This is to certify that the thesis entitled The Role of Communication Technology In The Transmission of Cultural Information: An Experiment With Interactive Cable presented by N.J. Stoyanoff has been accepted towards fulfillment of the requirements for M.A. degree in Communication Major professor l, ‘ Date / ’ 0-7639 THE ROLE OF COMMUNICATION TECHNOLOGY IN THE TRANSMISSION OF CULTURAL INFORMATION: AN EXPERIMENT WITH INTERACTIVE CABLE By N. J. Stoyanoff A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS Department of Communication 1978 Th :unzca: liogy men: Effect; 23519 “- The 21 3: ins: affecti emitud 11930:} ildicat iéafned :ipatltg 3:11?- “ . 3i ’7,£1r\ A. \ 3 ' ABSTRACT THE ROLE OF COMMUNICATION TECHNOLOGY IN THE TRANSMISSION OF CULTURAL INFORMATION: AN EXPERIMENT WITH INTERACTIVE CABLE By N. J. Stoyanoff This thesis examines the role of communication and com- munication technology in the transmission of cultural data, and suggests a potential usage for interactive cable tech- nology in distributing secondary information. A field experiment with four viewing conditions tests the relative effectiveness of distributing information via interactive cable with conventional classroom instruction. Participants were 212 male firefighters in Rockford, Illinois who viewed an instructional program on prefire planning. Cognitive and affective instruments were designed to measure learning and attitudinal orientations toward various aspects of the inst- ructional lessons. The results of the field experiment indicated that participants in the interactive condition learned and retained slightly more information than did parti- cipants in the non-interactive conditions. Further, partici- pants in the most interactive condition developed more favorable attitudes toward: (a) their profession (b) the content of the lessons, and (c) the mode of instruction than did participants in the remaining three conditions. Como Mich requ Guid Accepted by the faculty of the Department of Communication, College of Communication Arts and Sciences, Michigan State University, in partial fulfillment of the requirements for the Master of Arts degree. QM] [jg/Z V Director of Thesis 1’1 ¢-/ // ./*o Guidance Committee: 41;{ZZF1J;;7’ '/f:?£:/ , Chairperson % / f7 / To my parents, ACKNOWLEDGMENTS There are a number of persons I would like to thank for their contributions and support during the completion of this research. I would like to acknowledge the pains- taking efforts of Dr. Edward L. Fink, whose genius and deligence have made the write-up of this research an enlightening experience. I would also like to express my gratitude to the members of my committee, Dr. Gerald R. Miller, Dr. Thomas Muth, and Dr. Joseph Woelfel, for their constructive criticism and encouraging support during the more trying periods of development. I would particularly like to single-out the innumerable contributions of Joseph Woelfel, whose talents are only exceeded by his potential, and whose friendship I will always cherish. I would like to thank all the members of the Rockford Project, particularly Dr. Bradley S. Greenberg, who provided me with a considerable amount of freedom and who showed considerable patience with a young graduate student striving for excellence. I would like to acknowledge the commaraderie and undying support of my fellow graduate students at Michigan State University, particularly that which was provided by my good ii friends James DinKelacker, Edmund P. Kaminski, David R. Brandt and Laura Henderson. Heartfelt thanks are also ex- tended to Dr. James A. Danowski who didn't let 2,500 miles inhibit the free exchange of ideas. Special thanks to Pablo Logan, James Ferguson, Larry Slade, Ken and Teresa Quarteumus, Ray, Dot and Bill Donohue, Chris Costantino, Doug McDuff, James Zawodni, and Kathleen Muglia for providing enjoyable diversions during the prepara- tion of this manuscript. I would also like to thank all the persons who devoted time and energy in preparing the data: Linda Congdon, Julie Nagel, Dennis Grieve, Mary Gene Gallagher, Denise Ziegler, Lisa Scott, Andrea Bageris, and Sandy Doubrava for the typing of this document. Finally, I would like to express my sincere love and appreciation for the members of my family, Jimmy, Maria, Peter, Diana, Bill and Judy, whose love and devotion provide much of the impetus for my work. iii II Chapter 1 II III TABLE OF CONTENTS THE RELATIONSHIP BETWEEN COMMUNICATION AND SOCIALIZATION. . . . . . . Introduction . . Communication, Social Organization, and Socialization. . The Role of Communication TechnOlogy in the Socialization Process Formal and Informal Socialization Cable Television: Potential for Socialization. . The Rockford Experiment. Summary. . . . Footnotes. METHOD . Participants Experimental Condition . . The Two- -Way, Individual COnditiOn. The Two- -Way, Group Condition . The One- -Way, Paper and Pencil Condition. . . . The One- -Way, No Response Condition . The Instructional Program. . . Instrumentation. . The Pre/Post Test. . . The Follow- -Up Post- Test. Affective Instruments. . The Metric Multidimensional Scaling. Instrument The Second Affective Instrument. Summary. Footnotes. RESULTS. Review of the Rockard Experimental Design . . The Results of the Pre- Test. The Results of the Post- Test . . The Results of the Follow- -Up Post- Test The Results of the Metric Multidimen- sional Scaling Analysis. . . Firefighting . Prefire Planning TV Training. iv Chapter Summary of the Metric Multi- dimensional Scaling Results. . . 151 Results of the Second Affective instrument. . . . . . . . . . . . . . 157 Summary . . . . . . . . . . . . . . . . 157 Footnotes . . . . . . . . . . . . . . . 158 IV DISCUSSION . . . . . . . . . . . . . . . . . 159 Communication and Culture: A Review. . 159 The National Science Foundation/Rockford Project . . . . 160 Evaluation of the Field Experiment. . . 161 Implications and Directions for Future Research. . . . . . . . . . . . . . . 164 Summary . . . . . . . . . . . . . . . . 167 Footnotes . . . . . . . . . . . . . . . 170 APPENDICES. . . . . . . . . . . . . . . . . . . . . . 171 A. Sample Response Sheet Used by Participants in the One-Way, Paper and Pencil Condition 171 B. Behavioral Objectives Developed for the Pre-Fire Planning Series . . . . . . . . . 172 C. The Pre- Test Questions . . . . . . . . . . . 179 D. The Post- Test Questions. . 187 E. Items Which Appeared on the FOllow- -Up POst- Test . . . . . . 205 F. The Response Sheets for the COgnitive Instruments. . . . . . . 210 G. The Metric MultidimensiOnal scaling Instrument . . 215 H. The Six-Point Ordinal Scales and Demographic Items. . . 224 I The Pre and POst- Test Versions of the Second Affective Instrument . . . . . . . . . . . 228 REFERENCES. . . . . . . . . . . . . . . . . . . . . . 244 Table \lO‘U‘IDWN m 10. 11. 12. 13. 14. 15. LIST OF TABLES Personnel at Each Fire Station and the Assignment to Conditions Prefire Planning Training Schedule Pre-Test Scores on 27 Items by Treatment Analysis of Variance of the 27 Pre-Test Items. Post-Test Scores on 76 Items by Treatment. Analysis of Variance of 76 Post-Test Items Post-Test Scores for Each Sub-Set of Items by Treatment. Analysis of Variance of the 27 Common Items. Analysis of Variance of the 22 Post-Only Items. . Analysis of Variance of the 27 Equivalent Items. Pre-Test and Post-Test Scores on 27 Common Items by Treatment Regression Coefficients Obtained From Regression of Post-Test Scores on Pre-Test Scores and Experimental Conditions (Dummy Coded) Comparison of Predicted Mean Scores for the Post—Test With the Actual Mean Scores Obtained . . . . . . . . . . Regression Coefficients Obtained From Regression of Post-Test Scores on Pre-Test Scores and the Manipulation. Follow—Up Post-Test Scores on 83 Items by Treatment. . . . . . . . . . . . . vi 37 43 58 58 59 6O 61 62 62 62 64 65 66 67 69 21 23 25 30 Table 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. Analysis of Variance of the 83 Item Follow-Up Post-Test. Follow-Up Post-Test Scores For Each Sub-Set of Items by Treatment. Analysis of Variance of 27 Common Items on the Follow-Up Post-Test. Analysis of Variance of 22 Post-Only Items on the Follow-Up Post-Test Analysis of Variance of 27 Equivalent Items on the Follow-Up Post-Test . Analysis of Variance of 7 Items from Tape 12 on the Follow-Up Post- Test . MMDS Set 1 - Time 1 - Two-Way Attitudes Toward Firefighting. MMDS Set 1 - Time 2 - Two-Way Attitudes Toward Firefighting. MMDS Set 1 - Time 3 - Two-Way Attitudes Toward Firefighting. MMDS Set 1 - Time 4 - Two-Way Attitudes Toward Firefighting. MMDS Set 1 - Time 5 - Two-Way Attitudes Toward Firefighting. MMDS Set 1 - Time 1 - Two-Way Toward Firefighting. . . . . . MMDS Set 1 - Time 2 - Two-Way Toward Firefighting. . . . . . MMDS Set 1 - Time 3 Toward Firefighting. MMDS Set 1 - Time 4 Toward Firefighting. vii Two—Way Two-Way Individual Individual Individual Individual Individual Group Attitudes Group Attitudes Group Attitudes Group Attitudes 69 7O 7O 71 71 71 73 74 75 76 77 78 79 8O 81 LA.) 4:“ £\ L“ Table 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. MMDS Set 1 - Time 5 - Two-Way Toward Firefighting. MMDS Set 1 - Time 1 - One—Way Attitudes Toward Firefighting. MMDS Set 1 - Time 2 - One-Way Attitudes Toward Firefighting. MMDS Set 1 - Time 3 - One-Way Attitudes Toward Firefighting. MMDS Set 1 - Time 4 - One-Way Attitudes Toward Firefighting. MMDS Set 1 - Time 5 - One-Way Attitudes Toward Firefighting. MMDS Set 1 - Time 1 - One-Way Attitudes Toward Firefighting. MMDS Set 1 - Time 2 - One—Way Attitudes Toward Firefighting. MMDS Set 1 - Time 3 - One—Way Attitudes Toward Firefighting. MMDS Set 1 — Time 4 - One—Way Attitudes Toward Firefighting. MMDS Set 1 - Time 5 - One-Way Attitudes Toward Firefighting. MMDS Set 2 - Time 1 - Two-Way Group Paper Paper Paper Paper Paper Attitudes and Pencil and Pencil and Pencil and Pencil and Pencil No Response No Response No Response No Response No Response Individual Attitudes Toward Prefire Planning. MMDS Set 2 - Time 2 - Two-Way Individual Attitudes Toward Prefire Planning. MMDS Set 2 - Time 3 - Two-Way Individual Attitudes Toward Prefire Planning. MMDS Set 2 - Time 4 - Two-Way Individual Attitudes Toward Prefire Planning. MMDS Set 2 - Time 5 - Two-Way Individual Attitudes Toward Prefire Planning. viii 82 83 84 85 86 87 88 89 90 91 92 94 96 98 100 102 Table 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. MMDS Set 2 - Time 1-Two-Way Group Toward Prefire Planning. . . MMDS Set 2 - Time 2-Two-Way Group Toward Prefire Planning. . . MMDS Set 2 - Time 3-Two-Way Group Toward Prefire Planning. . . MMDS Set 2 - Time 4-Two Way Group Toward Prefire Planning. MMDS Set 2 - Time 5-Two-Way Group Toward Prefire Planning. . . MMDS Set 2 - Time 1-One-Way Paper Attitudes Toward Prefire Planning. MMDS Set 2 - Time 2-One-Way Paper Attitudes Toward Prefire Planning. MMDS Set 2 - Time 3-One-Way Paper Attitudes Toward Prefire Planning. MMDS Set 2 - Time 4-One-Way Paper Attitudes Toward Prefire Planning. MMDS Set 2 - Time 5-One-Way Paper Attitudes Toward Prefire Planning. Attitudes Attitudes Attitudes Attitudes Attitudes and Pencil and Pencil and Pencil and Pencil and Pencil MMDS Set 2 - Time l-One—Way No Response Attitudes Toward Prefire Planning. MMDS Set 2 - Time 2-One-Way No Response Attitudes Toward Prefire Planning. MMDS Set 2 - Time 3-One-Way No Response Attitudes Toward Prefire Planning. MMDS Set 2 - Time 4-0ne Way No Response Attitudes Toward Prefire Planning. MMDS Set 2 - Time 5-One Way No Response Attitudes Toward Prefire Planning. MMDS Set 3 - Time l-Two—Way Individual Attitudes Toward TV Training . ix 104 106 108 110 112 114 116 118 120 122 124 126 128 130 132 135 Table 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. 73. 74. 75. 76. 77. 78. 