Schoolchildren's motivation for viewing Chinese opera animation according to opera genre.

The emergence of Chinese opera animation allows a wider audience, especially a younger audience, to access and embrace the art of opera heritage. This study used a two-way mixed-design ANOVA to explore the effect of Chinese opera animation on schoolchildren's viewing motivation; the independent variables were the children's grade level and the opera genre of the animation. Grade level was divided into three groups: lower, middle, and upper (grades 2, 4, and 6, respectively). Opera genre consisted of Peking, Yue, and Henan opera. The dependent variable, viewing motivation, comprised six dimensions: entertainment and relaxation, learning knowledge, escapist pastime, aesthetic appreciation, empathic identification, and socializing and sharing. After statistically analyzing the evaluations of 457 participants, the results showed the following: (1) Peking and Yue opera animation had a better entertainment and relaxation effect on the lower and middle groups. Henan opera had a better escapist pastime effect on the upper group but less effect on the lower group. (2) In terms of learning knowledge, empathic identification, aesthetic appreciation, and overall performance, Yue and Henan opera animations were more effective for enhancing viewing motivation compared with Peking opera animation. (3) The middle and lower groups showed higher viewing motivation than the upper group in the learning knowledge, empathic identification, and socializing and sharing dimensions. Overall, grades 2 and 4 were appropriate stages for schoolchildren to engage with opera animation. Our findings can provide a reference for promoting cultural heritage sustainability and support follow-up research on integrating opera animation into children's education.

The impact of a cartoon character on adults perceptions of Children's breakfast cereals: a randomized experiment.

BACKGROUND: Cartoon characters on processed food packaging increase the perception of product preference among children, but their effect among adults has rarely been examined. We evaluated the effect of a cartoon character on breakfast cereals on beliefs about buying them for children, as well as whether demographic characteristics modified this effect. METHODS: An experimental study was conducted with adults from online consumer panels in Mexico (n = 3755). Participants were randomly assigned to a "cartoon" condition (n = 1789), in which they viewed a breakfast cereal box with a Minion character on the front of the package, or the "control" condition (n = 1966), in which the same cereal box was displayed with no character on the package. Participants were asked: "Is this a good cereal to buy children?" with the response options "Yes", "No", or "Don't know". Multinomial adjusted logistic models regressed responses to this question (Yes = 0, No = 1, 2 = Don't know) on experimental condition. Differences in the effect of the cartoon character across demographic characteristics were tested by introducing multiplicative interaction terms. RESULTS: The adjusted model showed that participants in the "cartoon character" condition were 1.67 (1.45-1.94) times more likely to consider the cereal as being "Not good to buy for children" than those in the control condition (p < 0.001). This effect was smaller among parents (RRR = 1.39, 1.13-1.72) compared to those without children (RRR = 2.01, 1.63-2.47). No differences were observed in the proportion of participants answering "Don't know" across experimental groups. CONCLUSION: Among this sample of Mexican adults, a cereal with a cartoon character on the packaging was more often perceived as "not good to buy for children" compared to a cereal without it. This effect was smaller among parents, potentially due to children influences of parental decisions during food purchasing.

Young Children's Mathematical Learning From Intelligent Characters.

Children's math learning (N = 217; Mage  = 4.87 years; 63% European American, 96% college-educated families) from an intelligent character game was examined via social meaningfulness (parasocial relationships [PSRs]) and social contingency (parasocial interactions, e.g., math talk). In three studies (data collected in the DC area: 12/2015-10/2017), children's parasocial relationships and math talk with the intelligent character predicted quicker, more accurate math responses during virtual game play. Children performed better on a math transfer task with physical objects when exposed to an embodied character (Study 2), and when the character used socially contingent replies, which was mediated by math talk (Study 3). Results suggest that children's parasocial relationships and parasocial interactions with intelligent characters provide new frontiers for 21st century learning.

[Validación de la prueba de Tiras cómicas para evaluar la empatía en una muestra de población mexicana].

