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 CLASSIFICATION OF 
 EDUCATIONAL EADIO EESEAECH 
 
 Issued by 
 
 THE FEDEEAL EADIQ EDUCATION COMMITTEE 
 With the Cooperation of the U. S. Office of Education 
 
 Federal Security Agency 
 Washington, D. C. 
 
 19^1 
 
 i 
 
 
S,0^.'2.Z 
 
 rsin 
 
 Copies may Pe obtained at 50 cents 
 each, through the Federal Eadio 
 Education Committee, U. S. Office 
 of Education, Washington, D. C. 
 
CIASSIFICATION OF EDUCATIONAL RADIO RESEARCH 
 
 By 
 
 H M Bevllle Jr._, Research Manager 
 
 National Broadcasting Company 
 
 Cnthbert Daniel, Office of Radio Research 
 
 Columbia University 
 
 This publication is one of a series issued by the Federal 
 Radio Education Committee, which is supported in part by 
 contributions from the radio' industry, through the National 
 Association of Broadcasters, and in part by educational 
 foundations . 
 

 
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C ONTENTS 
 
 Pap;e 
 
 Foreword "by John W Studebaker lx 
 
 I. Introduction 1 
 
 II. Eesearch of Particular Value 
 
 to Broadcasters k 
 
 III. Eesearch of Particular Value 
 
 to Teachers 7 
 
 IV. Eesearch of Particular Value 
 
 to Civic and Administrative 
 
 Groups 9 
 
 V 
 
Executive Coinmlttee Memters 
 of the 
 
 Federal Eadio Education Coinmittee 
 
 John Elmer ^ President^ Baltimore Broadcasting Corporation 
 
 Sterling Fisher, Director, Department of Education and Talks, 
 Columhia Broadcasting System 
 
 Willard E Givens, Executive Secretary, National Education 
 Association 
 
 Eev . George Johnson, Head, Department of Education, Catholic 
 University of America, and Director of the Department 
 of Education, National Catholic Welfare Conference 
 
 Harold B McCarty, Director, Station WHA, University of Wisconsin, 
 and Eepresentative of the National Association of 
 Educational Broadcasters 
 
 Neville Miller, President, National Association of Broadcasters 
 
 Walter G Preston, Jr., Assistant to the Vice President in 
 Charge of Programs, National Broadcasting Company 
 
 Andrew D Eing, Assistant Chief Engineer, Federal Communications 
 Commission 
 
 Levering Tyson, President, Muhlenherg College 
 
 John W Studehaker, U S Commissioner of Education, Chairman 
 
 Leonard Power, Consultant, and Coordinator of Eesearch 
 

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FOREWORD 
 
 This classification of educational research, from a 
 functional point of view, should prove helpful to researchers and 
 to those who expect to benefit from the products of research. 
 
 The scheme of classification proposed by the authors, H M Bevllle, 
 Jr. , Research Manager, National Broadcasting Company, and Cuthbert 
 Daniel, Office of Radio Research, Columbia University, is valuable 
 to civic and educational groups and to broadcasters. 
 
 In addition to classifying research, this report offers 
 the readers very brief summaries of what is known in certain areas. 
 For example, in discussing the Influence of educational broadcasts 
 on the thinking: of those who listen, research shows that the 
 Influence is directly proportional to the seriousness with which 
 one listens. This fact is very important for teachers, since they 
 desire to have their students acquire serious listener attitudes. 
 
 The Federal Radio Education Committee has assumed a large 
 share of the responsibility for initiating and for coordinating 
 research studies which throw light on several of the areas described 
 in this scheme of classification. There yet remains the larger 
 job of bringing the researches together under the categories set 
 forth in this report. When a ready reference of radio research be- 
 comes available, many of the most valuable studies will be taken out 
 of the realm of the purely academic. We will then have taken a long 
 step forward in realizing the potentialities of radio as a cultural 
 medium. 
 
 (Signed) John W Studebaker 
 
 U S Commissioner of Education and 
 Chairman, Federal Radio Education 
 Committee 
 
 ix 
 
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INTEODUCTION 
 
 Recently an educational group producing a program on the subject of 
 democracy went to considerable expense in time and money to bring a Greek 
 chorus into the program. This feature undoubtedly added much to the artistic 
 perfection of the program. Nevertheless^ a feature analysis among listeners 
 definitely indicated that the Greek chorus was generally disliked whereas the 
 narrator who had less prominence on the program proved a highly popular ele- 
 ment . 
 
