Videotaped Material Research Articles

Communication between High School and College Japanese Language Education: Implications from a Survey on the Use of Video Materials in the United States

ABSTRACT This paper presents the results of a survey on the use of video materials at high school and college levels. The study was carried out in an attempt to contribute to better communication between the two levels in Japanese language education in the United States, through the analysis and comparison of the results. The questions posed in this study are: 1) What kinds of videos are used at college and high school levels? 2) What are the purposes of using videotaped material? Although there is similarity between the two groups in that both use commercially available videos largely in a supplemental manner, the comparison between the groups on the purposes of video use suggests different emphasis at the two levels, i.e., “language‐inclusive‐culture” teaching, or to teach the culture, of which the language is a part, at the high school level, and “culture‐inclusive‐language” teaching, or to teach the language and the cultural aspects closely related to the language, at the university level.

Treatment of thematic mapping in sentence comprehension: implications for normal processing

Abstract The inability of some aphasic patients to interpret semantically reversible sentences has been hypothesised to arise from failure to link the grammatical roles of nouns (e.g. subject, object) to their corresponding thematic roles (e.g. agent, patient). Several previous attempts to improve patients' thematic mapping abilities have demonstrated a range of treatment effects of considerable relevance to the development of cognitive models of sentence processing. This study reports a new treatment approach to thematic mapping impairment; it succeeded in improving auditory sentence comprehension in a chronic aphasic patient with a long-standing comprehension deficit. Generalisation of improvement to auditory comprehension of sentences with untreated verbs, to comprehension of written sentences, and to tests using pictorial and videotaped materials not used in treatment, place constraints on the range of possible interpretations of the functional locus of treatment effects. Two areas that did not show s...

The Role of Expectancy in Hypnotic Hypermnesia: A Brief Communication

Previous research has yielded equivocal evidence of hypnotic memory enhancement. The present experiment assessed the effects of expectancy and hypnotizability on recall for videotaped material under waking and hypnotic conditions. Ss (N = 138) were informed of hypnotic induction either before (expectancy condition) or after (no expectancy condition) watching a videotaped enactment of a crime and completing an initial waking recall test (RI). Both groups then underwent hypnotic induction, and completed the test again (R2). Ss' raw recall scores were significantly greater under hypnotic than waking conditions, but this hypermnesia was not evident when scores were corrected for mere increase in rate of responding. Ss expecting later hypnosis scored significantly higher than Ss with no such expectations, but again, this difference was not evident in corrected scores. Hypnotizability of Ss was, however, related to corrected recall, with high hypnotizable Ss displaying the greatest increase in rate of responding from R1 to R2. No evidence for the hypothesized "suppression effect" underlying hypnotic hypermnesia was found.

Murder in the Classroom: An Audiovisual Alternative for Intermediate Level Language Instruction

In recent years it has become increasingly difficult to ignore the omnipresence and popularity of audiovisual media. In the foreign language classroom video materials are also beginning to make an impact, but they are still largely used to illustrate rather than to instruct. Although recent textbooks designed for the beginning and intermediate levels have made the effort to enhance listening comprehension skills' through the inclusion of new methods of presentation, as well as aural and visual materials, most available compilations favor a variety of written, literary and nonliterary texts edited and adapted for a special audience. While these readers certainly fulfill their educational purpose of grammar instruction and vocabulary building, they often fail to provoke any enthusiasm on the part of the students, particularly in college classrooms. In an attempt to find alternative sources for the problematic second-year course sequence, where grammar and vocabulary have to be reviewed, enhanced, and solidified while students struggle with the suddenly apparent complexity of the target language, I introduced an intermediate German course to second-year students at my university based on video-taped material.2 This course offers film images and dialogue as the main text for language instruction, thus giving up the convenience as well as the shortcomings of a reader/textbook. The main problem for an approach of this kind is, of course, the virtual absence of appropriate resources. Commercially available video tapes of well-known German films (Fassbinder, Schl6ndorff, D6rrie) are distributed with English subtitles and thus unsuitable for this approach.3 But even when a German copy of these films could be shown on appropriate multiple-system video equipment, I found most of them to be either too difficult for a language course or too 'artistic' to sustain interest. Instead of showing an original-language movie such as Der blaue Engel after having studied the entire text of the film script, I wanted to present authentic, unedited, contemporary, and interesting audiovisual material as the primary text source.4

TAs on TV: Demonstrating communication strategies for international teaching assistants

We present in this paper a technique for employing videotaped segments of actual classroom performances by U.S. and international TAs. This is a method for training ITAs in specific, definable skills in English language, U.S. academic culture and pedagogical performance, while at the same time developing communication strategies for coping with largely undefinable future communicative needs in their work as teaching assistants. After a brief discussion of previous research on lecture comprehension, focusing especially on the effect of discourse markers, we describe our procedure for developing and using the videotaped materials in an ITA training program. We conclude with a discussion of the evaluation of the materials and suggestions for further research.