INTRODUCTION: Empathy is the ability of an individual to understand it from another cognitive and emotional point of view. Empathy is a complex that represents a retouch in its evaluation, so, it is necessary to have instruments validated in the Mexican population. OBJECTIVE: Validation of the Comic Strip Test to evaluate empathy. METHOD: Sampling for convenience, based on internal consistency, convergent validity with the Empathy coefficient, construct validity in the factorial analysis, and the ability to discriminate between subjects with lack of empathy (psychopathology) and the control subjects through a curve ROC. RESULTS: The comic strips test was evaluated in 86 controls, 19 patients with schizophrenia (Cronbach's alpha = 0.894). The correlation with the empathy coefficient was 0.88, with sensitivity of 81.3% and specificity of 38%. CONCLUSIONS: The Comic Strip Test was validated with parametric psychometric parameters.

ANTECEDENTES: La empatía es la capacidad de un individuo para entender al otro desde el punto de vista cognitivo y emocional. La empatía es un constructo complejo que representa un reto en su evaluación, por lo cual es necesario contar con instrumentos validados en población mexicana. OBJETIVO: Validación de la prueba de Tiras cómicas para evaluar empatía. MÉTODO: Muestreo por conveniencia, se midió la consistencia interna, la validez convergente con el coeficiente de empatía, la validez de constructo con análisis factorial y la capacidad de discriminar entre sujetos con déficit de empatía por psicopatología con controles por medio de una curva Receiver Operating Characteristic (ROC) por sus siglas en inglés. RESULTADOS: La escala de Tiras cómicas se evaluó en 86 controles, 19 pacientes con esquizofrenia, a de Cronbach = 0.894. La correlación con el coeficiente de empatía fue de 0.88, con una sensibilidad del 81.3% y la especificidad del 38%. CONCLUSIONES: Se validó la prueba de Tiras cómicas con adecuados parámetros psicométricos.

Habilidad narrativa e identificación de valores y contravalores en dibujos animados por alumnado de Educación Primaria / Narrative skill and identification of values and countervalues in cartoons by Primary Education students

Esta investigación analiza si la estructura (no narrativa o narrativa) que caracteriza a dibujos animados incide en la habilidad narrativa e identificación de valores y contravalores frente a factores personales (edad, curso educativo, sexo y nivel atencional) o contextuales (red e índice socioeconómico y cultural del centro educativo) del alumnado de Educación Primaria. Se ha contado con la participación de 186 estudiantes que han relatado el episodio visionado. El estudio tiene un diseño cuasiexperimental con metodología mixta (cuantitativa y cualitativa). Los resultados obtenidos mediante análisis de regresión confirman que la estructura incide en mayor grado que el resto de factores. Se concluye que conviene considerar el tipo de estructura de los contenidos audiovisuales, y no solo la potencialidad en valores o contravalores, tanto en investigaciones futuras como al diseñar e implementar intervenciones en el ámbito formal e informal

This research analyses whether the structure (non-narrative or narrative) that characterizes cartoons affects the narrative skill and identification of values and countervalues, as opposed to personal (age, school year, gender and attention level) or contextual (school network and socioeconomic and cultural index of the school) factors of Primary Education students. 186 students participated in it, who have reported on the episode watched. The study has a quasi-experimental design with blended methodology (quantitative and qualitative). The results obtained through regression analysis confirm that the structure has a greater effect than the rest of the factors. We conclude that it is advisable to consider the structure of audio-visual content, not just the potential values or countervalues, both in future research and in designing and implementing interventions in formal and informal settings

Effects of cartoon violence on aggressive thoughts and aggressive behaviors.

This article reports on an experiment designed to test whether the cartoon manipulation leads to significant increases in aggressive thoughts and aggressive behaviors among Chinese children (n = 3,000). Results indicated that brief exposure to a violent cartoon triggered higher aggressive thoughts and aggressive behaviors than a nonviolent cartoon. Females displayed higher aggressive thoughts and aggressive behaviors than males in a nonviolent cartoon condition, while males displayed higher aggressive behaviors than females in a violent cartoon condition. Mediation analysis suggested that the effect on aggressive behaviors was mediated by aggressive thoughts. The findings imply that cartoon developers, parents, and teachers should develop cartoons that inhibit children's aggressive thoughts to avoid aggressive behaviors. Females are the key group for the prevention and intervention of aggression in a nonviolent cartoon context, while males are the key group for the prevention and intervention of aggression in a violent cartoon context.

Spontaneous response to and expressive regulation of mirth elicited by humorous cartoons in younger and older adults.