 Inasmuch as this particular program opened with the Greek chorus it 
 is more than likely that its potential audience suffered considerably among 
 those impatient listeners who quickly turn to another program when they are 
 displeased. In addition^ the message intoned by the chorus was largely lost 
 upon listeners because their dislike for this form of presentation was a 
 reflection of the mental confusion which it produced. Here is an excellent 
 example of a program production problem where advance research certainly would 
 have been of value to those interested in effectively presenting their message. 
 
 The type of research which produced the results cited above is just 
 one of the many varieties of research of value to those working with education- 
 al programs. However^ such data as are now available or may become available 
 from studies currently underway are not classified in such a way as to be of 
 real value to those who can make the most use of the results. 
 
 There is definite need for a classification of radio audience re- 
 search according to the users or potential users of research findings. Such 
 a classification should be a contribution to the important job of getting 
 research results into the hands of those connected with educational broad- 
 casting. Particularly is this so because it is quite evident that in most 
 cases, those who have the greatest need for research findings lack either the 
 knowledge, the time, the facilities, or the inclination to search the literature 
 for usable data. 
 
 It was suggested to the writers that a classification of this type 
 might be developed in the course of planning for the work study group on Re- 
 search and Educational Broadcasting at the Eleventh Annual Institute for 
 Education by Radio (held at the Ohio State University, Columbus, on May 1, 
 
 19^0). 
 
 The object was to construct a time-saver that would permit any person, 
 whatever his connection with educational broadcasting, to find and apply more 
 easily to his own work, the findings in this field. This classification is 
 developed solely for that purpose. There has been no intention to allocate 
 particular types of data arbitrarily to particular groups of people. 
 
 Those connected with educational broadcasting may be broadly classified 
 as producers, distributors and consumers of educational programs. 
 
 - 1 - 
 

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 S 
 
 
A. The producers are all those associated with broadcasting ; 
 station managers; program_, educational and publicity 
 directors; sponsoring educational and public service groups 
 and agencies. 
 
 B. The distr ibutors are: teachers in classroom, college and 
 
 normal school; supervisors, and state departments of 
 education. 
 
 C. The ultimate consumers are the listeners, who would be 
 represented by: 
 
 1. Civic groups 
 
 2. Administrative groups 
 
 Although it is unlikely that the listeners will be able to use the 
 results of research directly, certain civic and administrative groups repre- 
 senting them may find several important uses for research data. Typical of 
 civic groups are parent- teacher associations, women’s clubs and adult education 
 groups. These groups may be said to consume educational broadcasting directly, 
 without the mediation of any distributor. (The fact that some of these groups 
 may also function as producers of programs should not obscure the fact that 
 essentially they represent segments of the listening public.) By adminis- 
 trative groups are meant the Federal Radio Education Committee, the Federal 
 Communications Commission, the Federal Trade uommisslon, the U. S. Office of 
 Education and the like. We will distinguish here, then, between four groups 
 who may use research in educational radio, namely, broadcasters, teachers, 
 civic groups, administrative groups. 
 
 Listener research in educational radio may be classified into two 
 main types. 
 
 I. On the PREFERENCES OF LISTENERS AND POTENTIAL LISTENERS. 
 
 II. On the EFFECTS OR INFLUENCES OF RADIO ON LISTENERS. 
 
 I. PREFERENCES are mainly of these kinds: 
 
 1. Quantitative, shown by amount of listening, size of 
 audience, time of day, etc. 
 
 2. Relative, shown by comparison of radio listening 
 with other activities (reading, visiting, theatre 
 and movie attendance, sports, etc.), and by 
 preferences between programs. 
 
 3. Content, used here to refer to 
 
 3.1 Type of program (classical music, popular music, 
 information, comedy, news, fiction) 
 
 3.2 Subject matter (astronomy, history, economics, 
 technology, psychology, etc. etc.) 
 
 k. Production, as shown by choosing dramatizations, 
 
 lectures, forums, on-the-spot broadcasts, documentaries, 
 serials, etc. 
 
 - 2 - 
 

 
 
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5. Analytical^, as shown hy liking -- or disliking -- 
 parts of a program (personality types, announcements, 
 voices, pace, music, sound effects, transitions, 
 build-ups, acting, length of program, etc.) 
 
 II. EFIECTS OR INFLUENCES* IVIay be classified as: 
 
 6. Influences on program preferences. People change 
 their radio likes and dislikes. 
 
 7 . Initiating or stimulating influences. Radio may start 
 discussion, reading, other listening or other action. 
 
 8. Changing or ingraining of beliefs and attitudes. 
 
 9 . Changing or ingraining of thinking. 
 
 There are then four main groups who may use the results of research 
 and nine main subdivisions of researches. Chart 1 Indicates the thirty-six 
 possible references of research to groups. The twenty-eight references marked 
 with an X are discussed in detail in this paper. 
 
