[Updated on Apr. 18] Integration of CiNii Articles into CiNii Research

International Comparative Study on Audio-visual Literacy (I) : Relationship between the audio-visual literacies and the intelligence, the creativity

Bibliographic Information

Other Title
  • 映像視聴能力の国際比較研究(I) : 映像視聴能力と知能・創造性との関係
  • 映像視聴能力の国際比較研究-1-映像視聴能力と知能・創造性との関係
  • エイゾウ シチョウ ノウリョク ノ コクサイ ヒカク ケンキュウ 1 エイゾウ

Search this article


We developed the programs and the instruments to evaluate the audio-visual literacies. In this study,we evaluated the following audio-visual literacies with the three programs. (1) Program I "Blinkity Blank" ; Animation film. Made in Canada. We used this program to evaluate "Image" (2) Program II "Nesting of the Cranes" ; Animation film. Made in Japan. We used this program to evaluate "Making story" and "Evaluation and feeling about the program". (3) Program III "Eskimo's Winter Sea Ice Camp" ; Documentary film. Made in America. We used this program to evaluate "Evaluation and feeling about the program", "Attitude toward the program (Eskimo's eating habits and plays)" and "Understanding about the program (Eskimo's housing and tools)". Now, we did this study with about 2,400 children from ten years old to thirteen in Japan, Singapore, England and Srilanka. In this report, we report about the relationship between the audio-visual literacies and the intelligence, the creativity (with 1,811 Japanese children). The main results of this study are : (1) "Image"--There is a relationship between the imagination and the intelligence or the creativity. Especially, the high creativity children have a lively imagination. (2) "Making story"--We got seven types. "Counterattak and happy-end", "Revenge" and "Hunter" etc. Mainly, the high intelligence children are apt to make a story that the heros act activity, and the low intelligence children are apt to make a story that the heroes act dependently and negatively. We think that it is very interesting. There is no relationship between "Making story" and the creativity. (3) Evaluation and feeling"---The low intelligence or creativity children highly evaluate the programs. But there is no defference about the feeling between the high intelligence or creativity children and the low children. (4) "Attitude"---There is no relationship between the intelligence, the creativity and the attitude toward the program. We think that the children determine their attitude more affectively than cognitively. (5) "Understanding"---The low intelligence or creativity children can not so sufficiently understand about the program as the high or middle children. There is no defference between the high children and the middle ones. From now, we will study about the developmental defferences, the sexual defferences, the cultural defferences and the individual defferences in the audio-visual literacy. Then we want to clear the structure and the function of the audio-visual literacy.


Citations (1)*help

See more


  • CRID
  • NII Article ID
  • NII Book ID
  • DOI
  • ISSN
  • Text Lang
  • Data Source
    • JaLC
    • NDL
    • CiNii Articles
  • Abstract License Flag

Report a problem

Back to top