79. MMDS Set 3 - Time 2 Attitudes Toward TV MMDS Set 3 - Time 3 Attitudes Toward TV MMDS Set 3 - Time 4 Attitudes Toward TV MMDS Set 3 - Time 1 Attitudes Toward TV MMDS Set 3 - Time 2 Attitudes Toward TV MMDS Set 3 - Time 3 Attitudes Toward TV MMDS Set 3 - Time 4 Attitudes Toward TV MMDS Set 3 — Time 1 Attitudes Toward TV MMDS Set 3 - Time 2 Attitudes Toward TV MMDS Set 3 - Time 3 Attitudes Toward TV MMDS Set 3 - Time 4 Attitudes Toward TV MMDS Set 3 - Time 1 Attitudes Toward TV MMDS Set 3 - Time 2 Attitudes Toward TV MMDS Set 3 - Time 3 Attitudes Toward TV MMDS Set 3 - Time 4 Attitudes Toward TV - Two-Way Training. - Two-Way Training. - Two-Way Training. - Two-Way Training. - Two-Way Training. - Two-Way Training. - Two-Way Training. - One-Way Training. - One-Way Training. - One-Way Training. - One-Way Training. - One-Way Training. - One-Way Training. - One-Way Training. - One-Way Training. Individual Individual Individual Group Group Group Group Paper and Pencil Paper and Pencil Paper and Pencil Paper and Pencil No Response No Response No Response No Response Comparisons of Instructional Mode with Live Instruction . Affective Responses in the Two-Way Conditions 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 153 155 role CHAPTER I THE RELATIONSHIP BETWEEN COMMUNICATION AND SOCIALIZATION Introduction The objectives of this thesis are: (1) to discuss the role of communication in social organization; (2) to des- cribe how communication systems serve as mechanisms for the maintenance and promulgation of culture; (3) to provide a synopsis of how developments in communication technology have affected socialization processes; (4) to discuss a relatively new communication technology which may improve the relative efficiency with which information is distri- buted among members of a society; (5) to discuss an experi- mental test of this technology's ability to satisfy the information needs of a particular sector of society; and (6) to discuss the results of the field experiment which was conducted, with special attention to the policy consid- erations which are encountered when evaluating the utility of new technology. The first chapter deals with the first five of the above objectives, while the second chapter deals with the details of the experimental procedures. Chapter three presents a detailed account of the results of the field experiment. Finally, chapter 2 Four discusses the results of the experiment and their impli— cations for future applications of telecommunication technology for the distribution of primary and secondary information. Communication, Social Organization, and Socialization The coordination of human activity is only possible when two or more individuals: 1. Physically share time-space coordinates. 2. Know and can articulate (or manifest) a common set of symbols which can be utiliz- ed to assign meaning to stimuli in the environment and/or to the cognitions which they have. 3. Share a common set of rules which govern the manipulation of the elements in the symbol set. 4. Share a common set of rules for initiating, continuing, and terminating interactions with others. Communication is that coordinated activity which involves 1 the exchange of symbols between two or more persons. The ability of individuals to communicate with one another seems essential to the survival of human life. This is based upon two inter-related considerations: first, individuals in close proximity to one another are dependent upon a common environ- ment (which has limited resources) for deriving nuturance, and second, communication allows for individuals to compare their 3 observations and establish a ”social reality” concerning their common environment and their relationship in it: Social confirmation allows for a more efficient means for obtaining information when compared to the repeated testing of assumptions by each individual independent of others (Newcomb, 1953, p.68). Because individuals live in close proximity and are dependent upon a common environment, they need to organize their activities with one another (Arensberg and Niehoff, 1964, p.39). As Hoijer (1956) writes: A society lacking language would be incapable of engaging in any but the simplest co-Operative enterprises. An individual or group of indivi- duals would have no way of planning such activi- ties, of explaining them to others, or of direct- ing the actions of the participants in co-operative enterprises toward the common goal. Each indivi- dual would be to a large extent dependent upon his own strength and ability since he would lack the means of securing the help of others. Most importantly, a society lacking language would have no means of assuring the continuity of behavior and learning necessary to the creation of culture. (pp. 196—197) The more effectively and efficiently members of a society can communicate with each ogher, the more effective and effi- cient social action can be. Some support for this contention comes from the experimental studies examining small group com- munication patterns which have consistently found that faster problem solution occurs when individuals in the group are able any 13 COIpu and e the s 4 to exchange information efficiently (see reviews by Glanzer and Glaser, 1961; Shaw, 1964; and Collins and Raven, 1969). Over a long period of time, the members of a society learn to adjust and to cope with their physical and social environment through social interaction. They develop methods for the procurement of food, shelter, and defense against predators. These social activities are of such great impor- tance to the survival of the society that often elaborate ”ritualistic” behaviors are performed before, during, and/or after these activities. Over the lifespan of the society, which is usually considerably longer than the lifespan of any member of society, the society will have accumulated a corpus of information about its physical, social, political, and economic environment. Some of the information which the society accumulates is necessary for participation in the social dialectic,3 and hence, must be distributed to everyone (e.g., the symbol sets and sets of rules which facilitate interaction). Other portions of the society's ammnmulated knowledge is very role-specific, and known only t0 those members of the society who occupy statuses with SPECialized and often independent roles within the division 0f latunn This information need not be distributed to every me'm‘bEr'of the society, but rather needs only to be distributed to those individuals who will occupy those statuses in which that information is necessary. The body of information which 5 is accumulated over time by the society is the culture of the society (Woelfel, 1976, p.64), Culture is the sum total of information which individuals learn and exchange with other members of the society to which they belong (Arensberg and Niehoff, 1964, p.15). A major problem for every society is to develop effec- tive methods for maintaining its culture as members of the society grow older and are replaced by new members. Ulti- mately, the survival of a culture is dependent upon the development of effective communication systems which distri- bute the accumulated information to new members; otherwise, the society would suffer great losses of information with the passing of each generation. The process by which new members learn the basic beliefs, values, laws, and ways of doing things that the society has developed over time is called socialization (Woelfel, 1976, p.64). Socialization involves the comprehensive induction of an individual into society or some sector of society. As Benedict (1934) writes: The processes of socialization and accultura- tion render it certain that every normal person can function as a member of the community into which he is born (pp. 328-329). As mentioned earlier, there are two kinds of accumulated in- formation which must be distributed: (1) general information, 6 which must be distributed to all individuals, and (2) specialized information which need only be distributed to individuals who will occupy particular statuses within the division of labor. Berger and Luckmann (1966) make a dis- tinction between the type of socialization processes which distribute these two types of information, which they call primary socialization and secondary socialization. In their words, primary socialization is the first social- izatianan individual undergoes in childhood, through which he becomes a member of society. Secondary socialization is any subsequent pro- cess that inducts an already socialized indivi— dual into new sectors of the objective world of his society (p. 130). Woelfel (1976) describes the communication systems which facili- tate each type of socialization: information that is distributed to every member of the society and that controls general activi- ties and dealing with others, etc., is called primary, or core information. The communication channels that carry such information are called primary communication systems. On the other hand, specialized information, such as the knowledge needed for specific occupations or people, is called secondary information, and the communica- tion systems that carry this sort of information are called secondary communication systems (p. 65). The need for effective communication systems for the main- tenance and development of culture is well articulated by Peter- son, Jensen and Rivers (1965), who write: 7 Communication is the carrier of the social process. It is the means man has for or- ganizing, stabilizing, and modifying his social life and passing on its forms and meaning from generation to generation. The social process depends upon the accumulation, exchange, and transmission of knowledge. Without it, man could achieve only the most primitive knowledge and hence only the most primitive society. Without it, human society would remain static, grounded in instinctive behavior, not much different from the socie— ties of other animals (p. 16). Before the development of the printing press, primary socialization in any society took place mainly by interper- sonal (face-to-face) communication systems. This is impor- tant because interpersonal (face-to-face) communication systems have at least two important properties: (1) indivi- duals can generate messages which are tailored to the receiver (i.e., the source usually has information about the receiver which can be utilized for effective message construction); and (2) they allow for high levels of feedback between receivers and sources, which serve to reduce error and distor- tion in information transmission (Berlo, 1960; Williams, 1973; Woelfel, 1976). The more effectively and efficiently members of a society can communicate with each other, the greater the probability of successful socialization and promulgation of culture. This is especially true for societies which have a simple division of labor and a greater homogeneity of information which needs to be communicated. As Berger and Luckmann (1966) write: 8 Maximal success in socialization is likely to occur in societies with very simple divi- sion of labor and minimal distribution of knowledge. Socialization under such condi- tions produces identities that are socially predefined and profiled to a high degree. Since every individual is confronted with essentially the same institutional program for his life in the society, the total force of the institutional order is brought to bear with more or less equal weight on each individual, producing a compelling massivity for the objective reality to be internalized (p. 164). Such societies have many of their members engaged in the same activities, performing virtually the same tasks as every other member (e.g., hunting or farming). Since there is very little specialized information in the cul- ture which must be passed on, the members of the society can concentrate on primary socialization, and the develop- ment of communication systems which will facilitate primary socialization. When a society has a small population and simple division of labor, rates of communication are likely to be high, with relatively little diversity in the content of information which is exchanged. As Woelfel (1976) points out : It is easy to see that, after years of high rates of low-error, face-to—face communi- cation with a small set of the same people about a wide range of topics, members of these societies would become very similar. The communication of cultural beliefs and 9 ideas across generations would be quite secure and involve little "error" or change. Such societies should be ex- pected to be, and generally are, very stable. Some societies like these, in fact, when local environmental conditions are stable and contact with other socie- ties is small, have survived essentially unchanged for hundreds of years (p. 66). Most modern societies, however, possess large pOpu— lations, and are characterized by a complex division of labor, and concomitantly, by an extended social distri- bution of specialized knowledge. As the complexity of the division of labor increases, the rate of accumulation of specialized knowledge increases. As specialized informa- tion accumulates, the society must develop relatively effective and efficient communication systems for the distribution of this information to particular role occu- pants, or suffer the loss of this information within a generation's time. Such losses could have drastic conse- quences and decrease the survival chances of the society, depending upon the utility of the information, of course. Nevertheless, the advantages of possessing abundant infor- mation are so great that societies which fail to take full advantage of the information which is accumulated are more prone to wane while those which distribute and utilize it are more likely to survive (deSola Pool, 1977, p. 272). 