Johannes W. J. Beentjes's research while affiliated with Radboud University and other places
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Publications (16)
An experiment was designed to investigate how television commentary during soccer matches affects children's judgments on aggressive fouls. Dutch children (N = 96) from grades 5 and6 watcheda series of fouls on video with three types of commentary: disapproving, neutral, or approving. When the commentator disapproved of the players' aggressive acti...
A review of previous studies on children's comprehension of visual formal features did not warrant predictions about children's understanding of the formal features as used in three items from Sesamstraat, the Dutch version of Sesame Street. Therefore, a study was designed in which 45 children in the age range of 4–6 years watched the items and wer...
Two experiments were conducted to investigate the effects of two types of background television programs on students' performance on easy and difficult homework assignments. In both experiments, students in Grade 8 (Experiment 1: N = 90; Experiment 2: N = 144) were matched on reading proficiency. Subsequently, the participants were randomly assigne...
Using data obtained in a national survey carried out in Britain (N = 1309) and the Netherlands (N = 1355), this article compares British and Dutch children and young people aged 6-17 with respect to: (1) the availability of different media in children's homes, and particularly in the children's own room; (2) the amount of time spent on different me...
Although a series of studies have shown that television viewing can have adverse effects on young people’s academic performance (Comstock & Paik, 1991), little is known about the processes by which television may hinder students’ academic achievement. One possible explanation is that television distracts students from homework because they do their...
A survey study was conducted to explore the frequency with which students use background media in self‐instructional home study settings, and the perceived effects of students' use of background media on their homework performance. A questionnaire administered to 1,700 students in Grades 8 and 10 asked students to indicate how often they perform di...
During the first meeting of European researchers in the field of media psychology (Budapest, 1991) we presented an overview of Dutch media psychological research, entitled ‘Media psychology behind the dikes: State of the art in the Netherlands’ (van der Voort & Beentjes, 1991). We concluded this paper by making a plea for the foundation of a Europe...
At the Budapest symposium on ‘Psychology of media in Europe’ we presented an overview of media-psychological research conducted at Dutch universities (van der Voort & Beentjes, 1991). In this paper we will review the research of one institute, the one with which the authors are affiliated, namely the Center for Child and Media Studies. The Center w...
The study compared children's learning from structurally equivalent television and print versions of two stories. Three hypotheses derived from Salomon's (1984) model were tested: (a) children invest more mental effort in processing print stories compared to television stories; (b) story recall is not affected by the medium through which the story...
An exploratory study was carried out to investigate the relative effectiveness of news stories watched on television and news stories read by children. Children aged 10 to 12 (n = 123) either watched five news stories or read print versions of the same news stories. In each condition, half of the children expected a retention test, whereas the othe...
The dimensional structure of Dutch versions of the Imaginal Processes Inventory for Children (IPI-C) was investigated with children in Grades 3–6. According to Study 1, the reliabilities of the nine subscales distinguished within the American instrument were not satisfactory. A principal components analysis (PCA) performed on the subscales resulted...
Following on studies that compared cognitive processing of stories presented either on television or radio, an exploratory study was carried out to compare stories watched on television with printed stories read by children. Children aged 10 to 12 (N = 127) either watched a television film or read a print version of the same story. Afterwards, each...
Directly after story presentation and two to three weeks later, children from grades 4 (N=44) and 6(N=44) retold two stories that were either read by children or presented to them as a television film. Retelling were analyzed for correctness and completeness of story recall, and specify of language usage. As predicted, recall of the film and the pr...
According to Salomon's (1981) model, children usually invest less effort in television viewing than in book reading, with the result that information from television is less deeply processed than information from books. The amount of invested mental effort, in its turn, is assumed to depend on the way a medium is perceived. Most children perceive t...
On the basis of the available research evidence this article examines whether television induces young people to read less and to develop a preference for qualitatively inferior reading material. Several hypotheses proposing mechanisms by which television is supposed to stimulate or reduce reading are discussed. The findings are inconclusive but mo...
The authors discuss the hypotheses that explain why television might influence the child's development of reading skills positively (facilitation hypothesis), negatively (inhibition hypothesis), or not at all (no-effect hypothesis). Although the evidence is not unequivocal, most of the research supports the inhibition hypothesis. However, televisio...