Videotaped materials in a school-based smoking prevention program

The theory used to frame school-based tobacco use prevention programs is general, and such programs are difficult to replicate. This article seeks to offer a model for prevention videotape production, which other researchers can replicate and improve, and to present an analysis of potential merits and drawbacks of such production. To accomplish these goals, this article presents a detailed description of a school-based prevention program and the videotaped materials used in its curriculum. The theoretical and empirical bases for the project are delineated, and the study design is summarized. A detailed outline of the multigrade curriculum program is presented, including the rationale behind critical program features, a description of specific curriculum strands, and the way in which videotaped materials fit into each strand. The rationale for using videotaped materials within the theoretical framework is discussed. Each videotape is briefly described. An account of video production, a process extending over 4 years, is set forth, including the student feedback data that helped to shape the production process, formatting, script decisions, casting, location, and the actual filming procedure.

Video as a Medium in Occupational Therapy

In 1977, Daniels (18) reported that more than 50 percent of the centers surveyed in her study owned and produced videotapes. Videotape materials considered most vital were about evaluation, treatment, and the occupational therapy process. This article focused on the use of video as a "selected task" for treatment and as an audiovisual record of patient performance. The article was intended to stimulate thinking about the use of video as an effective medium in occupational therapy, and also to suggest several ways video could be used for patient treatment or education. Video has the capability of being the preferred "medium" in many situations because of its familiarity, believability, intimacy, immediacy, cost-effectiveness, availability for use in the home, ability to portray motion, and its proven effectiveness.

A Case for the Use of Video in Hospitality Management Education

The literature is replete with studies suggesting that videotape materials can be used to advantage in educational settings, particularly in teaching/learning of complex interpersonal skills. Such skills are of great importance in preparing students to assume management positions in the hospitality fields, as in other people-oriented careers.We have developed and used six videotape simulations depicting situations involving hospitality managers interacting with employees and peers. The development, content, and uses are briefly described. We urge others to consider the advantages of videotape materials.

Audiotape and videotape materials for professional development in mental health

AbstractAudio and visual material can enhance components of career development and education focused upon employee training and improvement of public services.

Producing Video‐based Resource Material for Teacher Training in Zimbabwe

ABSTRACT The Zimbabwe Science Teacher Training project (ZeSTT) has, since 1979, been running at the Science Education Centre of the University of Zimbabwe, producing learning resource materials for teacher‐trainers in Zimbabwean Colleges of Education. Multi‐media packages, video programmes and printed materials have been produced, not only in science but in an increasing number of other subject areas. The paper describes the evolution of techniques of recording videotaped material of teachers in action during typical lessons in local schools, for editing into complete programmes or as study excerpts.

The Use of Videotaped Material in the Instruction and Evaluation of Developmental Psychology Students

The Use of Videotaped Material in the Instruction and Evaluation of Developmental Psychology Students

Behavioral response to induced conflict in families with a hypertensive father.

To clarify the possible environmental mediation of familial aggregation of blood pressure (BP), we examined whether the behavior of family members differed between families with a hypertensive (n = 16) or a normotensive (n = 15) father. Three-member families consisting of a father, mother, and a boy or girl aged 8-13 years were videotaped as they interacted under standard conditions calling for disagreement or conflict. Their BPs were recorded before and after interactions. The videotaped material was reliably coded into behavioral categories by independent observers. The aggregate of all three members of families with hypertensive fathers, as well as normotensive mothers and the children in these families, showed significantly more negative nonverbal behavior than their counterparts in families with normotensive fathers.

The medium and the message: development of videotapes for teaching psychiatry.

The author examines the issues surrounding the development and use of videotapes to teach psychiatry. She describes the special capabilities of videotaped material as well as how videotapes are produced; the structure of videotapes that use feedback techniques; the different ways medical students, psychiatric students, and experienced clinicians respond to videotapes; the special problems involved with teaching nonpsychiatric medical students about psychiatry; and the use of videotaped materials for patients and the public. She concludes that the use of videotapes to teach psychiatry, especially to teach the public, is an important area for development by psychiatrists.