10 It must be remembered that, prior to the printing press, most socialization took place through face-to- face communication. While face-to-face communication is an effective medium for transmitting culture, it has severe limitations with regard to range and efficiency in distributing information to a large number of people who are separated by large distances. It is not sur- prising to find that many early societies were limited by their ability to communicate over large distances; the early Romans, for instance, tried to hold their large territory under control by developing a body of central doctrine, by building roads, and then by using those roads to spread their doctrines to people in the outposts of the empire (Peterson, Jensen and Rivers, 1965, p. 20). Societies with a complex division of labor usually cannot rely upon interpersonal communication alone to facilitate socialization, due to the geographical dispersion of the population, and the high rates of mobility frequently required for integration and movement through the occu- pational structure. Consequently, a society characterized by a complex division of labor must develop "common carriers" of information for primary and secondary socialization, which transcend the problems encountered when attempting to educate a large number of people who are geographically dispersed over a large area. As we shall see, the political, eccnomic societi ability A major Beat of gies etir tcthose It next cation t 11 economic, and social development of most modern-day societies has been a consequence of those societies' ability to develop and utilize communication technology. A major contention of this thesis is that the develop- ment of effective and efficient communication technolo- gies enhances the survival chances of a society relative to those societies which do not pursue such development. The next section will provide a synopsis of how communi- cation technology has contributed to social development. The Role of Communication Technology in The Socialization Process As was mentioned earlier, prior to the development of the printing press, most societies were dependent upon face-to-face communication for socialization. While it is true that many societies kept written records of their history, such records were never employed on a large scale for socialization because: (a) in most societies, only a small percentage of the population was literate (this group usually consisting of an elite group of scholars and clerics), and (b) until the development of paper, there were not suit- able writing surfaces that could be reproduced at a low cost. Further, as Berger and Luckmann (1966) point out: All transmission requires some sort of social apparatus.... There will also be typified procedures for the passage of the tradition from the knowers to the non-knowers.... All transmission of ’\ (IL) 12 institutional meanings obviously implies control and legitimation procedures. These are attached to the institutions themselves and administered by the trans- mitting personnel (pp. 70-71). Consequently, formal institutions were required to teach members of society reading and writing skills before the potential of the written word could be realized. Socie- ties were required to teach their members a special set of skills so that a new medium could be employed for socialization. This is important, for as we shall see, all innovations in communication technology require some institutionalized diffusion strategy to help facilitate adaptation. Not surprisingly, it was the clergy who were among the earliest developers of educational institutions, being cognizant of the efficiency with which religious doctrines could be transmitted. As a result of being able to ex- change and retain information more readily than any other sector of society, religious groups assumed a powerful position in the social development of many societies when they possessed the bulk of recorded information and accumu— lated wealth. To maintain this position, western religious groups became very selective about who was admitted to their educational institutions and continued to write in Latin while preaching in the vernacular (Murphy, 1977). However, ,l‘ dEVe C9311: iagd 13 the widespread diffusion of paper-making, and an increase in the number of literate individuals, supported an in- crease in writing outside of the monasteries (Innis, 1951). Consequently, other sectors of society began to accumu— late and retain information, posing a threat to the power of the church. As a result, the church began to support popular education, a move which was supported by other sectors of society soon after. As Bagdikian (1971) writes: Before the Reformation and Napoleonic Wars, the Church restricted the spread of written messages, both in the training of specialists in writing, and in the approval of new works. But, thereafter, the church, faced with the power of ente- preneurs, turned to popular education and literacy as a way to prevent complete domi- nance of young minds by the new mercantilism (p. 7). Refinements in the manufacturing of paper, and the development of the printing press, led to a large growth in the rate at which books were printed in the vernacular. Commenting on the number of books printed in the vernacular Bagdikian (1971) writes: In the centuries before Gutenberg, there had been approximately 30,000 new titles and editions produced in Europe. In the 150 years after Gutenberg, up to about the year 1600, there were 40,000 new titles; from 1700 to 1800 there were two million. From 1800 to 1900 there were eight million new titles. Exponential growth of recorded knowledge has been with us ever since (p. 10). 3V :1 scri; £131 (Inn: 1, ::e l 14 By the end of the fifteenth century, most of the manu- scripts which had accumulated over the centuries had been reproduced, and publishers became interested in the acquisi- tion and distribution of information to specialized markets (Innis, 1951, p. 53). Books printed in a common language aided in binding the members of society together. As McLuhan (1964) writes: One of the many unforseen consequences of typography, the emergence of nation- alnnn is,perhaps the most familiar. Political unification of populations by means of vernacular and language groupings was unthinkable before printing turned each vernacular into an extensive mass medium.... Nationalism itself came as an intense new visual image of group destiny and status, and depended on a speed of information movement unknown be- fore printing (p. 161). The distribution of common information over a large geographic area allowed the receivers of the information to better coor- dinate their activities. Political, economic, and social de- velopment prospered most in those societies which could develop the most efficient methods for communicating information. As the economic-historian Carlo Cippola (1978) comments: The Chinese had invented the printing process many centuries before the Europeans discovered it, but it was the Europeans who exploited it to the full. This is in fact a good case to illustrate the point that while an im- portant technological innovation has a good chance to influence or modify the sociocultural environment, the ultimate 15 effects of the same innovation rest on the nature and the quality of the environ- ment. By the early seventeenth century, the great majority of the Chinese popula- tion was still illiterate while in Europe literacy had made remarkable progress. The large group of amateur-scientists who substantially contributed to the flouri- shing academies and to the progress of the Scientific Revolution would hardly have existed if literacy had not developed into a flourishing industry. As long as techno- logical progress was mostly in the hands of common craftsmen who were guided mainly by tradition and some rough rules of trial-and~ error the rate of progress could never be very high.... It is enough to go through the records of patents issued in the course of the seventeenth century to realize how important the change was. New machines, instruments for navigation and measurement, barometers, thermometers, microscopes, tele- scopes, contraptions of all kinds and descrip- tions were invented, it is not surprising that some decades later the Industrial Revolution took place -- in fact, it would have been sur- prising if it had not (pp. 35-36). Interestingly, with the printing of books, a monopoly of knowledge which was once preserved by the time consuming oral tradition (with its emphasis on memorization) gave way to a new monopoly of knowledge based on a medium that emphasized the control of space and the efficient use of time (Murphy, 1977, p. 37). Socialization became more abstract in the sense that information transmission was further removed from direct experiences. Cultural assi- milation increased as information traveled from society to society through increased trading and common interest 1Tb . 16 on particular topics. However, information became less iconic, and its transmission was through a medium which was passive and likely to be void of feedback. These factors contributed to the development of methods for evaluating the manner in which information was acquired by individuals undergoing socialization. Since the develOpment of the printing press, there have been a number of innovations in communication tech- nology which have affected the efficiency with which information could be distributed. For example, the visual semaphore (developed primarily by the French) added in the transmission of information over large distances. In its time the semaphore was the fastest means of communi- cation over large distances and was used extensively during wartime to convey information concerning troop locations and movement. Similarly, the development of the telegraph provided an even more efficient means of transmitting short messages over large distances. As Muth, Baldwin, and Saxton (1977) write: Nations and states saw in the telegraph an efficient means of establishing ef- fective central control by government. Railroads discovered telegraph could assure safety and rapidity in the opera- tion of trains. Commercial users, such as newspapers, realized that rapid dis- semination of financial quotations from a 17 foreign exchange or changes in political events and other news items allowed a newspaper with wire service an advantage over its competitors (p. 9). Electronic communication had profound influences on social development as it destroyed the barriers of distance and time which constrained other modes of communication. Electronic communication allowed for centers of commerce and industry to be linked with one another, such that the activities occuring in one center could be communicated almost immediately to interested parties in another (Bucha- nan, 1965, p. 86). Improvements in telegraphy led to the development of the telephone, radio and later television. The social impact of the telephone was dramatic, for it enabled individuals to: (1) exchange information across great distances almost instantaneously; (2) efficiently provide feedback about messages; and (3) efficiently coordinate their future activities. As the potential applications of the telephone increased, its use diffused rapidly. One need only look to the differences in the number of telephones in the United States and Great Britain before and after the Industrial Revolution to obtain an indication of the impor- tance of the telephone in an industrial society. By 1884, there were more than 11,000 telephones in Britain and over 148,000 telephones operating in the United States. I! q I 0‘ a. 5: Dr 'M '1- 3 h‘ 18 Seventy-five years later there were more than seven million phones in Great Britain and over 67 million tele- phones in the United States (Buchanan, 1965, p. 87). However, while the telephone call was the "next best thing" to face-to—face communication, its "vocal-only" capacity limited its applications for information trans- mission. The next major extensions of communication technology came with the development of radio, motion pictures, and television. Radio allowed for one-way messages to be sent without the need for the source and receiver to be physi- cally connected by wire. This capability was especially useful for the development of maritime commerce. In Britain during the General Strike of 1926, the BBC was credited with providing high quality news reporting on political events, and for developing high level educational and cultural programs (Buchanan, 1965, p. 90). Potential commercial uses of radio grew rapidly and its decline in use was only brought about because of the improved effi- ciency and effectiveness television offered. Writing on the cultural content of radio, Gordon (1977) comments: Radio was also ostensibly a free service. It was a pleasant and effortless diversion. The most profitable programs were those that relaxed their audiences, diverted them, and therefore enhanced their receptivity to sponsor's message.... But chances were l9 slim that, at any moment that you turned your receiver, you would hear anything more stimulating