logistic regression was used to assess the relationship between the knowledge of each risk factor and watching Educational materials. RESULTS A total of 1129 questionnaires were sent back and used for the analysis. There were 208 participants (18%) who watched the Educational materials. The median number of the risk factors listed was 4 (interquartile range, 2-5) for persons who watched the materials and 2 (interquartile range, 0-4) for those who did not watch them. After adjustment for age, sex, education, place of residence, and personal and family history of CVD, the participants who watched the Educational materials were 2 to 5 times more likely to have knowledge on particular risk factors, with the exception of hypercholesterolemia for which the relationship was not significant. CONCLUSIONS A strong, plausible relationship revealed by our study supports the idea that in the adult population, better knowledge of CVD risk factors was the effect of watching Educational materials.