Many studies have examined the effect of aging on the ability to regulate negative emotions but less is known about the way the elderly people control their positive affects. Thirty-eight younger and 38 older adults were compared on their affective, expressive, physiological, and behavioral spontaneous responses to and in expressive regulation of mirth elicited by humorous cartoons. Compared to younger adults, older adults were equally amused and aroused but showed lower expressivity in their spontaneous reaction. They were similarly successful in implementing expressive regulation but they had lower physiological activation under amplification condition and more gaze avoidance from the key areas of the cartoons under suppression condition. This indicates that in older, amplification skills are disjointed from the physiological responses and suppression skills seem supplanted by a less costly strategy of attention redeployment. This also suggests that older adults' behavior is not driven by a greater preference for positive information.

Mirror Mirror on the Wall, Which Is the Most Convincing of Them All? Exploring Anti-Domestic Violence Posters.

Although domestic abuse of women by men has received significant media, police, and research attention, domestic violence directed toward men has been marginalized across the board and is still rarely treated seriously. The purpose of this research, then, is to examine and compare different anti-domestic violence messages in which the abuser's gender is not always clear. In Study 1, 200 U.K. participants (100 females and 100 males, aged 18-67, M = 28.98, SD = 9.613) evaluated posters that varied across three levels; in that the subject (male or female) was depicted as being silenced, bruised, or experiencing live abuse. The results showed that the posters featuring female victims were all rated as more effective than posters showing male victims. In Study 2, 140 different U.K. participants (95 females; 45 males) aged 18 to 59 ( M = 27.27, SD = 10.662) evaluated the cartoon facial images of Disney characters who had been altered to look like victims of violence and real-life corresponding photos of human models. The results showed that the realistic posters were found to be more believable, emotional, and effective than the cartoons. The implications of such perceptions are discussed.

Validación de la prueba de Tiras cómicas para evaluar la empatía en una muestra de población mexicana / Validation of the Comic strip test to assess empathy in a Mexican population sample

Resumen Antecedentes: La empatía es la capacidad de un individuo para entender al otro desde el punto de vista cognitivo y emocional. La empatía es un constructo complejo que representa un reto en su evaluación, por lo cual es necesario contar con instrumentos validados en población mexicana. Objetivo: Validación de la prueba de Tiras cómicas para evaluar empatía. Método: Muestreo por conveniencia, se midió la consistencia interna, la validez convergente con el coeficiente de empatía, la validez de constructo con análisis factorial y la capacidad de discriminar entre sujetos con déficit de empatía por psicopatología con controles por medio de una curva Receiver Operating Characteristic (ROC) por sus siglas en inglés. Resultados: La escala de Tiras cómicas se evaluó en 86 controles, 19 pacientes con esquizofrenia, a de Cronbach = 0.894. La correlación con el coeficiente de empatía fue de 0.88, con una sensibilidad del 81.3% y la especificidad del 38%. Conclusiones: Se validó la prueba de Tiras cómicas con adecuados parámetros psicométricos.

Abstract Introduction: Empathy is the ability of an individual to understand it from another cognitive and emotional point of view. Empathy is a complex that represents a retouch in its evaluation, so, it is necessary to have instruments validated in the Mexican population. Objective: Validation of the Comic Strip Test to evaluate empathy. Method: Sampling for convenience, based on internal consistency, convergent validity with the Empathy coefficient, construct validity in the factorial analysis, and the ability to discriminate between subjects with lack of empathy (psychopathology) and the control subjects through a curve ROC. Results: The comic strips test was evaluated in 86 controls, 19 patients with schizophrenia (Cronbach's alpha = 0.894). The correlation with the empathy coefficient was 0.88, with sensitivity of 81.3% and specificity of 38%. Conclusions: The Comic Strip Test was validated with parametric psychometric parameters.

The uncanny valley effect in typically developing children and its absence in children with autism spectrum disorders.