 Chart I 
 
 ■Types of Listener Research and Groups TVho May Use Them 
 
 
 
 
 
 Groups 
 
 
 "Broadcasters" 
 
 "Teachers " 
 
 "Civic" 
 
 "Administrative " 
 
 I. 
 
 PREFERENCES 
 
 
 
 
 
 
 1. 
 
 Quantitative 
 
 X 
 
 X 
 
 X 
 
 X 
 
 
 2. 
 
 Relative 
 
 X 
 
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 X 
 
 X 
 
 
 3. 
 
 Content 
 
 X 
 
 X 
 
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 4. 
 
 Production 
 
 X 
 
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 5. 
 
 Analytical 
 
 X 
 
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 II. 
 
 EFFECTS 
 
 
 
 
 
 
 6 . 
 
 On preferences 
 
 X 
 
 X 
 
 X 
 
 
 
 7. 
 
 Stimulation 
 
 X 
 
 X 
 
 X 
 
 
 
 8. 
 
 On attitudes 
 
 X 
 
 X 
 
 X 
 
 
 
 9. 
 
 On thinking 
 
 X 
 
 X 
 
 
 
 * - Each of these four types of effect may be subdivided according to the magni- 
 tude of the effect. A change in attitude, for example, may be an "impression," 
 an "influence," a "change," or a "reform," depending upon how permanent it is 
 and upon how many persons are Influenced. Impressions are defined as effects 
 upon listeners at the time they listen; Influences last longer but do not 
 necessarily result in habits; changes do affect individual habits; reforms are 
 the effects of radio as they show in the whole population, they are simply 
 widespread and persisting changes. It is to be hoped that research in edu- 
 cational broadcasting will be able eventually to supply information on the 
 extent of each type of effect listed above (6, 7, 8, 9); most research so far 
 has been concerned with the more superficial impressions and influences rather 
 than with the deeper, more permanent, changes and reforms. 
 
 - 3 - 
 

 
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 dsiAeiJliH:. 
 
Research of Particular Value to Broadcasters 
 
 (l) Broadcasters vant to know the size of the audience of individual 
 programs the trend in audience size, the proportion of regular and occasional 
 listeners, and something about the social and geographic structure of the 
 audience. Available commercial surveys supply most of this information for'^^he 
 national and a few local programs but will in general be too expensive for / 
 educational programs.* 
 
 One of the most widespread errors in educational radio is the broad- 
 casting of programs far too adva,nced in cultural and intellectual level for most 
 of the radio listeners in the country. Educational programs Judged by experts 
 to be of the highest quality usually employ a vocabulary, pace, and range of 
 concept that puts them far beyond the vast majority of listeners. Unpublished 
 studies on file at the Office of Radio Research at Columbia University, data 
 offered in the recent volume Radio and the Printed Page by Dr Paul F Lazarsfeld, 
 and Beville’s study mentioned above, all agree in finding that the audience 
 for the well known adult educational programs consists mainly of high school 
 and college graduates, while close to half of the adult radio audience has had 
 no high school education. 
 
 There is known to be a strong correlation between income and edu- 
 cational level. Since income is more easily estimated than educational level, 
 it is frequently substituted for the latter in listener research. For this 
 reason the findings reported by Beville** showing that those of higher income 
 listen much more to educational programs, may be interpreted to mean that persons 
 of higher educational level listen more to educational programs. If radio is 
 to fulfill its promise in education, it is clear that this situation must be 
 widely changed. In addition to supplying educational material to the few of 
 high Income and high educational level, who need it least, educational broad- 
 casters should turn their attention to supplying more easily assimilable 
 educational material to the vast majority of the population, of low income and 
 educational level. 
 
 An over-all picture of the audience to a single program can be 
 obtained quickly and inexpensively if the services of a volunteer civic or edu- 
 cational group can be secured for making coincidental telephone calls. For 
 example, R H Hudson, of the Rocky Mountain Radio Council, (Denver, Colorado), 
 estimated the size of the audience to several programs that the Council sponsors 
 in several communities by this method. The survey was completed in a few days 
 and the cost was very small. 
 
 * - Many examples and applications of information of this type may be found in 
 H M Beville’s report "Social Stratification of the Radio Audience," 1959^ 
 mimeographed, $1,00. Available through the Office of Radio Research at Columbia 
 University. 
 