than popular music, ro- mantic drivel or weak comedy (pp. 191-192). Technological developments in electronics soon pro- vided the capability to provide moving pictures with sound. Movies had been developed just prior to the turn of the last century, but sound accompaniment was not developed until a few decades later. From their creation, however, motion pictures with sound were a popular form of enter- tainment, and its cultural impact is comparable to the impact of radio. The major contribution which motion pictures offered to the socialization process was that the combination of pictures with sound helped transcend some of the language difficulties encountered by immigrants, who were able to view motion pictures and infer what was going on by observing the actions including nonverbal gestures (Peterson, Jensen, and Rivers, 1965, p. 76). Further, motion pictures often provided individuals with a record of events as they occurred. The popularity of the cinema was especially prominent during World War II, as people flocked to obtain information concerning the war effort in the form of military documentaries and newsreels (Buchanan, 1965, p. 83). Most criticisms of the cinema's general fare point to stereotypic role presentations and distortions of American 5503 13‘ ah r». wu. .. x . . .1. Cu - l. .1 t .1 u :D t .C - In x. L) s a: 20 culture which might be taken as "reality" by audiences (Peterson, Jenson, and Rivers, 1965, pp. 236-237). How- ever, while the costs and revenues for each picture made were well documented, little was done to assess its impact on receivers because it was considered entertainment. The consequences of not evaluating the indirect impact of technology will be dealt with in greater detail in the next section. The development of television and the advent of net- work broadcasting (initiated by radio) seriously depleted motion picture audiences. This trend was especially true in the United States, where within a decade of its develop- ment, the number of television sets increased by four- hundred percent, while motion picture attendance dropped by 50 percent (Hiebert, et al., 1974). By 1955, more than thirty million television sets had been sold, and it is estimated that today over 97 percent of the households in the United States own at least one television set,(reported by Sterling and Haight, 1978, p. 372). Like its predeces- sor, radio, television allowed for the presentation of events as they happened. Much like many of the films and radio soap operas which were produced, television specialized in pOpular entertainment, providing homogeneous content for ea heterogeneous audience. Programs appeared weekly at a 21 prespecified time, usually in the form of a drama or comedy series, with a cast of actors in stereotype role- portrayals of select characters (Davidson, et a1, 1976, p. 29), Formal and Informal Socialization While television seemed to be just an extension of extant technology, combining pictures with sound, its role in the socialization process differs considerably from either film or radio. It must be remembered that none 0f the communication technologies, from the time of the Printing press through the era of television, was em- Ployed on a wide scale for formal socialization purposes. whi 1e some informal socialization may have occurred through the exchange of messages via a semaphore system, a tele- phone system, a radio broadcast, or a motion picture, none of these media were formally designated by societies for distributing primary or secondary information. A distinction can be made between the formal uses of the television medium for socialization purposes, and the informal socialization which occurs from the consumption of television content. The extent to which informal S(DC-"ialization occurs from the consumption of television is a Controversial issue in the behavioral sciences. Some meClia researchers argue that media content has little or no Effect on the attitudes, beliefs, values, or behaviors 22 of? heavy consumers (Klapper, 1960). Other researchers have shown that some learning takes place, especially arncnng children who are undergoing primary socialization, and anti-social, as well as pro-social acts may be incor- porated into a repertoire of behaviors by learning (Berkowitz, 1962) or through modeling observed behaviors (Bandura, Ross, and Ross, 1961, 1963). As Roberts and Schramm (1971) report: Children remember content relevant to situations in which they might someday find themselves. Preadolescent children, for example, tend to recall content per- taining to such things as how to act on a date, what to expect at college, how to behave in or toward different occupational roles. Children tend to remember material that is novel, actions that are rewarded, and behaviors that appear to be effective. They recall scenes of high action, emotion, and content; they remember scenes that re- semble familiar surroundings or circumstan- ces. In other words, they learn more if the content seems real to them (p. 607). SuCh learning, since it is not provided formally, is often referred to as "incidental learning." The extent tC’ Vehich incidental learning from television serves as El Frrimary socialization source is yet unknown. However, evidence is accumulating which strongly suggests that television plays an important role in how children learn aENDth the world (see Siegel, 1975, Dominick, 1974; Con- r“3131, 1971, Hollander, 1971). What concerns many social 23 scientists is that television, because of its mass nature, tends to minimize sub-cultural differences (Woelfel, 19 76), and provides stereotyped role portrayals of women and racial and ethnic minorities. If children perceive this "distorted" information provided by such role portrayals as "reality," it could lead to serious consequences when they attempt to interact in everday life. Given the evidence that substantial incidental learning occurs from television consumption (Brown, 1977) , it is not surprising to find that television can and has been utilized as an effective method for formally distri- buting primary and secondary information. In an exten- sive review of the literature, Chu and Shramm (1967) find that there are no significant differences in achievement between learning via television and learning via conven- tiOnal face-to-face instruction across topical areas or age groups. More recent research (summarized by Cantwell and Doyle, 1976) supports these early findings but also indicates that TV students are somewhat less favorable in their attitudes toward learning via television (if Offered a choice between live instruction and televised ins truction), primarily because there is an inability to ask questions and obtain immediate feedback from the 24 instructor about the information presented (Davis, et al, 1969). However, while there is no doubt that television can be an effective medium for distributing primary and secon- dary information, the economics of scale have limited the actual number of situations where it has been applied. In fact, most educational uses of television are confined to : (1) educational systems which possess closed-circuit television or micro-wave broadcasting/receiving systems, and (2) local programming by a network affiliate which, in conjunction with nearby educational institutions, ful- fills public service requirements by airing educational Programs during early morning or late night time slots. we Television: Potential for Socialization One of the more promising extensions of communication teehnology for socialization came with electronic develop- mel"Its in cable television which enabled entire communities to be linked to a common carrier of information, and which allowed for information to be fedback from each receiver to the source (i.e., to be transmitted back through the System), At the time of its initial (commercial) develop- ment in the late 1950's, cable television was perceived to be primarily a means by which broadcast signals could be transmitted to geographic regions which experienced diffi- culty in receiving these signals over the air. However, 25 recent technological developments have produced such-cost effective means for achieving bi-directional capabilities (for example, see Wright, Block & McVoy, 1977), the Federal Communication Commission once required almost all new major market cable systems to be bi-directional from their initial construction, and required extent cable systems to phase-in bi-directional capabilities by 1986. However, this rule has been rescinded because the implementation of two-way interactive systems has been impeded by two related factors: 1. the economy of scale associated with constructing and maintaining such systems; 2. the number of applications any one 5 system could be employed to service. As of January, 1976, there were some 3,400 cable systems serving approximately 10.8 million households in the United States. Of these 3,400 cable systems, less than 60 have employed two-way interactive service (LeDuc, 1973, p.5). This is due largely to the increased uncertainty concern- ing both market potential and the utility of two-way service (Brownstein, 1977). 26 A major contention of this thesis is that two—way interactive systems can be used effectively and efficiently to distribute primary and secondary information. Two-way interactive systems provide the opportunity for a large mass of people to be linked to an organized system of communications, which allow individuals to exchange in- formation with each other, or to access information stored in computers. However, as LeDuc (1973) writes: If multichannel Cbablé] systems are to offer broad public participation in the mass communication process, an extension of educational functions, and an increase in knowledge about local and state government, it seems apparent that the era of promise has now become a time of performance, with respect to both FCC policy and industry action (p. 205). It appears that what will stimulate such action is empirical evidence that two-way systems can be a cost- effective means for socialization. As the Sloan Com- mission (1971) report indicates: The Commission believes also that a study of cable television (and closed-circuit television) in education must be under- taken as part of the study of the educa- tional process as a whole. The problem is not sensibly to be considered as a question of what cable television can add to the formal education process, but the 27 broader question of how the entire process changes when a powerful new tool is added. The Report makes no direct recommendations concerning cable television and education beyond urging that a major study be under- taken, and that provision be made for enough channel space for education, even at the present time, to allow for experimentation (pp. 108-109). In the next section an experimental application of two-way cable technology will be described. The Rockford Experiment 6 In 1974, a statewide survey of Illinois fire offi- cers indicated that ”emergency planning" was the number one skill needed by firefighters. Emergency planning refers to the development of strategies for the handling of natural disasters, as well as for prefire planning. Prefire planning covers a broad range of activities which emphasizes knowing what to expect at the scene of a fire. This includes the pre-designation of equipment and human resources that would respond should a fire break out in a particular building. As reported by Baldwin, et al.xl975),as early as 1973, the National Commission on Fire Protection and Control was adamant in urging the federal research agencies, such as the National Science Foundation and the National Bureau of Standards, to sponsor research appropriate to their respective missions within the areas of productivity of fire departments, causes of 28 firefighter injuries, effectiveness of fire prevention efforts, and the skills required to perform various fire department functions (American Burning, 1973). In response to a National Science Foundation re- quest for proposals on the applications of two-way cable technology for social service delivery, it was suggested that a cable system in Rockford, Illinois could be utili- zed for training firefighters in the necessary skills for prefire planning. Prior to this suggestion, training in any specialized area (such as the administration of first aid or cardio-pulmonary resuscitation) was carried out in two ways: 1. at individual station houses utili- zing self-instruction methods, 2. at the Rockford Fire Academy, which allowed small groups to convene for classroom instruction, and which was equipped with some instructional media aids. However, as Baldwin, et al., (1975) writes: In either case, there are problems. The quality of station house training varies with the motivation of officers and men and the availability of training materials. Training at the Academy is at the risk of underprotection in the district when trainees are removed from their stations, or at the cost of overtime pay (p. 2). 