Robots and virtual reality are gaining popularity in the intervention of children with autism spectrum disorder (ASD). To shed light on children's attitudes towards robots and characters in virtual reality, this study aims to examine whether children with ASD show the uncanny valley effect. We varied the realism of facial appearance by morphing a cartoon face into a human face, and induced perceptual mismatch by enlarging the eyes, which has previously been shown as an effective method to induce the uncanny valley effect in adults. Children with ASD and typically developing (TD) children participated in a two-alternative forced choice task that asked them to choose one they liked more from the two images presented on the screen. We found that TD children showed the effect, i.e., the enlargement of eye size and the approaching realism reduced their preference. In contrast, children with ASD did not show the uncanny valley effect. Our findings in TD children help resolve the controversy in the literature about the existence of the uncanny valley effect among young children. Meanwhile, the absence of the uncanny valley effect in children with ASD might be attributed to their reduced sensitivity to subtle changes of face features and their limited visual experience to faces caused by diminished social motivation. Last, our findings provide practical implications for designing robots and virtual characters for the intervention of children with ASD.

Avosidade nos desenhos animados ocidentais: estilos de avós com netos adolescentes / Grandparenthood in western cartoons: grandparent styles with teen grandchildren

O presente artigo objetivou analisar os tipos de relações entre avós idosos e netos adolescentes exibidos em desenhos animados de longa metragem da filmografia ocidental. Foi realizada a busca dos desenhos nos sites de companhias cinematográficas, lançados no período de 1950 a 2015, que mostrassem essa relação de avosidade. Os filmes foram selecionados através da leitura das sinopses, visualização dos respectivos trailers e, posteriormente, dos filmes escolhidos. Os avós mostrados nos filmes foram analisados através de adaptação da escala de Responsividade e Exigência. Os estilos de avós encontrados foram classificados em quatro tipos: autoritativo, autoritário, indulgente ou negligente. Preencheram os critérios de inclusão 17 desenhos animados. Observou-se predomínio de desenhos animados mostrando estilos de avós indulgentes, seguidos de autoritativo. Não foram encontradas relações autoritárias. (AU)

The present article aimed to analyze the types of relationships between older grandparents and teen grandchildren exhibited in feature film cartoons of the western filmography. The cartoons were searched on film companies' sites, in the period from 1950 to 2015, looking for those who showed grandparenthood relations. The films were selected through the reading of the synopsis, visualization of the respective trailers and, later, of the selected films. The grandparenthoods shown in the films were analyzed by adaptation of the scale of Responsiveness and Requirement, being classified into four types: authoritative, authoritarian, indulgent or negligent. There were 17 cartoons that met the criteria for inclusion. What can be observed is a predominance of cartoons showing indulgent grandparenthood relations, followed by authoritative. No authoritarian relationships were found. (AU)

Flexibility of Gender Stereotypes: Italian Study on Comparative Gender-consistent and Gender-inconsistent Information / La flexibilidad de los estereotipos de género: estudio italiano sobre la información comparativa congruente e incongruente con el género

The topic of this study is flexibility in gender stereotyping linked to attribution of toys, socio-cognitive traits, and occupations in 160 Italian children aged 6 to 12 years. We used the Gender Toys Choice, the Gender Traits Choice, and the Gender Jobs Choice, a ed set of colored cards containing masculine and feminine stimuli to assign to a male or female or both male and female silhouette (the flexible-choice technique). In order to verify the change of flexibility in gender stereotyping, we made use of four cartoon stories with male and female characters with typical or atypical traits and performing gender-consistent or gender-inconsistent activities. Results indicated that the exposure to cartoon stories with gender-inconsistent information rather than cartoon stories with gender-consistent information increased flexibility in gender stereotyping, showing age differences in favor of children aged 11-12. Implications in relation to the developmental-constructivist approach were noted

Esta investigación aborda la flexibilidad de los estereotipos de género asociados a la atribución de juguetes, rasgos sociocognitivos y ocupaciones en 160 niños italianos de entre 6 y 12 años. Las pruebas utilizadas fueron la elección de juguetes de género, de rasgos de género y de tareas de género, representados en un conjunto seleccionado de tarjetas de colores que utilizan estímulos asociados típicamente al género para asignar a una silueta masculina o femenina o a la vez masculina y femenina (técnica de elección flexible). Para determinar el cambio de flexibilidad de los estereotipos de género, hicimos uso de cuatro historias de dibujos animados con personajes masculinos y femeninos, con rasgos típicos o atípicos, realizando actividades congruentes o incongruentes con el género. Los resultados muestran que la exposición a dibujos animados con información incongruente con el género en lugar de dibujos animados con información congruente con el género aumenta la flexibilidad de los estereotipos de género, habiendo diferencias en los niños entre 11 y 12 años. Se observaron implicaciones en relación con el enfoque del desarrollo constructivista

Honor and harmed social-image. Muslims' anger and shame about the cartoon controversy.