Citations
... Eine Umfrage von Beentjes und van der Voort zeigte (Beentjes andvan der Voort 1997, vgl. auch Pool et al. 2003), dass Studierende bei einfachen Aufgaben (Paper and Pencil) Musik als förderlich für die Leistungsfähigkeit einschätzten, aber Musik bei anspruchsvolleren Aufgaben als leistungsmindernd ansahen. ...
... The item pool was constructed based on the interview and the existing questionnaires about the daydreaming experiences for adults and children (Singer and Antrobus, 1972;Rosenfeld, 1979;Vooijs et al., 1992). After piloted item development with 222 participants (see Sample B, Table 1 and expert reviewed system, 18 items were retained. ...
... On the other hand, watching television has been shown to reduce the time children read books (Beentjes & van der Voort, 1989;Koolstra & van der Voort, 1996). This could be due to the time taken up by television viewing or it may be due to the content of the programs. ...
... The findings of both Podszebka et al. (1998) and Diehm et al. (2020) also suggest that the content of children's narratives may be differentially affected by the medium of input to which they are exposed. With regard to story content, Beentjes and van der Voort (1991a;1991b) conducted two studies comparing children's written retellings of a printed story versus its video version, the first with 88 children in grades 4-6 and the second with 127 children aged 10-12. They found that the children in the video condition included more scenes (narrative events) in their essays and had fewer errors, while the children in the printed book condition were better at specifically referencing characters and using descriptive details in their retellings (Beentjes and van der Voort, 1991a). ...
... Further, Reinking and Wu (1989), who quote several studies, conclude that the association between TV and reading performance was inconclusive. A review of the research painted a picture of adverse TV effects but the effects were moderated by a number of variables (Beentjes and Van der Voort, 1988). ...
... A more suitable theoretical background can be found in research which has explored the effect of sports commentary on viewers. This research suggests that sports commentary can influence the viewer's perception of the level of violence in the sport (Comisky et al., 1977) and consequently acceptance and tolerance towards this violence (Beentjes et al., 2002;Frederick et al., 2013;Sullivan, 1991). In other studies, however, commentary was not observed to affect normative beliefs about aggression (Frederick et al., 2013) or state hostility (Lee et al., 2015). ...
... In order to elucidate the effects of background noise several studies investigated students' performance and attention while doing their homework when simultaneously distracting sounds in the background were presented. It was shown that these inhibited their performance depending on the kind of background noise (Furnham and Bradley, 1997;Pool et al., 2000). ...
... This was as a result of listening to particular kinds of music "Goodbye Cruel World" and "Waiting for the Worms," composed by Pink Floyd play in the background (Jaskolski, McKinstry, & Spisak, 2008). Background music appeared to contain an encouraging inspiration on paper and pencil product while television drama have undesirable effect with learning assignments, as accounted by the students (Beentjes et al., 1996). Hallam, Price and Katsarou (2002) conducted a study on the use of background music, which was to examine whether it has an influence on the students behavior or not. ...
... Hinsichtlich des qualitativen Wertes von Lernen mit Videos gibt es keine einheitlichen Untersuchungser-gebnisse. Während in (Beentjes et al, 1993) eine verbesserte Nachhaltigkeit des Lernprozes-ses durch Videos gegenüber dem Lernen durch Lesen festgestellt werden konnte, wird in (Sa-lomon 1983) festgestellt, dass die Anstrengung beim Lernen mit Medien vom Medium selbst abhängen und das bei einem als "leichter" empfundenen Medium die mentale Anstrengung bei der Medienrezeption verringert wird zu Lasten eines geringeren Lernerfolges. In der Un-tersuchung zeigten sich bei der Präsentation per Fernseher schlechtere Lernergebnisse als durch die Verwendung von Textmaterial. ...
... Nowadays, screens have become time thieves (Towers, Duxbury, Higgins & Thomas, 2006). Recent researches show that children and young people spend more and more time in front of the computer or mobile screen (Twenge & Campbell, 2018, Sigman, 2012, van der Voort, Beentjes, Bovill, Gaskell, Koolstra, Livingstone, Marseille, 1998. Therefore, it is not surprising that the number of media addicts, violent scenes, and manipulative content overgrows for past years. ...