29 By utilizing televised programs, all firefighters could receive standardized content at the same time, without leaving their station houses, and which could be made interesting through advanced production techni- ques. In addition, videotaped training programs could be re-used for training new personnel or as refresher courses. Finally, since much of greater Rockford was serviced by the local cable franchise (Rockford Cable- vision), it provided an excellent opportunity to test the utility of the bi-directional capabilities in an educational setting. Summary This Chapter began with a discussion of the role of communication in the coordination of human activities. It was argued that communication was essential for the development, maintenance and promulgation of culture. Two types of communication systems were described -- primary and secondary communication systems -- which serve as mechanisms for transmitting cultural information to new members of a society. It was posited that those societies which developed effective and efficient means for transmitting cultural information enhanced their survival chances relative to those societies which did not. 30 A historical review was then presented, which dis- cussed the role of communication and communication tech- nology in the socialization process. It was briefly indicated how new means of exchanging information have influenced the political, economic, and social develop- ment of those societies which have adopted them. This discussion concluded with a review of the mass media, and commented on how few of the innovations in communi- cation technology have been formally utilized for the transmission of cultural information. Particular atten- tion was then devoted to a discussion of the limited uses of television in educational settings, and the increasing informal socialization which occurs from exposure to net- work programs. It was indicated how the lack of mass media technology to be used for socialization purposes was due largely to the economics of scale related to distributing information via the mass media to select locations. Finally, a new communications technology (cable television) was discussed which overcomes the distribution limitations of conventional television, and has potential for the distribution of cultural information. A use of this technology‘s ability to transmit secondary information was then presented. The1 :ental me 31 The next chapter provides details of the experi- mental method which was utilized to test this application. interpe Ian-mac respond in Title Footnotes 1 It should be noted that this implies face-to-face interpersonal communication; mediated communication or man-machine communication will be considered subsequently. 2 Effective communication refers to the relative cor- respondence between two or more individuals in the manner in which they assign meaning to symbols during an inter- action. Efficient communication refers to the relative rate at which information can be exchanged when compared to alter- native modes of exchange. 3 The term "social dialectic” is utilized here to refer the social interaction which takes place in societies where verbal interactions are the primary means for exchanging social, economic and political ideas. For example, in an- cient Greek society, participation in the social dialectic was what constituted "social life.‘ As Berger and Luckmann (1966) write: "to be in society is to participate in its social dialectic." (p. 129) 4 While the great majority of socialization takes place through verbal interactions, it must be remembered that there are non-verbal communicative interactions which may or may not accompany verbal communication. Similarly, some socialization 32 occurs as the result of direct observation of some socially relevant action or artifact. 5 The original rule requiring bi-directional capabilities was 47 Code of Federal Regulations 76.252. This rule was re- versed in Midwest Video, et al., vs. the Federal Communication Commission et al., cases #76-1496 and 76-1839, United States Court of Appeals, 8th Circuit Court, February 21, 1978. 33 CHAPTER TWO METHOD Participants Participants in this study were 212 firefighters from the Rockford Fire Department (RFD), Rockford, Illinois.1 The RFD has 11 station houses strategically located throughout metropolitan Rockford. The RFD utilizes three shifts of firefighters at each station house, with each shift working 24 hours on and 48 hours Off. The number of men employed on any one shift varies from three to eight, depending on the special equipment which is necessary in the particular area. Over the years, the firefighters at each station house have gathered funds to purchase a television set for recreational viewing during their long shifts. How- eVer, while each station house possessed a television set, not all station houses were serviced by Rockford Cable- vision, the local cable franchise. EXperimental Conditions The major manipulation in this field experiment was the Presence or absence of a digital return capability 34 35 tliéit participants could utilize in order to respond to qiieastions presented during the course of an instructional session (the prefire planning series). This digital 1:erturn capability was provided via a modified cable-box ‘tezrminal. Participants in the "two-way" condition had .axzcess to the return capability, while participants in tine "one-way" condition did not. Within each condition, tlie response modes for participants were varied to create 21 total of four separate viewing conditions: 1. The two-way individual condition, which had one terminal for each participant at each statIOn house 2. the two-way, group condition, which had one terminal per station house to serve all participants at that station house 3. the one-way, paper7pencil condition, in which each participant responded to the "interactive items" by circl- ing a response on a specially pre- pared answer sheet 4. the one-way, no response condition, in which participants were instructed to simply view the instructional pro- gram and make mental notes of the answers. Station house shifts were assigned to conditions with the fOllowing factors inhibiting true random assignment: (1) Sirme not all station houses were serviced by Rockford Cablexrision, some station houses were precluded from.being assignec it was < which h. assignm large n and (3) Cipants 3’33 en; reluire Tille E W0 C01 and the on the Table to €011 ditiOn 36 aesssigned to the two-way condition; (2) due to the cost, igt: was desirable to keep the number of station houses Intrich.had to be supplied with the two-way service at a nnianimum. This objective, coupled with the limitations (bf? the cablevision's service capabilities, favored an .aessignment procedure which assigned the shifts with a learge number of firefighters to the two-way conditions; and (3) station house shifts were assigned such that parti- cxipants in each condition were comparable in education, twank and years of service. That is, a matching procedure vnas employed to mainly disperse the occupational skills twaquired to operate special equipment across conditions. “Huile station house shifts were sometimes split between tvn) conditions (e.g., between the one-way, paper/pencil arud the one-way, no response condition), the participants Orl the same shift were never split between conditions. Table 1 illustrates the assignment of station house shifts tC> conditions and the number of participants in each con- di4:ion. The experiment was conducted from January, 1977 through May, 1977. At the beginning of the experiment eatfln participant was assigned to a three-letter code for identification purposes throughout the experiment. Personnel at Each Fire Station and the Assignment to Conditions Table 1 Manpower Station # Company Company Station Condition 1 Engine #1 20 Two-Way Ladder #13 15 35 Group 2 Engine #2 12 Two-Way Squad #1 12 24 Individual 3 Engine #3 5 15 c 10 4 Engine #4 12 Two-Way Ladder #2 15 27 Individual 5 Engine #5 12 One-Way Ladder #3 15 27 Paper/Pencil 6 Engine #6b 18 18 Two-Way Group 7 Engine #7 15 15 (Pre-test Group) 8 Engine #8 12 12 One—Way No Response 9 Engine #9b l8 l8 One-Way Paper/Pencil 10 Engine #10 12 12 One-Way No Response 11 Engine #11ab 24 24 One-Way No Response a Includes personnel who switch between engine and ambulance duty. b These engines can be used for both engine and ladder operations. c The shifts at this station were split between two conditions. Firefighters in Shift A were in the one-way no response group, while Shifts B and C were in the one-way paper and pencil group. 37 38 What follows is a more detailed description of each particular viewing condition. The two-way, individual condition. Participants (p=51 over 2 station houses) in this condition viewed the instructional sessions in a group setting. Each partici- pant was required to ”log—in" to the interactive computer system by entering a given code identification at a specified time prior to each lesson. Each participant's code letters would then appear on the screen if the "log- in" procedure was performed correctly. Participants were encouraged not to talk to each other about the content of the lessons during their presentation, but rather to come to a solution to each interactive item independently. Once a solution had been reached, each participant entered a response to the interactive item by pushing the terminal button which corresponded to the selected multiple-choice foil shown on the screen. After the responses from all participants in both two-way conditions had been received, the narrator of the instructional session provided the cor- rect answer. At the end of each lesson, each participant was informed of the evaluation of his performance via a character-generated list of scores which appeared on the screen for each participant, by code letters. The two-way; group condition. Two station houses were 39 assigned to this condition. Each station house possessed only one television monitor and one terminal box. Parti- cipants (p=54) assigned to this condition viewed the instructional sessions in groups, varying in size from six to thirteen firefighters. Each time a lesson was viewed, a different group member operated the terminal (i.e., "logged-in" for the group and initiated the group's re- sponse to each interactive item). Group members were encouraged to interact with each other about the content of the lessons during their presentation, and to come to a consensus concerning the answers to the interactive items before having the participant who monitored the termi- nal register the group's response. At the end of each lesson, each participant was informed of how well his group performed, relative to the other groups, and to participants in the two-way, individual condition. The one-way, paper/pencil condition. Participants (p=55 over three station houses) in this condition viewed the instructional sessions in a group setting. Each parti- cipant was provided with a specially prepared answer sheet (see Appendix A) which the participant utilized in respond- ing to the interactive items. Each time an interactive item was presented during the lesson, the participants were instructed to circle the letter on the answer sheet which 40 corresponded to the correct multiple-choice response. At the end of each lesson, the answer sheets were collec- ted by the company officer. At no time during the course of the experiment were the participants in this condition or the one-way, no response condition provided with infor- mation concerning their performance on the interactive items, or their performance relative to the other groups; as were participants in the two-way condition. The one-way, no response condition. Participants (p=52 over 4 station houses) assigned to this condition simply viewed the instructional session in a group setting. Participants were not required to formally respond to any of the interactive items. Participants could judge how well they were doing on the series of interactive items by mentally comparing their answers with the answers provided by the narrator. This condition was considered to provide a control group in the sense that it was typical of the viewing conditions currently characterizing most instructional television situations, and hence, could serve as a basis of comparison for the other three learning conditions. The Instructional Program The overall goal of the stimulus was to develop a high quality educational program series which would meet the learning objectives of a training program in prefire plan- ning. The first step in the development of this series was 41 to outline the topic areas to be covered during the train- ing, and to create a list of behavioral objectives which specified what the learner was