Two studies examined anger and shame, and their associated appraisals and behavioral intentions, in response to harm to an in-group's social-image. In Study 1, 37 British Muslims (18 men, 19 women) reported incidents in which they were devalued as Muslims. In Study 2, 108 British Muslims (57 females, 50 males, 1 undisclosed) were presented with objective evidence of their in-group's devaluation: the controversial cartoons about Prophet Muhammad The appraisal of harm to social-image predicted anger and shame (Studies 1 and 2), whereas the appraisal of offense only predicted anger (Study 2). Anger was a more empowering response than shame, as anger predicted willingness for public confrontation (Studies 1 & 2), institutional punishment (Study 2), and written disapproval (Study 2). In contrast, shame only predicted written disapproval (Study 2). Furthermore, independent of individual differences in identification as Muslim, a mediation model showed that individual differences in honor orientation predicted anger and shame via the appraisals (Study 2). Implications for theory and research are discussed.

It's like a black woman's Charlie Brown moment: An autoethnography of being diagnosed with lupus.

This essay uses autoethnography to relate the experience of being diagnosed with lupus. By using my personal experiences and a discussion of illness and Black women's health, I critically examine larger critical race issues of race, gender, and the social barriers to health care. Specifically, the essay focuses on the ways in which race impacts my experiences with the healthcare system, from my own insecurities of being stereotyped to the ways that doctors interact with me. The essay is framed by popular quotes from Charlie Brown because they help mediate the very personal experiences I am recounting.

Graphic Novels: A New Stress Mitigation Tool for Military Training: Developing Content for Hard-to-Reach Audiences.

This article describes the development of two graphic novels as a new approach to mental health communication and coping strategies for the Navy and Marine Corps. The novels are intended to capture the attention of the younger target audience and provide vital teaching messages to better prepare personnel for deployment to combat zones. The novels were developed based on embedding the principles of combat and operational stress control (COSC) into realistic and relatable characters, stories, and images. Approaches used for development included (a) basing storylines on real-life service members and the situations they face in combat and their personal lives; (b) partnering with COSC experts to embed teaching points; (c) ensuring technical accuracy through research and target audience reviews of the storyboard and artwork; (d) developing characters that are representative of the target audience, with varied jobs, ages, backgrounds, and professional concerns; and (e) designing artwork in a manner sensitive to training objectives and the psychological effects on readers. Because technical accuracy, realism, and sensitivity were noted as essential components of an effective graphic novel tool, focus-group research and review of author drafts by the target audience and technical experts are strongly recommended.

Animated educational video to prepare children for MRI without sedation: evaluation of the appeal and value.

BACKGROUND: MRI scans can be distressing for children and often require sedation. Educating children about what to expect reduces anxiety and increases likelihood of successful non-sedated MRI scans. Multimedia tools are a popular means of education. Animated video could provide a free, accessible method of preparing children for MRI scans. OBJECTIVE: To evaluate a new animation video for preparing children for MRI, specifically for decreasing in-scanner motion and examination failure. MATERIALS AND METHODS: We recruited 24 healthy children ages 5-11 years. Participants underwent pre- and post-viewing questionnaires and structured interviews. We then compared median Likert scale score changes between pre- and post-animation questions and analyzed the interview framework. Participants were filmed viewing the animation to calculate time spent looking at the screen to assess how well the video retained children's attention. RESULTS: There were significant improvements in median scores regarding what to expect, checking for metal and keeping still. There were no significant changes in other knowledge-based topics. There were significant improvements in median scores for anxiety-based topics. On average, children watched the screen for 98.9% of the 174-s animation. CONCLUSION: The animation improved knowledge, reduced anxiety, retained attention and was enjoyed by participants. It can be accessed freely via the Internet to help prepare children ages 5-11 for having an MRI scan.