 ** - Beville, H M, "The ABCD's of Radio Audiences," Public Opinion Quarter ly > 
 June 1940, Vol. 4, Ho. 2. 
 
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An inexpensive and reliable survey service of the type organized by 
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 will supply Information of this type to broadcasters. Such a survey does not 
 have the shortcoming common to most of the commercial services of failing to 
 adequately reach families of low income level, which have no telephones, 
 
 (2) Broadcasters can use data on relative preferences (that is, 
 preferences between programs) to estimate the desirability of changing edu- 
 cational programs to more nearly resemble preferred types. An analysis of pro- 
 grams most preferred should provide plenty of hints for the improvement of 
 existing educational series, 
 
 (3) Data supplied by research showing preferred types of program 
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 actually the least preferred type. Manj people do learn a good deal from other 
 types of program, of course, and it may well be that the popular daytime 
 serials provide the form in which educational programs must be cast, before they 
 will be widely accepted. Only research can decide this question, and such re- 
 search is urgently needed by educational broadcasters. 
 
 The Evaluation of School Broadcasts group studied the effect of a 
 change in content of educational music programs in cooperation with the Columbia 
 Broadcasting System. Symphonic music using familiar thematic material taken 
 from the folk music of America was presented on the assumption that familiarity 
 of theme would help mnke symphonic music more understandable to students. Al- 
 though the study is not yet complete, it appears that themes must be more 
 familiar than those used in this study if they are to aid in increasing under- 
 standing and enjoyment of symphonic .music . A large proportion of the American 
 folk themes used turned out to be unfamiliar to most of the children who 
 listened. 
 
 It is also possible to decide by means of listener research what 
 general subjects and what topics are preferred by the radio audience. It has 
 been known for quite a while that astronomy ranks high in interest among 
 science topics. Further research will uncover many other particular content 
 interests of this sort, although but little is known of these preferences now. 
 
 (4) Broadcasters can use Immediate information supplied by research 
 concerning preferred types of program production . The time is rapidly passing 
 when educators- in-radio feel compelled by considerations of dignity to 
 differentiate educational programs from entertainment. Progressive educators 
 are unanimous in their acceptance of the principle that effective education must 
 begin in a language, style and form acceptable to the persons being educated. 
 Since radio programs are- freely chosen, acceptability must mean preferability. 
 
 If for example it is found by research methods that not more than 20 
 per cent of the time on the air can be spent in carrying the message of the 
 program explicitly, then educators- In-radio will have to modify their programs 
 widely from existing practice. 
 
 - 5 - 
 
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(5) Those concerned directly vith program production can get a great 
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 is here that much commercial listener research has been concentrated. A good 
 example of the technique of obtaining information on analytical preferences has 
 been published by Coutant.* Some of the results of this research are available 
 to the public^ many more can be deduced from the programs that are. so popular. 
 'Detailed research of this type is not needed so urgently in educational radio 
 because there is no requirement to make educational programs as smoothly un- 
 objectionable as are the commercial programs. However, it will sometimes be 
 found** that the listener rating of a program depends on a very few features 
 (dlstinguishabllity of voices, dramatization by speakers, pacing) and that 
 conscious control and improvement of these will greatly Improve the program. 
 
 (6) The Influence of programs on preferences themselves is now 
 beginning to become a subject for research. For example, Mies Jeanette Sayre, 
 in studying the listeners and non- listeners to "America’s Town Meeting of the 
 Air" found one considerable group whose attitude toward the program was changed 
 when they were induced to listen to one or two broadcasts. This group consisted 
 of well-educated, urban residents. It is fairly certain, however, that well- 
 educated persons coming from small towns and rural areas would like the program 
 in even larger numbers if the coverage were adequate to reach them and if they 
 could be induced by publicity to listen to one or two programs. Such research 
 data should supply useful Information to publicity directors interested in 
 audience-building. 
 
 ( 7 ) Educational radio programs may initiate or stimulate further 
 educational activity (discussion, reading, listening to other programs). Since 
 many educational programs have as their primary aim such stimulation, studies 
 investigating effectiveness of stimulation are badly needed, by broadcasters 
 
 who are also educators. Eesearch studies of this type are now in progress under 
 the direction of the Evaluation of School Broadcasts group of Ohio State 
 University. 
 
 (8) The changing of attitudes is a common objective of educational 
 broadcasts. Such changing (or Ingraining) can only be estimated by careful 
 research studies. Work in this area is now being conducted by the Office of 
 Eadlo Eesearch at Columbia University and by the Evaluation of School Broad- 
 casters Project. 
 