Automatic and rapid visual analysis of sleep stages and epileptic activity. A preliminary report

Closed-circuit television and EEG radio-telemetry have been used in the observation of epileptic patients. Since day-time recording sessions last for 5 or 6 h and overnight sessions for considerably longer, the system includes time-lapse video-tape recording to allow accelerated play-back of video-taped material. A method of automatic EEG analysis has been developed so that quantitative studies of sleep, and of epileptic activity during sleep, can be made when the clinical problem demands it.

Jurors' Responses to Videotaped Trial Materials: Some Recent Findings

This paper reports the findings of a series of studies dealing with the effects of videotaped trial materials on jurors' re sponses to trial proceedings. In general, jurors who viewed live and videotaped presentations responded comparably with the single exception of retention of trial-related information. Here, jurors who viewed videotaped testimony retained more in formation from the latter portions of the testimony than jurors who viewed the same testimony live. Moreover, jurors who view ed the testimony on monochromatic tape retained more informa tion than jurors who viewed the same testimony on colored tape. Finally, within the procedural confines of these studies, there was no evidence that deletion of varying amounts of inadmissible testimony significantly affected jurors' verdicts or their perceptions of the credibility of the offending attorney. Several important limitations and problems of the studies are also discussed.

MIND–a five‐state regional approach to continuing dental education

MIND has finished two years of operation as a regional center for continuing dental education. The responses from viewing cards, and the number of credit hours given, indicate that approximately 20% of the potential audience participated in the course offerings. Previous experience from a two-year study in South Dakota has shown that there are three major factors that are essential for effective use of television as a dissemination medium. These are as follows: 1) the program should establish effective use of the communication system to maintain an audience; 2) the quality of thr programming material that is televised must be high; 3) the program should be televised on a regular basis to develop viewer habits or expectations. With a potential audience of 11,000 persons, MIND has had to depend heavily on a bulk-rate mailing system to communicate with members of the dental profession. This has caused problems such as reminders not being received on time, or being lost in the mail, or not being read, so that the individual is unaware that the courses are being telecast. Another problem of mailing system is maintaining an up-to-date list of addresses. The names and addresses of the dental assistants are impossible to keep up to date. We use the lists of licensed dentists and dental hygienists issued each July and a list of the certified dental assistants, which, of course, does not include all the dental assistants in our five-state area. A system providing more direct contact with the individual needs to be developed. Quality of televised courses is determined by the clinician's style of presentation as well as by the content and organization of the course material. The selection of dental information aimed toward the dentist in general practice results in loss of some members of the viewing audience, particularly specialists and generalpractitioners who have confined their practice to a particular area of dentistry. Quality is also judged by the technical aspects such as camera coverage, color, types of audiovisual materials, and televison reception. There is a limited amount of videotaped material available, and the members of the Board of Directors are asked to preview the videotapes and select three courses that they judge to be of the best quality for the year's programs. One difficulty is to find courses that will be of value to all three groups--dentists, dental assistants, and dental hygienists. Despite the problems encountered, the use of educational television should focus on the positive characteristics of availability, relatively low cost of operation, and the opportunity to provide continuing dental education at a convenient time and place.

Effeminacy. II. Variation with social context.

In Part II, effeminacy in an in vivo social situation was studied and the Effeminacy Scale described in Part I was tested. Nineteen subjects were studied and videotaped while participating in four encounter groups, of which two were homosexual and two heterosexual. There were large situational variations in expressivity of effeminacy during group meetings. High-frequency levels of effeminate responses were observed to parallel high levels of anxiety or anger. At other times, effeminate responses were observed which seemed to subserve sexual signaling functions or which seemed related to narcissistic retreat (self-cuddling) or castration anxiety (e.g., cupping the genitals). Interrater reliability with the Effeminacy Scale for two nonprofessional raters viewing the same videotaped material from the group was 0.93 (Pearson r).

The Development of Self‐Replay Videotape Facilities at Brunel University

Abstract For the past three years, students and academic staff at Brunei University have been able to make use of videotape for private study by operating self‐replay videotape machines. These videotape machines are now being intensively used both in departmental laboratories as well as the University Library where videotapes are freely available on open shelves, like books. The background to the development of this facility, its effect on the types of videotape materials being made available and being produced, and the practical problems of running a self‐replay facility are examined. The extent to which self‐replay is already being used at Brunei indicates that it will inevitably play a major role in the viewing of educational and instructional videotapes in the future, particularly in the light of the development of the videocassette recorder.