expected to know or perform after having viewed the series of lessons. The topic outlines and behavioral objectives for the pre-fire plan- ning series were generated by the Rockford Project Field Staff in consultation with Rockford Fire Department Person- nel.3 A set of behavioral objectives was developed for each content area to be covered during the series. There were 44 behavioral objectives developed for the entire series (see Appendix B). A script for two 30-40 minute television programs was then written. From these scripts, ten videotape lessons were produced. In addition to these lessons, two videotaped tests were created which most closely resembled a long series of interactive items. These two tests will be discussed in greater detail in the next section. The topics covered by each of the videotapes are listed below: Pre-test Introduction and Fire Protection Equipment #1 Fire Protection Equipment #2 Building Construction #1 Building Construction #2 Verticle Structures Communication, Rescue, and Salvage \lO‘U‘lJ-‘w NH 42 8. Hazardous Materials 9. Perimeter Survey 10. Post-test 11. Post-survey Steps 12. Building/Plan/Survey Utilization These topics appear in the same order in which they are encountered on a prefire plan survey, i.e., the first consideration on a prefire plan survey is the extant fire protection equipment, second is the building's construc- tion, etc. Each script went through a rigorous procedure of construction, modification, and refinement before being cleared for production. Final production and re- cording of each program was performed at WKAR-TV in East Lansing, Michigan, utilizing a professional talent to serve 5 as the narrator/instructor for the series of lessons. The instruction lessons were then presented at two week inter- vals (beginning the second week of February, 1977) with the interim week allotted for the make-up of the previous week's program (see Table 2). Instrumentation Two types of measurement instruments were created to quantitatively assess the effects of the manipulation en- tailed within the field experiment: 43 Table 2 Prefire Planning Training Schedule .woum umesm moo mumo cucoz .woum uwacm mom mumo coco: .woum uwwcm xmo %mo coco: 18 Apr A 8 T B 5 Mar 1* l 24 M A 25 T B 26 W C 27 T A 28 F B 29 5 C 30 S A 31 M B Jan 19 T 20 21 22 23 24 25 26 27 1977 1977 1977 9 W C 5 10 T A M5 11 M9 M**1 M1 M9 F B M5 12 S C 13 S A 14 M B M9 M1 15 T C M5 16 W A 6 T W Feb 10 10 10 10 2 1977 28 29 30 l 17 T B 6 18 F C 6 May S A 19 20 S B 21 M T W 2 1977 M C A MlO B M10 C M10 3 4 5 22 T A M6 23 W B M6 24 T C M6 25 F A 7 26 S B 27 M2 T M2 T 10 T C M2 11 F A 3 12 S 11 B S C 13 S C 14 M A 15 T B 16 W C 17 T A 18 F B 19 S C 20 S A 21 M B 22 T C 23 W A 24 T B 25 F C 26 S A 27 S B 28 M C 1 2 28 M A 29 T B 30 W C 11 11 A M11 B M11 10 11 7 7 31 T A M7 T 12 l3 14 15 l6 17 M3 F Apr 1 F B M7 2 M3 C S 1977 C M11 T 5 T C M7 6 W A 8 7 T B 8 M3 12 12 12 18 19 20 21 22 23 24 25 26 4 8 F C 8 10 S B 11 M C A M12 B M12 C M12 T 12 T A M8 13 W B M8 14 T C M8 15 F A 9 16 S B 17 M4 Mar W B M4 W T 1977 T M4 F S C 10. ll. 12. 44 Table 2 (Con't) Pre-test Introduction and Fire Protection Equipment, #1 Fire Protection Equipment, #2 Building Construction, #1 Building Construction, #2 Verticle Structures Communication, Rescue & Salvage Hazardous Materials Perimeter Survey Post-test Post-Survey Steps Survey/Plan/Utilization * ** Program Number Make—up, if necessary 45 1. two learninginstruments, which were designedto assess the relative compre- hension and retention of the specific information presented in the lessons; 2. two affective instruments, which were designed to assess the attitudinal orientation of the participants involved in the experiment toward various aspects of their learning experience and viewing conditions .6 The measurement instruments which were developed will now be described in greater detail, in terms of objectives, developmental cycles, and administrations. The ppelpost test. The pre-test consisted of 27 multiple-choice items (see Appendix C), with each item re- lating to one of the behavioral objectives developed for the lessons. Overall, there were 177 interactive items which were developed for the instructional series from the set of behavioral objectives discussed earlier. The 27 items utilized in the pre-test were a subset of those 177 items. At the same time when these 27 items were selected for the pre-test, an additional 22 items were drawn from the remaining set of 150 interactive items for the post- test. In addition, a set of 27 items was created for use on the post-test. While none of the items in this set appeared as an interactive item, each item was designed to be equivalent to the other item sets in terms of content areas tested and degree of difficulty. Na yacfi 46 The post-test (see Appendix D) was composed of: 1. the 27 items which appeared on the pre-test, 2. the 22 items which were drawn from the remaining set of 150 interactive items, 3. the 27 equivalent items which test material presented in the instructional program, but which had not been used as interactive items. These items were then transferred to a videotape format which allowed for the simultaneous administration of the tests to participants in all conditions. For both pre— and post-tests, each participant was provided with a specially prepared response sheet (see Appendix F) which contained the responses which corresponded to each question. To respond to any item, the participants were asked to circle the appropriate letter on the response sheet. The follow-uppost-test. To adequately assess how much information from the instructional sessions participants in each condition retained over time, a follow-up test was created. This test was composed of the 76 item post-test, and interactive items from lessons 11 and 12. The additional 7 items from les- sons 11 and 12 tapped two of the behavioral objectives, (see Appendix E). These items were specifically designed to assess knowledge about prefire planning a building never before en- countered, and completing a prefire plan, the administrative activil Ti traf 47 activities the firefighters were expected to perform after TV training. The 76 item post-test was aired again some six months after the prefire planning course had ended. The additional 7 items chosen from lessons 11 and 12 were typed onto a piece of paper which was attached to the original response sheet (see Appendix F), and participants were asked to re- spond to each item. Affective instruments. Among the many studies which have assessed the utility of televised instruction as com- pared to live instruction, two findings consistently emerge: (1) there are little or no differences in the amount of learning which takes place by participants in either condition (summarized by Cantwell and Doyle, 1977); and (2) there is slightly less satisfaction with televised instruction due to the inability of learners to ask questions and/or obtain feed- back from the instructor (e.g., see Davis, et al., 1969). Since the attitudinal orientation of users is critical to the success or failure of any innovation (Rogers & Shoemaker, 1970; Farace, Monge & Taylor, 1977), two measurement instru- ments were created to quantitatively assess participants' attitudes toward different facets of the experimental design. First, a metric multidimensional instrument was constructed for assessing the participants' orientation toward: (1) the 48 mode of instruction, (2) the content of the instructional lessons, and (3) the profession of firefighting. A second affective instrument was constructed to assess the partici- pants' orientation toward specific aspects of the viewing conditions. These two affective instruments will now be described in greater detail. The metric multidimensional scaling instrument. The first step in creating the metric multidimensional scaling (MMDS) instrument entailed having the Rockford field personnel and Michigan State University research staff generate a series of statements which described the anticipated effects of the experiment on the participants' attitudes toward their profes- sion, prefire planning, and learning by television. Once these statements had been generated they were content ana- lyzed to extract those concepts found to appear most often.7 These concepts were then presented to the project's staff and fire department personnel for examination, critique, and com- ment. This process yielded three sets of concepts which were then cast into the paired-comparison format of the MMDS instrument. The paired-comparison format asks respondents to make com- parisons between the selected set of concepts by first providing a standard, or "criterion pair,’ which establishes a basis for making comparisons, and then presenting the respondents with an exhaustive list of all possible two-concept combinations that can be generated from.the original set of concepts. The 49 questions which appear in the questionnaire are of the fol- lowing general format: If a and b are u units apart, how far apart are x and y? The standard which was utilized for this particular in- strument was arbitrarily created by setting the difference in meaning between the concepts useful and essential equal to 100 units. That is, respondents were informed that the difference in meaning between the concepts useful and essential was equal to a "distance" of 100 units, and to make their judgments about the similarity or differences (translated into distances) between the other paired concepts on the basis of that standard. Three separate MMDS instruments (see Appendix C) were em- bedded in the overall instrument. Participants' attitudes to- ward the profession of firefighting were assessed by having respondents make comparisons among the following concepts: fire- fighting, safe, efficient, professional, teamwork, skilled, me. Similarly, participants' attitudes toward the content of the prefire planning series were assessed by having respondents make comparisons between the following concepts: prefire planning, essential, useful, time consuming, public relations, safe com- munity, professional, busy work, inspection, and me. Finally, participants' attitudes toward the mode of instruc- tion they experienced were assessed by having respondents made comparisons among the following concepts: TV training, effective, interesting, difficult, good, involving, and me. 50 Once accomplished, these procedures make possible a mathematically precise defini- tion of the meaning of any concept: since each concept C1 is defined by the l x (k-l) vector of separation or distance from the k-l other concepts, similarly, the cultural meaning of the n conceptsdefined by the culture is given by the n x n matrix of separations among the n concepts averaged across members of the culture (Woelfel, 1973, pp. 20-21). When data are aggregated by some criterion, the result- ing matrix (S) is called the mean distance matrix. The mean distance matrix is then double—centered (Torgerson, 1958) and pre-multiplied by its transpose, yielding a scalaryproducts matrix. The orthogonal decomposition of the scalar products matrix yields a matrix of eigenvectors which represents a rectilinear coordinate system, upon which the concepts are projected as vectors. That is, each column vector of the eigenvector matrix represents one dimension of the space (orthogonal to all other dimensions), and each row vector represents the position vector (R1) of the iph concept in the space (Woelfel, 1973, pp. 23-24). It has been demonstrated in previous research that (a) two concepts will move toward each other in the MMDS configu- ration if they are equated in a message (Woelfel, 1974; Woelfel and Saltiel, 1974; Woelfel, Cody, Gillham and Holmes, 1977), and (b) the amount of favorability or association people express toward any concept is given by its location with respect to the concept "me" (Marlier, 1976; Serota, et 51 al., 1977; McPhail and Barnett, 1978). Consequently, aggregation of the MMDS data by viewing condition should yield informative results concerning the participants' attitudes toward those aspects of the experiment previously discussed. Further, the examination of the movement of these concepts at different points during the experiment should provide information concerning the processes which took place. It is expected that those individuals in the two-way condition will be most favorably disposed toward their profession, the mode of instruction, and the content of the lessons, since these participants are in the most interactive condition, and hence, more likely to become involved. In addition to the three sets of MMDS concepts, three sets of six-point scales (see Appendix H) were included in the instrument as secondary indicators of the participants' orientation to the concepts in the MMDS instrument. Finally, a set of items for age, educational attainment, years of service, and occupational skill were included in the instru- ment. All items were examined by the principal investigators and project staff for purposes of clarity and interpretability before they were included in the instrument. The MMDS instrument was administered at five points in time during the course of the experiment.8 The administration times were (for the actual dates of administration, see Table 2): 52 1. during an orientation period, approxi- mately one week before the pre-test was aired; 2. after lesson 3 had been aired, approxi- mately 5 weeks after the pre-test had been aired; 3. after lesson 6 had been aired, approxi- mately 8 weeks after the pre-test had been aired; 4. after lesson 9 had been aired, approxi- mately 13 weeks after the pre-test had been aired; 5. approximately 4 weeks after the post-test had been aired, some 22 weeks after the pre-test had been aired. The second affective instrument. A second affective instrument (see Appendix I) was constructed to assess parti- cipants' attitudes toward various aspects of the viewing conditions, particularly the two-way viewing conditions. Participants were asked to compare their current learning situations with a potential "live" instructional situation covering the same content, and to indicate their communi- cation activity with co-workers about the experiment. In addition, participants in the two-way conditions were asked to indicate the relative importance of the character-generated feedback they reviewed, i.e., whether it was important to know whether or not they were logged-in properly, they had responded to an interactive item correctly, and how well they performed compared to the other participants. 