 ( 9 ) The influence of educational broadcasts on the thinking of those 
 who listen is probably the most important to all educational aims, and at the 
 same time is the most difficult to measure. 'Work on this subject is being 
 carried on in connection with a few educational series by the Evaluation of 
 School Broadcasts group at Ohio State University. If it can be shown that first- 
 rate educational programs do have significant effects on the thinking of those 
 who listen to them seriously, the educational broadcaster will have fully 
 justified hisi work. If such research can show what types of programs and what 
 
 * - Coutant, F E, "Determining the Appeal of Special Features of a Eadio 
 Program," Journal of Applied Psychology , 'V'ol. XXIII, Wo. 1, February^ 1959» 
 
 ** - As in Miss Marjorie Fleiss’ study, "University of Chicago Eound Table > " 
 1958 , on file at Office of Eadio Eesearch, at Columbia University. 
 
 - 6 - 
 

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parts of the program are most effective in developing the thinking of listeners, 
 then broadcasters can make immediate use of this information in designing 
 further series. 
 
 Eesearch of Particular Value to Teachers 
 
 (1) Teachers must know how much listening the ir pupils do and what 
 the Ir pupils listen to if they are to have an adequate picture of the interests 
 of those they teach. A breakdown of the amount of listening for children from 
 different socio-economic levels will be valuable to many teachers. It might be 
 expected that Increased listening goes with decreased opportunity for other 
 entertainment. There is however a small amount of evidence tending to show 
 that the same programs are favorites and that the same amount of listening is 
 done by children from upper and from lower income groups. Several studies done 
 in different parts of the country have found an average amount of listening of 
 2-5 hours per day. Teachers will want to know such facts, especially if con- 
 firmed for their own students, since they disclose some interests of youngsters 
 which can probably be used to motivate school work. 
 
 Another simple but important quantitative aspect of young people’s 
 radio preferences is connected with program, schedule and program availability. 
 There is but little published research that shows to what extent children's 
 listening is conditioned by the fact that there are only a few hours in the day 
 when he has control of the dials. Quite different conclusions about children's 
 preferences may be drawn when the actual listening is reported in terms of what 
 programs are on the air at the times of day for which each child can choose 
 what he wishes. 
 
 (2) The relative preferences^ of youngsters for different programs 
 
 seem fairly constant. Studies made in Chicago, St Louis and Zanesville show 
 that "Gang Busters" and the "Lux Eadlo Theatre" lead in popularity over a wide 
 range of ages and for both sexes. This finding, at present a tentative one, 
 will if verified be an Important one for teachers . Apparently these programs 
 give the children some satisfactions that are not being supplied by home or 
 school, although research data are lacking concerning the role of the movies, 
 pulp magazines, comic strips, and some games in satisfying the same needs. 
 
 Seven hundred and fifty- four high school students in Newark were asked 
 
 the question, "What are some of the radio programs from which you learn some- 
 thing?" Thirty-four and two-tenths (5^.2) per cent of them gave "Professor Quiz"; 
 50.5 per cent mentioned "Gang Busters"; I 7 .O per cent mentioned "Cavalcade of 
 America"; I5.8 per cent mentioned "March of Time." Nineteen programs received 
 from ten per cent to one per cent of the votes. This finding is equally un- 
 complimentary to teachers and to broadcasters. Apparently the students feel 
 that the accumulation and retention of miscellaneous bits of information is 
 educational. Apparently also there is not a large surplus of genuinely edu- 
 cational programs on the air. All the same, this is where the students are, and 
 
 teachers would do well to listen to "Professor Quiz" and to "Gang Busters" so as 
 to know one more thing that their pupils appreciate and think about. 
 
 It will be important for teachers to know how the listening interests 
 of their students change with age, if the listening interests of boys and girls 
 are different, and if differing occupational, national and social backgrounds 
 affect the radio preferences of young people. 
 
 - 7 - 
 

 
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(5) The present content preferences of students do not seem to offer 
 any very useful information for teachers . Youngsters listen mostly to enter- 
 tainment programs. I'fe.ny teachers would like to have them listen to more news, 
 more forums and more educational "broadcasts . These facts confront the teacher 
 with a two-fold problem, namely, to help some students acquire the serious 
 attitudes needed for listening to serious programs and to study the entertain- 
 ment programs in order to get some picture of what the satisfactions are that 
 the youngsters certainly get from them. Psychological studies of the motives 
 and satisfactions that young people get from their radio listening are now under 
 way. The effects of the 'crime-serials ’ on youthful listeners are being studied 
 at the Bureau of Research in Education by Radio at the University of Texas. 
 
 These will surely provide valuable information for teachers anxious to under- 
 stand their students, 
 
 (4) Teachers must know something about the product ion - preferences of 
 their students. It will not do to recommend regular listening to forums to 
 students who are Interested in and able to pay attention only to dramatizations ; 
 nor will the boy who uses the radio to provide fantasy material of the Super- 
 man type for himself be likely to learn much from serious science school broad- 
 casts. Research on production- preferences for students of different ages and 
 both sexes is needed to supply information on these points to teachers. 
 