"Veneno para la mente". La participación de los especialistas en salud mental en la campaña anti-cómic estadounidense (1940-1960) / "Poison for the mind". Mental health experts' involvement in the US anticomic campaign (1940-1960)

Entre 1940 y 1960 se desarrolló en Estados Unidos una intensa campaña anti-cómic impulsada por ciudadanos que consideraban que aquellas revistas no solo suponían una mala influencia para sus niños, sino que eran responsables de un incremento en la delincuencia juvenil. Un punto de inflexión se produjo en el momento en que psiquiatras y psicólogos se incorporaron a la citada campaña. Su líder fue Fredric Wertham, un psiquiatra de origen germano que acusó a los cómics de dañar la mente de los niños debido a su contenido cargado de violencia, sexo, horror y racismo. Algunos psiquiatras y psicólogos siguieron los planteamientos de Wertham, aunque otros los consideraron equivocados toda vez que no había evidencias científicas sobre el daño causado por los cómics en la mente de los niños. La intervención de los especialistas en salud mental fue esencial para la campaña anti-cómic, y fueron citados por la prensa, la radio, la televisión e incluso el Senado de los Estados Unidos, quien convocó a algunos de ellos como testigos en sesiones celebradas para analizar la relación entre los cómics y el comportamiento infantil. Por este motivo, Wertham y los especialistas en salud mental son vistos como responsables de la caída que sufrió el negocio de los cómics a finales de los años cincuenta (AU)

Between 1940 and 1960 comic books were in the United States the target of an intense campaign developed by citizens who thought that they were a bad reading for their children as well as responsible for an increase in juvenile delinquency. An inflection point arrived when psychiatrist and psychologists took part in this campaign. Their leader was German-born psychiatrist Fredric Wertham, who charged comic books of damaging children’s mind due to their content full of violence, sex, horror and racism. Many other psychiatrists and psychologist participated in the discussion: some of them followed Wertham's ideas, but other thought that he was wrong as there was no scientific evidence about this damage. The involvement of mental health specialists was essential for the anti-comic book campaign, as they were quoted by newspapers, radio and television and even called as experts at the US Senate’s hearings about the relationship between comic books and infantile behavior. For this reason, Wertham and his colleagues are seen today as responsible for the fall in the sales of comic books at the end of the 1950s (AU)

Mentalization of complex emotions in borderline personality disorder: The impact of parenting and exposure to trauma on the performance in a novel cartoon-based task.

Borderline personality disorder (BPD) is characterized by a range of interpersonal difficulties, which are, in part, related to adverse experiences during childhood. Unresponsive parenting and traumatization may cause functional impairment of mentalization, i.e. the ability to reflect upon own and others' mental states. However, the relationship of poor parenting, trauma and mentalization in BPD has not exhaustively been studied. Thirty patients diagnosed with BPD and 30 matched control subjects were asked to sequence a novel cartoon-based mentalization task involving complex emotions such as jealousy, shame, guilt etc. In addition, they were required to reason about cognitive and affective mental states of the cartoon characters. The quality of parental care was assessed using a self-report measure for recalled parental rearing style, and childhood trauma was measured in retrospect using the Childhood Trauma Questionnaire. Patients with BPD performed more poorly in all aspects of the cartoon task. Mentalizing skills, particularly relating to affective mental states, were uniquely associated with the quality of recalled parental care and childhood trauma. Together, the quality of parental care and the experience of childhood trauma negatively impact on mentalization in BPD, even in an experimental "offline" task.

Producing patient-avatar identification in animation video information on spinal anesthesia by different narrative strategies.

Visual approaches to health information reduce complexity and may bridge challenges in health literacy. But the mechanisms and meanings of using animated video in communication with patients undergoing surgery are not well described. By comparing two versions of a two-dimensional animated video on spinal anesthesia, this study tested the patient-avatar identification within two different narrative models. To explore the perspectives of total hip arthroplasty, we employed qualitative methods of interviews and ethnographic observation. The animated presentation of the spinal anesthesia procedure was immediately recognized by all participants as reflecting their experience of the procedure independent of the narrative form. The avatar gender did not affect this identification. We found no preference for either narrative form. This study supports the potential of animation video in health informatics as a didactic model for qualifying patient behavior. Animation video creates a high degree of identification that may work to reduce pre-surgical anxiety.