53 The second affective instrument was administered twice; once after lesson #8 (approximately 12 weeks after the pre- test), and again three weeks after the post-test (approxi- mately 21 weeks after the pre-test). Summary This chapter has described the field experiment which was designed to test the effectiveness of a two-way inter- active cable system in providing secondary information to firefighters. Each of the four viewing conditions, the stimulus, and the instruments which were utilized to assess the impact of the technology and stimulus were described. The next chapter presents a detailed report of the results of the field experiment. Footnotes 1 This figure is based upon the total number of men that were stationed throughout the city at each station— house, excluding station-house #7, which was only utilized for pre-testing behavioral objectives, instruments and scripts since they lacked a cable feed. All firefighters who participated in this study were men. 2 The term ”special equipment" is utilized here to refer to the different types of fire engines which the Rockford Fire Department operated. 3 The principal investigators for the Rockford project were Thomas Baldwin, Bradley S. Greenberg and Thomas Muth. The Rockford Field Staff consisted of field director,Jack Pachuta and executive producer, Mike Sheridan, who were responsible for script development and production of the videotaped series. The tOpics for each program were generated by Jack Pachuta as a result of extensive interviews with the training personnel at the Rockford Fire Academy. 4 A prefire plan survey is a survey form which is utili- zed to record information about a building that is pertinent to fighting a fire. 54 5 The narrator was a professional male actor from Lansing, Michigan who was hired through WKAR studios in East Lansing, Michigan. 6 The cognitive instruments were generated by Jack Pachuta, Bradley S. Greenberg, and N. J. Stoyanoff. The affective instruments were designed by N. J. Stoyanoff, Bradley S. Greenberg, and Thomas Baldwin. 7 This procedure differs from the method prescribed by Woelfel (1976), which entails gathering concepts by randomly selecting a sample from the population of interest, and con- ducting in-depth interviews which focus on the topic of interest. 8 The questionnaires were administered by the Rockford field officer (J. Pachuta) at Time 1. All subsequent adminis- trations of questionnaires were conducted by simply having the "officer-in-charge" at each station hand out the oppro- priate questionnaires after the firefighters viewed particular programs (see Table 2). 55 CHAPTER III RESULTS Two types of measurement instruments were described in Chapter 2 -- cognitive instruments and affective instru- ments. The cognitive instruments consisted of the 27 item pre-test, the 76 item post-test, and the 83 item follow-up post-test, and were designed to assess the relative amount of learning which occurred across the four viewing condi- tions. The affective instruments consisted of the metric multidimensional scaling instrument, and the second affective instrument, and were designed to assess the attitudinal orientations of the firefighters towards their profession, the programs which were presented, and various aspects of the viewing conditions. This thesis first reports the results of all three cognitive instruments, and then the results of the two affective instruments. To help facili- tate data interpretation, each of the four viewing conditions were reviewed below. Review of the Rockford Experimental Design The major manipulation of the Rockford field experiment was the presence or absence of a digital-return capability, which allowed for participants to respond to questions which appeared during the instructional programs, and obtain feed- 56 57 back concerning their performance. This distinction (pre- sence or absence of digital-return capability) is referred to as the two-way and one-way mode. Two viewing conditions were created within each learning mode. In the two-way mode were the two-way, individual condition, in which each indivi— dual was provided with a response terminal, and the two-way, group condition, in which there was only one terminal provided for each group of firefighters at each of the station-houses. In the one-way mode were the one-way, paper andgpencil condi- pipp, in which each participant was provided with a response sheet and pencil and answered each interactive item by marking the sheet, and the one-way, no response condition, in which groups of participants simply sat and viewed the programs in their station-houses. The next three sections describe the results of the instruments which were administered. The Results of the Pre-Test The 27 item pre-test was designed to assess the relative amount of knowledge firefighters assigned to conditions had about prefire jplanning prior to the airing of the stimulus. Table 3 shows the mean score obtained on the pre-test by parti- cipants in each condition. An analysis of variance of the pre-test means indicated that there were no significant initial differences among conditions in the scores firefighters obtained 58 (see Tables 3 and 4). That is, we can assume that the fire- fighters in each viewing condition were essentially equiva- lent in the amount of information they possessed about pre- fire planning prior to the airing of the stimulus. Table 3 Pre-test Scores on 27 Items by Treatment Treatment 2-Way 2-Way 1-Way 1-Way Individual Group Paper/Pencil No Response (n=45) (n=46) (n=52) (n=49) Pre-testa mean 17.07 16.85 16.48 15.78 s.d. 2.98 3.32 2.54 3.73 a For the pre-test, the differences among treatments were not significant (F=l.52, df=3,188, p: .21, see Table 4). Table 4 Analysis of Variance of the 27 Pre-Test Items Source Sum of Squares df MS F p Total 1929.87 191 - - - Between 45.62 3 15.21 1.52 .21 Within 1884.25 188 10.02 - - 59 The Results of the Post-Test The 76 item post-test was designed to assess the rela- tive amount of learning which occurred across the four view- ing conditions and was administered two weeks after the last of the video-tapes (which constituted the prefire planning course) was shown. Table 5 presents the mean score obtained by partici- pants in each condition on the 76 item post-test. An analysis of variance of these scores by condition indicated that, while all groups scored relatively high, there was an overall signi- ficant difference between firefighters in the two-way condi- tions and firefighters in the one-way no response condition, with firefighters in the two-way conditions scoring signifi- cantly higher than firefighters in the one-way,no response condition (see Tables 5 and 6). Table 5 Post-Test Scores on 76 Items by Treatment Treatment 2—Way 2-Way 1-Way 1-Way Individual Group Paper/Pencil No Response (n=47) (n=48) (n=54) (n=52) Post-testa mean 69.02 68.60 66.31 63.85 s.d. 5.39 3.38 4.93 6.44 For the post-test, the differences among treatments were significant (f=4.65, df=3,188, p< .005); see Table 6. The differences between the 2-way individual—condition and the 1-way no response condition was significant pf_.01, ScheffE). Total Betwe wizhi Table 6 Analysis of Variance of 76 Post-Test Items Source Sum of Squares df MS F p Total 6130.82 200 - - - Between 853.94 3 284.65 10.63 .001 Within 5276.88 - 197 26.79 - - Separate analyses of variance were computed for each of the three sub-sets of items which comprised the post-test. Table 7 presents the mean scores, by condition, for each sub-set of items. There were significant differences between participants in both two-way conditions, and firefighters in the one-way,no response condition with respect to scores obtained on each sub- set of items (see Tables 7, 8, 9 and 10). Tables 7, 8, 9 and 10 about here To assess the effects of the manipulations which constituted the experiment, two regression analyses were performed. These analyses:(a) determine if the manipulation accounts for a signi- ficant amount of variance in the post-test scores, and (b) deter- mine the relative effect of each learning condition on the post- test scores. A set of dummy variables was created by treating each condition as a separate variable, and assigning arbitrary 60 Table 7 Post-Test Scores For Each Sub-Set of Items by Treatmenta Treatment 2—Way 2—Way 1—Way 1-Way Individual Group Paper/Pencil No Response (n=47) (n=48) (n=54) (n=52) 27 Common Items mean 24.84e 24.54f 23.85 23.25ef s.d. 2.21 1.87 2.41 2.48 22 Post-Only ItemsC mean 20.09e 20.33f 19.20 18.75ef s.d. 1.92 1.17 1.82 1.76 27 Equivalent Itemsd mean 24.098 23.73f 23.26 21.858f s.d. 2.06 2.00 2.10 3.18 a means with the same subscript differ significantly at .01 level (Scheffe) b items which appeared on the pre-test, in the prefire planning series, and on the post-test c items which appeared in the prefire planning series and on the post-test d items created specifically for the post—test 61 Table 8 Analysis of Variance of the 27 Common Items Source Sum of Squares df MS F P Total 1087.20 200 - - - Between 76.77 3 25.59 4.99 .002 Within 1010.44 197 5.13 - - Table 9 Analysis of Variance of the 22 Post-Only Items Source Sum of Squares df MS F P Total 649.47 200 - - - Between 82.64 3 27.55 9.57 .001 Within 566.84 197 2.88 - - Table 10 Analysis of Variance of the 27 Equivalent Items Source Sum of Squares df MS F p Total 1280.04 200 - - - Between 145.76 3 48.59 8.44 .001 Within 1134.29 197 5.76 - - 62 63 metric values (0, l) to each case depending upon the presence or absence of that case in each learning condition. Of course, each case appeared in only one condition. The dummy variables were then inserted into the regression equation: Y = b1 X1 + b2 X2 + b3 X3 + b4 X4 + a + Error Where: = the post-test score Y bi= the coefficients for each variable entered into the equation X1= through X3 = the dummy-coded variable (conditions) X4= the measured pre-test mean for each condition a = constant (intercept) term While it was of course necessary to exclude one of the dummy- coded variables to identify the equation, this exclusion does not result in a loss of information, since this variable now becomes a "reference category" by which the effects of the other dummy variables may be interpreted. Table 11 summarizes the mean score obtained by participants in each condition on the 27 common items which appeared on both the pre-test and post-test. Table 12 shows the results obtained from regressing the post-test scores on the pre-test scores and the three dummy-coded variables. The results of this analysis indicate that a signi- ficant amount of variance in the post-test scores was accounted for by these variables (F = 11.04, df = 4, 187, p:.001). The R2 CM “III L“ S ...—b is Table 11 Pre-Test and Post-Test Scores on 27 Common Items by Treatment Treatment 2~Way 2-Way l-Way 1-Way Individual Group Paper/Pencil No Response (n=45) (n=46) (n=52) (n=49) Pre-Test mean 17.07 16.85 16.48 15.78 s.d. 2.98 3.32 2.54 3.73 Post-Test mean 24.84 24.52 23.88 23.22 s.d. 2.22 1.91 2.42 2.52 value, which is equivalent to eta-squared in conventional analysis of variance, indicates 19% of the variance in the 27 items is explained by these variables. The relative effect of each learning condition is indicated by the unstandardized co- efficients of the dummy variables (see Table 12). The unstandar- dized coefficient for both two-way conditions are significant (F = 8.27, pji.01 for the two—way,individual condition, and F = 5.29, p;:.05 for the two-way,group condition). 