 ( 5 ) Teachers will need to know something about the analytical 
 preferences of their students, that is to say, preferences with respect to pro- 
 gram elements such as voices, pace, acting, sound effects, etc. It seems 
 probable that many of these preferences are widely different for young people 
 of different ages, but objective findings that would permit rational choices 
 and acceptable recommendations of programs to be made on this basis are not yet 
 available . 
 
 (6) Many teachers are already interested in trying to influence the 
 radio tastes of their students. More insistence or recommendation of programs 
 that teachers consider good, are alike ineffective, but when teachers learn as 
 the result of research of the five types just mentioned what the radio 
 preferences of their students actually are, they will be able to recommend some 
 programs that the students can like. In this way will students learn that the 
 teachers have their Interests at heart and that the teachers understand and 
 sympathize with them. It is to be hoped, of course, that as educational pro- 
 grams are made to fit the interests of youngsters, the youngsters will gradually 
 change their preferences to include more educational programs. 
 
 ( 7 ) Many educational programs are designed to initiate or stimulate 
 discussion . readlniR and other activities . It will be necessary to do a great 
 deal of research to find out if those programs are actually effective in these 
 respects. Miss Jeanette Sayre’s study of "America’s Town Meeting of the Air” 
 found little evidence of this stimulating effect on individual listeners. It 
 is very likely that this program, when used by listening groups and by local 
 town meetings, has a much bigger effect. Research on this point is in progress. 
 A study done by the Evaluation of School Broadcasts group at Ohio State 
 University* with sixth-grade children in the public schools of Cicero, Illinois, 
 showed that the radio could be used to initiate and stimulate a good deal of 
 
 * - Reported in Miles, J R, "Radio and Elementary Science Teaching,” Jnl . of 
 Ap. Psychol. XXIV . _6j. Dec. 1940, 
 
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I interest in certain science activities. Transcriptions of science school hroad- 
 I casts that fitted their school work were played for these children. They were 
 I then given tests to determine whether or not the programs and their utiliza- 
 I tion in the classrooms had stimulated them to find out more about the subjects 
 I presented. It was found that the groups hearing these programs did in fact do 
 1 more reading^ discussing and informa tion- get ting than comparable groups of 
 I students not hearing the programs. Similar research is urgently needed both on 
 i the stimulating effect of in-school and out-of -school radio listening. 
 
 I (8) Educational radio may be expected to change some of the attitudes 
 
 I of those who listen regularly. Research is urgently needed to determine what 
 - types of attitudes are most easily changed and what groups of adults and young 
 people are most susceptible to this influence. The Evaluation of School 
 Broadcasts group is working on this problem with attitude tests and opinion 
 scales given to comparable groups of school children before and after radio 
 series. The Office of Radio Research at Columbia University^ working with 
 listener panels and repeated interviews^ will shortly provide some Information 
 on these points. Preliminary studies already completed by the latter group 
 imply that persons of neutral attitude shift more often toward one side or the 
 other than do persons who state beforehand that they are certain of their 
 attitudes . 
 
 ( 9 ) Teachers concerned with developing the ability of the Ir pupils 
 to think will be quick to see the value of research designed to test the effect 
 of educational radio on thinking. The Evaluation of School Broadcasts group 
 has some work in progress in this area. For example they are testing the 
 relative ability of high school listeners and non- listeners to "America’s Town 
 . Meeting of the Air" to give good reasons for their opinions. If significant 
 differences are found between the listening and non- listening groups, a strong 
 case will be made for the value of this program to high school students, and 
 teachers will know that students can be helped in their thinking by programs of 
 this type . 
 
 Research of Particular Value to Civic and Administrative Groups 
 
 ( 1 ) Many civic groups , particularly Parent -Teacher Associations, are 
 concerned about the large amount of time that youngsters spend listening to 
 'trashy" radio programs. Judgments of the time spent in this way are made all 
 too often on the experience of a few individual parents. It is a subject for 
 objective research to determine the actual listening habits of youngsters all 
 over the country. Furthermore, until more definite results have been obtained 
 from research on effects . of the types discussed below, it will be premature to 
 stigmatize programs as trashy. Studies reported on at the Eleventh Annual 
 Institute for Education by Radio at Chio State University, IVfe.y 19^0 (especially 
 those by Ethel Shanas and by John P McKay) show that it is not difficult to 
 get reliable Information, at least for a single community, concerning favorite 
 programs and total time spent. Such Information should be a sine qua non for 
 Parent-Teachers Associations and other civic groups who wish to be influential 
 in determining the radio diet and habits of children. 
 
