Abstract

In this study comprehension of formal production features of two age group children was compared. 32 preschool(mean=4.4 yr) and 32 school-age(mean=7.4 yr) children watched parts of 6 programs(27 imn) in a small group under either free or test-instruction condition. Immediately after viewing, children were tested individually with short scenes from the programs. Comprehension level was analyzed as a mixed design with age(2), sex(2), order of program presentation(2 : 123456 vs. 456123) and instruction (2) as between-subjects variables and content area (4) as a within-subject variable. As results, the main effect of age (F(1, 48)=24.78, p<0.000) and three way interaction effect among age by order of presentation by instruction (F(1, 48)=7.27, p<.01) were found significant. In the within-subject variable analyses, the main effect of content area (F(3, 144)=37.98, p<.000) and two way interaction effect of contest area by age (F(3, 144)=3.23, p<.024) were also significant. Comprehension was high in the order of spatial relation (83.9%), connotative meaning (60.9%), temporal relation (58.3%) and special effect (37.5%). Two age group performed differently in all content areas except the temporal relation. In the detailed analyses, however, comprehension level was changed significantly depending format production features even in the same content area. Therefore it was suggested that appropriate formal features should be used in children's program.