THE ROLE OF EMPATHETIC AROUSAL IN CHILDREN'S CARTOON APPRECIATION

This study tested the hypothesis that induced identification with cartoon characters can facilitate appreciation of cartoons containing these characters. A group of fourth graders was given the task of writing and reciting a poem to the class. Another group of fourth graders was given a presentation about a poetry lesson. A third group was given a presentation about the value of homework. All groups then were shown four types of cartoons. The children provided estimates of their enjoyment of the cartoons from which their appreciation could be inferred while their mirth responses were scaled by an observer. One of the four types of cartoons contained characters participating in a poetry lesson. As predicted, the group of subjects that were provided with the poetry experience appreciated the cartoons containing characters involved in the poetry activities significantly more than other types of cartoons. No differences were obtained for the control groups given cognitive information about poetry assignments or homework assignments. These findings support the hypothesis that induced identification with cartoon characters facilitates cartoon appreciation. The results were explained through the principles of induced identification and empathetic arousal (Stotland and Dunn, 1963). It was suggested that identification with cartoon characters may lead to empathetic arousal and this arousal is likely to be expressed as mirth in a humorous context (Schacter, 1960). These findings failed to support Goldstein's (1972) work which had correlated humor appreciation with ease of processing. Other findings from post-hoc analysis revealed that all subjects appreciated cartoons containing anxious students more than cartoons containing sad students. Suggestions for a follow-up study are offered with attention given to the factors which facilitate identification and to the factors which facilitate empathetic arousal. A three-stage model of cartoon appreciation is presented. This model included the processes of identification, empathetic arousal and mirth.