 Other civic groups engaged in safety, health, consumer education, or 
 other campaigns, will need to know when they can reach the particular audience 
 they have in mind. Research will be required to determine the best times to 
 reach women, adolescents, children, working-men, or professional people. 
 
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Administrative ^oups such as state supervisory hoards and the Federal 
 Communications Commission will want to know the audience size and dlstr Ihution 
 for educational programs. Such evidence is clearly one indication of the extent 
 to which a station is operating in "the public interest^ convenience and 
 necessity. " 
 
 (2) Civic groups will want also objective information concerning the 
 relative importance of radio in children’s lives. Do children listen mainly 
 when they have nothing else to do_, or will they forego other amusements for the 
 sake of a radio program? Will they cow ir^ off the street^ will they leave a 
 well organized playground so as to be pure not to miss a particular program? 
 
 Will they neglect their studies for th^ sake of an interesting broadcast? Does 
 the radio have as great drawing power for those who are scholastically apt as it 
 has for those who find school work difficult? 
 
 It has been found almost by accident that many adults listen to 
 educational programs that were produced primarily for children. How large a 
 group of adults this is^ what social and economic levels they come from_, what 
 subjects these adults find most interesting^ what activities these adults forego 
 to listen to these programs are all unknown^ but can be found out by suitable 
 listener research. This information will be usable by civic agencies interested 
 in general education^ in particular causes^ in particular groups of listeners^ 
 or in producing their own programs. 
 
 Information on the relative preferences of listeners for educational 
 and other programs is of great importance to administrative groups even if the 
 total amount of listening to educational programs at present is small. (The 
 actual volume of listening in one comjrunity is being studied at Ohio State 
 University.) The demonstration of a trend showing that this volume of listening 
 is increasing and that more persons are coming to prefer educational programs 
 would provide objective evidence of the public Importance of educational broad- 
 casts . 
 
 (3) Civic groups interested in young people will need to know how 
 their listening time is divided as between news^ entertainment ^ quiz programs^ 
 educational programiS^, and so on. It may be that they are only objecting to 10 
 percent of children’s listening^ or th«it only 10 per cent of the children spend 
 most of their time listening to progrnms Judged to be objectionable. It will be 
 important to know what children listen most to these programs^ and what children 
 least; then the interested groups will know where to focus their energies. 
 
 Civic groups interested in adult education need to know how the 
 listening time of the particular groups they are most interested in is allocated. 
 For example^ there is a considerable body of evidence showing that individuals 
 of lower education prefer to get their news information from the radio, and that 
 persons of more formal education prefer on the whole the newspaper and news- 
 magazine as a source of news. This finding is of importance to any civic group 
 sponsoring or encouraging news programs. Similar divisions of audience 
 preferences for the other types of programs may be expected, and these group 
 preferences must he known, if the organization interested in radio-education is 
 to reach the groups in the audience that it wants to reach. 
 
 (4) Admlnls tra t Ive groups (|?uch as the Federal Eadlo Education Com- 
 mittee) act as experts fimotioning for the radio audience in influencing the 
 
 - 10 - 
 
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 radio offering of 'broadcasters in constructive ways. They can use the findings 
 of research on content-preferences in several ways. If it is found that the 
 adult audience shows consistent preferences for^ say^ news commentaries and 
 j humorous variety programs^ this fact should affect the administrative group's 
 j sponsoring and publicizing of programs. Such a finding surely does not justify 
 ■' the development of programs featuring academic discussions of the great Greek 
 ‘i philosophies or of astronomy. 
 
 (5) The preferences of young people _a^ between different type s of 
 
 radio production must be studied extensively if civic groups are to make 
 responsible recommendations concerning programs that children can like. It may 
 be that the preferences of many young people for programs judged objectionable 
 is not due to their content but to the interesting way they are produced. Be- 
 search can decide this question: recommendations by civic groups made in the 
 
 absence of this research are merely the opinions of pressure groups. 
 
 ( 6 ) <^ivic groups concerned with the listening habits of children 
 will want to know if listening to one program influences the youngsters to 
 listen to others of the same type . or if they become quickly satiated and turn 
 to other types. Such "effect studies on preferences" are not now available but 
 the schedule of broadcasting for children can probably be Improved by studying 
 information on this point. 
 
 We rarely know in advance if repetition serves to get something into 
 the youngster's system or whether it serves to get something out of his systemi. 
 Some will say he is developing the habit of listening to programs of a given 
 type_, others will say he is getting rid of some kind of frustration in a harm- 
 less way. JMany of the programs widely listened to by youngsters depict killings 
 and tortures_, many describe as a hero someone who has powers not possessed by 
 anyone else^ some consistently present members of other races as inhuman cri- 
 minals and agents of the police as heroes. It may be_, as some think^ that these 
 programs debauch young people into permanently vicious attitudes and habits of 
 thought. On the other hand_, it may be that some such period of permissible 
 fantasy is needed by many youngsters and their other more constructive efforts 
 Would be blocked if these destructive impulses were not given some free play. 
 Besearch can supply Information on these points_, and civic groups can use this 
 information to help decide their policy with respect to these programs. 
 
