Psychometric:TV that talks back: An experimental validation of a parasocial interaction scale
In: Journal of broadcasting & electronic media: an official publication of the Broadcast Education Association, Band 36, Heft 2, S. 173-181
ISSN: 1550-6878
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In: Journal of broadcasting & electronic media: an official publication of the Broadcast Education Association, Band 36, Heft 2, S. 173-181
ISSN: 1550-6878
In: The journal of popular culture: the official publication of the Popular Culture Association, Band 29, Heft 3, S. 63-83
ISSN: 1540-5931
In: Journalism quarterly, Band 70, Heft 2, S. 425-436
A preliminary study was conducted to content-analyze random samples of two teleshopping programs (The Fashion Channel and Quality Value Convenience Network), using a measure of content interactivity and a locus of control message index. QVC spent more time in high parasocial interaction as well as low interaction, while The Fashion Channel was highest on medium interaction. QVC also offered significantly more external positive and negative messages than The Fashion Channel. Based on the indications of previous research, it appears that QVC was better tailoring its message for its intended target audience than The Fashion Channel was at the time of the study.
In: Journalism quarterly: JQ ; devoted to research in journalism and mass communication, Band 70, Heft 2, S. 425-436
ISSN: 0196-3031, 0022-5533
In: Journalism quarterly, Band 68, Heft 1-2, S. 165-171
What is the reaction of viewers when characters speak directly to the audience—breaking the invisible "fourth wall" of the theater—in films or television programs? Mel Brooks did this in "Blazing Saddles" and, more recently, Gary Shandling did in his television program with questions like: "Does my hair look OK?" This experiment using college students suggests that audiences do, within limits, like to be so involved in the program. Clips that broke the fourth wall were rated significantly more entertaining on a semantic differential scale, and significantly more sophisticated than were clips that did not break the wall. The study concluded that programs that break the fourth wall are more cognitively involving.