[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-149645-en":3,"doc-seo-149645-105":30,"detail-sidebar-cat-0-en-105":91},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":4,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},149645,8814010472675,"Xiajie","https://avatar.qwps.com/avatar/WGlhamll",8,"Research & Report","Merchandise and Media Effects - Young Girls’Fantasy Play with Disney Princess Dolls - Dissertation","Media effects research often emphasizes how viewers are affected by consuming media, rather than how media materials reshape viewers’ everyday environments. This dissertation examines whether entertainment merchandise can generate media effects on its own. In a study of 41 girls ages 4–6, participants played for ten minutes with either a Disney Princess doll or a non-media princess doll, then discussed their favorite princess. Narrative string coding compared play content to the relevant Disney films. Results show merchandise-related differences in matched and countermatched content, linked to the complexity of children’s conceptions and to gender stereotype use, with implications for cultivation and early cognitive development.","Merchandise and Media Effects: Young Girls’Fantasy Play with Disney Princess Dolls  \nDissertation  \nPresented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University  \nBy  \nMolly L. Sharp, M.A.  \nGraduate Program in Communication  \nThe Ohio State University  \n2015  \nDissertation Committee:  \nDr. Susan L. Kline, Advisor  \nDr. Daniel G. McDonald  \nDr. Emily Moyer-Gusé  \nDr. Amy I. Nathanson  \nCopyrighted by Molly Louise Sharp  \n2015  \nAbstract  \nMedia effects scholars have largely focused on the effects of viewing media while ignoring how media have infiltrated viewers’environments in other ways. In particular, researchers should consider how merchandise from media texts may affect media effects or may produce unique media effects on their own. In this study, 41 girls ages 4-6 years were randomly assigned to play with either a doll of their favorite Disney Princess or a similar, non-media-related princess doll for ten minutes. They were then interviewed about their conceptions oftheir favorite Disney Princess. Using a new technique called“narrative string coding,” the content of the participants’ play was compared to the movie or movies featuring their favorite Disney Princesses. Quantitative analysis revealed that participants who played with Disney Princess dolls included more content in their play that exactly matched Disney Princess movies than did participants who played with other princess dolls. In addition, participants with more complex understandings oftheir favorite Disney Princesses as unique entities incorporated more content into their play that was completely different from Disney Princess movies than did children with less complex understandings oftheir favorite Disney Princesses. Qualitative analysis revealed that the relationship among the presence of media merchandise, the content media texts, and the aspects of their favorite Disney Princess that the participants’most liked was associated with differences in the participants’use of gender stereotypes in their fantasy  \nplay. These results indicate that scholars must consider the full media environment, including merchandise, to fully understand media effects. This may have particularly important implications for cultivation and media’s effects on young children’s cognitive development. Further, parents who are concerned about children learning stereotypes from media should be meticulous in choosing exactly what merchandise with which their children should be allowed to interact.  \nAcknowledgments  \nI extend my sincerest thanks to my advisor Susan Kline for her continued guidance, patience, and support throughout not just this dissertation but my entire time at Ohio State University. I also thank Dan McDonald, Emily Moyer-Gusé, and Amy Nathanson for their assistance and advice on this project.  \nSpecial thanks to The Columbus School for Girls, Forest Park Christian School, and Clintonville Academy for their enthusiastic participation in this study.  \nI thank the Roundabout Players, Team Unicorn Vomit, and the Cox family for providing support, understanding, and caffeine throughout this process.  \nFinally, my deepest thanks to TJ Sharp for everything, including never comparing  \nme to Laertes.  \nVita  \n2008................................................................B.A. Communication, Trinity University 2011   M.A. Radio, Television, and Film,  \nUniversity of Texas at Austin  \n2011 to present ..............................................Graduate Associate, School of  \nCommunication, The Ohio State University  \nPublications  \nNathanson, A. I., Alade, F., Sharp, M. L., Rasmussen, E. E., & Christy, K. (2014) . The relation between television exposure and executive function among preschoolers. Developmental Psychology, 50, 1497-1506. doi: 10.1037/a0035714  \nNathanson, A. I., Sharp, M. L., Alade, F., Rasmussen, E. E., & Christy, K. (2013) . The relation between television exposure and th","cbCaipIQ1ZMVrEtz","https://ap.wps.com/l/cbCaipIQ1ZMVrEtz","pdf",600958,1,159,"English","en",105,"# Abstract\n# Acknowledgments\n# Vita\n# List of Tables\n# Chapter 1: Introduction\n# Chapter 2: Review of Literature: Fantasy Play, Accessibility, Character Involvement, and Gender Schemata\n# Chapter 3: Methods and Narrative String Coding\n# Chapter 4: Quantitative Analysis and Results of H1 and RQ1\n# Chapter 5: Qualitative Analysis and Results of RQ2\n# Chapter 6: Conclusion\n# References\n# Appendix A: Tables\n# Appendix B: Diagram of Play Space","[{\"question\":\"What question does this dissertation address about media effects?\",\"answer\":\"It examines how media-related merchandise can enter children’s environments and potentially produce media effects beyond merely viewing the original media texts.\"},{\"question\":\"How was the study designed for the 4–6-year-old participants?\",\"answer\":\"Forty-one girls were randomly assigned to play for ten minutes with either a Disney Princess doll or a similar non-media princess doll, followed by interviews about their conceptions of their favorite Disney Princess.\"},{\"question\":\"What did narrative string coding reveal in the analysis?\",\"answer\":\"Quantitative results showed that Disney Princess doll play included more content matching Disney Princess movies, while qualitative findings linked the presence of merchandise and children’s preferences to differences in their use of gender stereotypes during fantasy play.\"}]","Merchandise and Media Effects - 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