 (7) Civic groups are concerned with the possibility that destructive 
 trains of thought and action may be stimulated in youngsters by some of the 
 radio programs they listen to. A few studies have implied tha,t children in 
 juvenile court frequently admit the influence of gangster radio productions on 
 their actions. Much more research is needed before it can be taken as proven, 
 however, that these youngsters would not have been found delinquent had no such 
 programs been on the air. Miss Ethel Ghanas found that delinquent and non- 
 deliquent boys living in so-called delinquency areas have about the same types 
 
 of radio preferences, crline and mystery programs being the major interest of both 
 groups. These programs are noticeably less popular with children com.lng from 
 Hi-lddleclass axeas. It may well be, however, that such programs provide a 
 ■valuable substitute for other destructive activity, and civic groups should not 
 recommend, without further research, that these programiS have predom.iijantly 
 pernio i.ou.s inf luenc 0 , 
 
 - 11 - 
 
,/ 
 
 r 
 
 (8) Those civic ^oups that are concerned with the influence of radio 
 programs on the attitudes of young people will require a large volume of ob- 
 jective data before they can be sure that their recommendations are desirable 
 and feasible. It should be clear that testimony of teachers and parents^ even 
 though large in volume and wide in spread^ is not a substitute for research 
 data. Information is urgently needed telling in detail which opinions and which 
 attitudes are most Influenced for young people of different ages^ of different 
 economic status^ in different parts of the country^ in the cities and on farms. 
 
 Civic groups Interested in the effect of the radio ^ the attitudes 
 of adults include groups interested in political propaganda and in adult edu- 
 cation, It is evident that the publicity sections of the major political parties 
 take it for granted that opinions can be influenced by radlo^ or at least that 
 the radio can be used effectively to maintain attitudes already professed. How- 
 ever^ the first thorough study of the place of radio and other media in 
 influencing voters was made during the 19^0 Eoosevelt-Willkie campaign.* The 
 directors of adult education projects and workers’ schools^ and trades union 
 directors have some information on these points but more data will mean less 
 energy wasted on ineffective programs, 
 
 ( 9 ) Little information is available concerning constructive effects 
 
 of radio listening on thinkinis: . The unpublished reports of the Evaluation of 
 ochool Broadcasts group show that any improvement in critical thinking as a 
 result of listening to radio programs designed for that purpose must be very 
 small_, if Indeed it exists at all. However this conclusion by no means settles 
 the question: Can the radio serve in adult education? The effectiveness of 
 
 language cour’ses over the air is now being studied. There can be little doubt 
 that such radio courses as WlXAL’s Modern Radio Course taught many of its 
 listeners a great deal. Howevef_, the listening group is highly selected and the 
 subject well adapted to radio teaching. One could not venture a general con- 
 clusion on the basis of these data concerning the effectiveness of radio in 
 teaching people to think. It is highly probable that radio will become a unique 
 teaching tool for certain groups for example - for the isolated families in the 
 Kentucky Mountains using the listening centers established by Station 'WKBY. 
 
 The writers believe that the foregoing classification should prove 
 useful for the various potential users of research. In order to make this 
 classification of practical value it will be necessary to make a fairly exhaus- 
 tive study of the research done so far^ classified along the lines outlined by 
 Chart I on page 3 , 
 
 Showing the preferences for and effects of radio classified by sub- 
 groups of the audience should be a fundamental consideration in analyzing the 
 results of such research. Such "stratification” by education^ by section of 
 country^ by income group^ by age^ by sex^ by size-of-comjmunlty^ etc.^ always 
 helps the users of research. It is of especial Importance to those interested 
 in educational broadcasting because they rarely are Interested in the entire 
 radio audience but rather must direct each program toward a certain group. 
 
 * - A publication covering this study by Columbia University's Office of Radio 
 Research will be published by Chicago University Press early in 19^1. 
 
 - 12 - 
 
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It is to be hoped that some agency ¥ill accept the responsibility for 
 analyzing^ grouping and publicizing the research no¥ being done in the field of 
 educational radio. In the absence of this ¥ork_, most of the studies completed 
 and in progress ¥ill_, ¥e think^ be overslo¥ in producing constructive effects 
 on programs and in benefiting the radio audience. 
 
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