Development of Concepts Related to Peace and War [electronic resource] : An International Perspective / Magnus Haavelsrud.
This paper reports the author's research on the relative impact of various communication structures, particularly the mass media, on the formation of attitudes regarding war and peace, and the relationship of these source ratings to age and sex. The sample consisted of 611 randomly selected pub...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1971.
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MARC
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| 100 | 1 | |a Haavelsrud, Magnus. | |
| 245 | 1 | 0 | |a Development of Concepts Related to Peace and War |h [electronic resource] : |b An International Perspective / |c Magnus Haavelsrud. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1971. | ||
| 300 | |a 25 p. | ||
| 500 | |a ERIC Document Number: ED054998. | ||
| 500 | |a ERIC Note: Paper presented at Annual Conference, American Psychological Association, Washington, D.C., September 7, 1971. |5 ericd. | ||
| 520 | |a This paper reports the author's research on the relative impact of various communication structures, particularly the mass media, on the formation of attitudes regarding war and peace, and the relationship of these source ratings to age and sex. The sample consisted of 611 randomly selected public school students from grades 5, 7, 10, and 12 in Vancouver, Canada. Methodology involved the administration of a series of open-ended questions measuring the individual's orientations to several different war-peace concepts, and the amount of influence each of a variety of potential sources had on each orientation. Six-point scales were utilized to examine the influence of: family members, friends, home TV, radio, newspapers, magazines, books, movies, teachers, textbooks, school movies, school TV, minister, and content of religion. Among other findings reported were: 1) ratings of the utility of various sources tend to differ mainly between the concepts of the word war and the causes of war, on the one hand, and the remaining concepts on the other; 2) TV at home has the highest utility for all concepts; and, 3) in the upper grades, TV at home is only of secondary importance for several concepts, magazines and newspapers assuming greater influence. The author states that there is a need for further research on why certain sources are of more utility than others for certain orientations. (JLB) | ||
| 650 | 1 | 7 | |a Childhood Attitudes. |2 ericd. |
| 650 | 1 | 7 | |a Communications. |2 ericd. |
| 650 | 0 | 7 | |a Concept Formation. |2 ericd. |
| 650 | 1 | 7 | |a Mass Media. |2 ericd. |
| 650 | 0 | 7 | |a Peace. |2 ericd. |
| 650 | 0 | 7 | |a Political Attitudes. |2 ericd. |
| 650 | 1 | 7 | |a Political Socialization. |2 ericd. |
| 650 | 0 | 7 | |a Research Projects. |2 ericd. |
| 650 | 1 | 7 | |a Socialization. |2 ericd. |
| 650 | 0 | 7 | |a Student Attitudes. |2 ericd. |
| 650 | 1 | 7 | |a War. |2 ericd. |
| 710 | 2 | |a University of Washington. |b College of Education. | |
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