64 Table 12 Regression Coefficients Obtained From Regression of Post-Test Scores on Pre-Test Scores and Experimental Conditions (Dummy Coded) (n=l92) unstandardized standardized standard error of regression regression the unstandardized Variable coefficient coefficient regression coefficient F Pre-test Scores (x4) .26 .35 .49 28.178 Two-Way Individual Condition(X1) 1.28 .23 .45 8.278 Two-Way Group Condition(X2) 1.02 .19 .44 5.29b One-Way Paper/Pencil Condition(X3) .48 .23 .43 1.24 Constant(a) 19.10 0 .83 523.633 R2 = .19 F(4,l87) = 11.04, p .001 Superscripts: ap§_.01 bp5_.05 Utilizing the unstandardized regression coefficients ob- tained in the analysis described above, the predicted post-test scores were calculated and are presented in Table 13. It is evident that the predicted post-test scores (based on the regression 65 analysis] 66 analysis) closely match the actual (mean) scores obtained. Table 13 Comparison of Predicted Mean Scores For the Post-Test With the Actual Mean Scores Obtained (n=l92) Predicted Obtained Condition Score Score Two—Way Individual Condition 24.67 24.84 Two—Way Group Condition 24.41 24.52 One-Way Paper/Pencil Condition 23.87 23.88 One-Way No Response Condition 23.39 23.22 The unstandardized coefficients were then combined to create a new variable (MANIPULATION), which incorporated the effects of all treatment conditions, i.e., MANIPULATION = 1.28 X1 + 1.02 X2 + .48 X3. The post-test scores for the 27 common items were then regressed on the pre-test scores for these items and the variable MANIPULATION. Table 14 summarizes 67 the results, and indicates that there was a significant amount of variation explained in the post-test scores by the manipulation while linearly controlling for the pre-test. Table 14 Regression Coefficients Obtained From Regression of Post-Test Scores on Pre-Test Scores and the Manipulation (n=l92) unstandardized standardized standard error of regression regression the unstandardized Variable coefficient coefficient regression coefficient F Pre-test Scores (x4) .26 .35 .49 28.178 Manipulation 1.00 .21 .32 10.023 Constant (a) 19.10 0 .82 543.298 R2 = .19 F(2,189) = 22.32, p: .001 apf-.01 These results permit the following summary: 1. There were no significant differences among firefighters in the amount of knowledge they possessed about prefire planning prior to the airing of the programs. 68 2. There were significant differences in the scores obtained on the 76 item post- test, with firefighters in the two-way, individual condition scoring significantly higher than did participants in the one-way, no response condition. Participants in the two-way, group condition also scored consider- ably higher on the post-test, than did parti- cipants in the one-way, no response condition. Further, these results held true for each sub— set of the post-test, with both two-way condi- tions being significantly different. 3. A significant amount of variation in the 27 common items was attributable to the manipu- lation while linearly controlling for perfor- mance on the pre-test. The Results of the Follow-Up Post-Test The 83 item follow-up post-test was designed to assess the relative amount of information retention across the four viewing conditions, and was administered some six months after the airing of the stimulus. Table 15 shows the mean scores on the follow-up post-test by condition. An analysis of variance of these scores reveals that firefighters in the two-way,individual condition scored significantly higher than did individuals in the paper and pencil condition. (F = 4.27, df = 3, 192, p: .01). The results of the analysis of variance are summarized in Table 16. Again, separate analyses of variance were computed for each of the four sub—sets of items which comprised the follow-up Table 15 Follow-Up Post-Test Scores on 83 Items by Treatment Treatment 2-Way 2-Way 1-Way 1-Way Individual Group Paper/Pencil No Response (n=45) (n=48) (n=53) (n=50) Follow-upa Post-Test mean 74.31 72.88 69.68 71.76 s.d. 3.62 5.50 10.05 4.58 a For the follow—up post-test, the differences among treatments were signi- ficant (F=4.37, df=3,192, p:.01, see Table 16). The difference between the 2—way individual conditiop and the 1-way paper and pencil condition was significant (p:.01 Scheffe). Table 16 Analysis of Variance of the 83 Item Follow-Up Post-Test Source Sum of Squares df MS P Total 8838.38 195 - - Between 564.82 3 188.27 37 .005 Within 8273.56 192 43.09 - 2 post-test. Table 17 reports the mean scores by condition for each sub-set of items, while Tables 18, the results of the analyses of variance. 69 19, 20, and 21 summarize Table 17 Follow-Up Post-Test Scores For of Items By Treatment Each Sub-Set Treatment 2-Way 2-Way 1-Way l-Way Individual Group Paper/Pencil No Response (n=45) (n=48) (n=53) (n=50) 27 Common Items mean 24.51 23.89 23.08 23.72 s.d. 1.66 2.73 2.90 1.96 22 Post—Only Items mean 19.82 20.21 18.74 19.36 s.d. 1.45 1.34 2.88 1.48 27 Equivalent Items mean 24.16 23.50 23.02 23.50 s.d. 1.57 2.06 3.84 2.19 7 Tape 12 Items mean 5.82 5.27 4.85 5.48 s.d. 0.89 0.74 1.66 0.76 Table 18 Analysis of Variance of 27 Common Items On the Follow-Up Post-Test Source Sum of Squares df MS p Total 1148.67 195 - - Between 51.17 3 17.06 2.98 .03 Within 1097.50 192 5.72 - 70 Table 19 Analysis of Variance of 22 Post-Only Items on the Follow-Up Post-Test Source Sum of Squares df MS F p Total 774.99 195 - - - Between 60.68 3 20.23 5.44 .001 Within 714.32 192 3.72 - - Table 20 Analysis of Variance of 27 Equivalent Items on the Follow-Up Post—Test Source Sum of Squares df MS F P Total 1344.38 195 - - - Between 35.49 3 11.83 1.74 .16 Within 1308.89 192 6.82 - - Table 21 Analysis of Variance of 7 Items From Tape 12 on the Follow—Up Post-Test Source Sum of Squares df MS F p Total 255.78 195 - - - Between 24.45 3 8.15 6.76 .001 Within 231.33 192 1.20 - - 71 72 These findings indicate that there was considerable retention of the information presented in the prefire planning series ( 83%) six months after it was aired, with participants in the two-way conditions scoring slightly better than fire- fighters in the one-way conditions. The Results of the Metric Multidimensional Scaling Analysis The results which follow identify what appear to be the major trends in the data that were apparent after preliminary analyses were performed. These preliminary analyses simply involved the orthogonal decomposition of the scalar-products matrix obtained from the aggregation of individual data py condition. Significant changes in the mean distance between the focal concept and each of its attendant attributes (across time and across conditions) are reported for each MMDS set of concepts. Firefighting, Participants evaluated "firefighting" rela- tive to the following set of concepts: safe, efficient, pro- fessional, teamwork, skilled, and me. Tables 22-41 present the mean distances between "firefighting" and each of the concepts in this set. These major trends were apparent upon examination of the mean distances matrices for each condition across time: (1) By the final testing, participants in the two-way,individua1 condition evaluated each concept in the set to be closer to Table 22 MMDS Set 1 - Time 1 - Two-Way Individual Attitudes Toward Firefighting Mean Distances (Average N For Each Pair = 21) Paira Mean S.D. V 1-2 195.8 298.5 34.0 1-3 36.1 62.4 39.0 1-4 22.0 30.4 31.0 1-5 7.4 14.3 43.0 1-6 20.5 29.5 32.0 1-7 22.9 38.0 37.0 2-3 40.8 64.7 36.0 2-4 43.6 38.3 20.0 2-5 20.9 34.5 37.0 2-6 48.9 66.0 30.0 2-7 28.4 37.0 29.0 3-4 25.0 31.1 28.0 3-5 12.8 17.9 31.0 3-6 21.5 25.5 27.0 3-7 20.9 26.7 29.0 4-5 23.3 34.4 33.0 4-6 14.0 23.7 38.0 4-7 19.4 25.9 30.0 5-6 23.4 30.7 29.0 5-7 15.1 29.6 44.0 6 7 0 21.9 27.6 28. a The concepts are: (l) firefighting, (2) safe, (3) efficient (4) professional (5) teamwork, (6) skilled, (7) me. 73 Table 23 MMDS Set 1 - Time 2 - Two-Way Individual Attitudes Toward Firefighting Mean Distances (Average N For Each Pair = 21) m Pair Mean S.D. V 1-2 136.0 209.4 34.0 1-3 51.4 60.9 26.0 1-4 58.1 87.4 34.0 1-5 30.3 40.0 30.0 1-6 32.9 37.5 26.0 1-7 44.4 42.4 21.0 2-3 65.8 64.7 22.0 2-4 66.5 74.5 25.0 2-5 60.1 73.5 27.0 2-6 60.7 86.9 32.0 2-7 67.4 78.5 27.0 3-4 50.3 56.1 25.0 3-5 43.2 48.4 25.0 3-6 35.6 36.7 23.0 3-7 51.8 58.5 25.0 4-5 79.7 205.0 58.0 4-6 38.1 38.5 23.0 4-7 35.9 46.2 29.0 5-6 39.0 50.2 29.0 5-7 34.4 68.7 45.0 6-7 52.0 81.7 35.0 a The concepts are: (1) firefighting, (2) safe, (3) efficient, (4) professional, (5) teamwork, (6) skilled, (7) me. 74 Table 24 MMDS Set 1 - Time 3 - Two—Way Individual Attitudes Toward Firefighting Mean Distances (Average N For Each Pair = 21) Paira Mean S.D. v 1-2 136.2 268.7 44.0 1-3 35.8 38.3 24.0 1-4 31.5 32.3 23.0 1-5 69.0 210.2 68.0 1-6 35.2 56.9 36.0 1-7 39.0 74.5 43.0 2-3 78.7 206.3 59.0 2-4 74.7 172.6 52.0 2-5 59.7 157.1 59.0 2-6 66.1 171.9 58.0 2-7 45.4 64.7 32.0 3—4 66.4 147.9 50.0 3-5 25.8 32.3 28.0 3—6 31.5 36.6 26.0 3-7 34.6 36.5 24.0 4-5 27.6 31.4 25.0 4-6 61.5 166.2 60.0 4—7 39.2 43.7 25.0 5-6 68.8 182.8 59.0 5-7 27.9 29.0 23.0 6-7 40.7 50.7 28.0 The concepts are: (l) firefighting, (2) safe, (3) efficient, (4) professional, (5) teamwork, (6) skilled, (7) me. 75 Table 25 MMDS Set 1 - Time 4 - Two-Way Individual Attitudes Toward Firefighting Mean Distances (Average N For Each Pair = 21) Paira Mean S.D. V 1-2 96.8 214.3 51.0 1-3 39.5 44.6 25.0 1-4 29.9 38.4 29.0 1-5 35.3 78.3 50.0 1-6 30.6 30.3 22.0 1-7 48.4 89.1 41.0 2-3 55.2 102.6 42.0 2-4 36.4 38.2 23.0 2-5 33.6 48.7 32.0 2-6 54.2 131.3 54.0 2-7 42.8 69.9 37.0 3-4 31.5 37.5 27.0 3-5 25.7 31.6 28.0 3-6 24.3 29.0 27.0 3-7 27.9 29.4 24.0 4-5 25.7 30.9 27.0 4-6 32.2 44.4 31.0 4-7 37.9 46.8 28.0 5-6 24.6 28.1 25.0 5-7 30.8 55.1 40.0 6-7 25.0 26.2 24.0 a The concepts are: (1) firefighting, (2) safe, (3) efficient, (4) professional, (5) teamwork, (6) skilled, (7) me. 76 Table 26 MMDS Set 1 - Time 5 - Two-Way Individual Attitudes Toward Firefighting Mean Distances (Average N For Each Pair = 21) m Pair Mean S.D. V 1-2 97.5 205.0 47.0 1-3 30.4 28.8 21.0 1-4 25.0 26.6 24.0 1-5 14.8 14.4 22.0 1-6 20.7 24.6 27.0 1-7 22.5 26.3 26.0 2-3 45.1 61.9 31.0 2-4 32.5 31.2 21.0 2-5 38.3 46.6 27.0 2-6 31.4 29.3 21.0 2—7 39.4 47.2 27.0 3-4 28.5 31.8 25.0 3-5 22.4 27.9 28.0 3-6 23.0 24.1 23.0 3-7 31.4 44.1 31.0 4-5 26.3 26.0 22.0 4-6 20.2 20.9 23.0 4-7 25.3 26.3 23.0 5-6 21.8 22.3 23.0 5-7 21.6 22.3 23.0 6-7 24.9 27.8 25.0 a The concepts are: (1) firefighting, (2) safe, (3) efficient, (4) professional, (5) teamwork, (6) skilled, (7) me. 77 Table 27 MMDS Set 1 - Time 1 - Two-Way Group Attitudes Toward Firefighting Mean Distances (Average N For Each Pair = 24) Paira Mean S.D. V 1-2 106.6 122.6 25.0 1-3 71.6 82.8 25.0 1-4 49.4 47.9 21.0 1-5 31.0 49.0 34.0 1-6 38.2 64.3 36.0 1—7 44.3 50.2 24.2 2-3 55.5 48.2 19.0 2—4 68.7 57.9 18.0 2-5 42.7 37.7 19.0 2-6 47.2 41.0 18.0 2-7 38.0 38.8 22.0 3-4 50.9 41.1 17.0 3-5 53.7 50.4 20.0 3-6 50.3 43.3 18.0 3-7 43.2 36.1 18.0 4—5 51.5 40.4 17.0 4-6 67.1 50.8 16.0 4-7 55.9 42.1 16.0 5-6 55.3 78.4 30.0 5-7 42.1 42.8 21.0 6-7 79.4 195.2 51.0 a The concepts are: (1) firefighting, (2) safe, (3) efficient, (4) professional, (5) teamwork, (6) skilled, (7) me. 78 Table 28 MMDS Set 1 - Time 2 - Two-Way Group Attitudes Toward Firefighting Mean Distances (Average N For Each Pair = 24) OI Pair Mean S.D. V 1-2 118.8 141.4 25.0 1-3 42.3 37.8 19.0 1-4 34.9 40.1 24.0 1-5 27.9 32.6 24.0 1-6 36.8 38.1 22.0 1-7 27.7 32.6 25.0 2-3 45.0 42.5 20.0 2-4 58.5 52.1 19.0 2-5 43.0 45.2 22.0 2-6 48.2 49.6 21.0 2-7 32.7 32.0 20.0 3-4 45.2 32.4 15.0 3-5 39.8 35.5 19.0 3-6 35.3 38.0 22.0 3-7 32.7 33.3 21.0 4-5 50.9 56.6 23.0 4-6 43.8 43.3 21.0 4-7 46.7 50.7 23.0 5-6 47.9 49.1 21.0 5-7 38.2 36.1 20.0 6-7 34.6 33.5 20.0 a The concepts are: (1) firefighting, (2) safe, (3) efficient, (4) professional, (5) teamwork, (6) skilled, (7) me. 79 Table 29 MMDS Set 1 - Time 3 - Two-Way Group Attitudes Toward Firefighting Mean Distances (Average N For Each Pair = 24) Pair8 Mean S.D. V 1-2 167.1 230.3 29.0 1-3 43.8 37.2 18.0 1-4 44.6 55.8 26.0 1—5 43.8 63.2 30.0 1-6 29.7 29.0 20.0 1-7 29.9 31.1 22.0 2-3 92.9 194.8 44.0 2—4 89.0 199.7 47.0 2-5 45.9 61.6 28.0 2-6 81.0 196.8 51.0 2-7 49.8 63.0 26.0 3-4 54.8 90.4 34.0 3-5 36.3 31.5 18.0 3-6 38.5 30.8 17.0 3-7 37.1 31.8 18.0 4-5 43.3 35.7 17.0 4-6 39.0 35.0 19.0 4-7 37.9 32.4 18.0 5-6 32.5 32.3 21.0 5-7 34.5 33.8 20.0 6-7 40.8 35.3 18.0 a The concepts are: (l) firefighting, (2) safe, (3) efficient, (4) professional, (5) teamwork, (6) skilled, (7) me. 80 Table 30 MMDS Set 1 - Time 4 — Two-Way Group Attitudes Toward Firefighting Mean Distances (Average N For Each Pair = 24) OJ Pair Mean S.D. V 1-2 171.7 224.9 28.0 1-3 51.1 49.9 21.0 1-4 57.7 122.0 45.0 1-5 51.0 120.7 50.0 1-6 38.4 64.8 36.0 1-7 55.5 103.1 40.0 2-3 68.7 84.2 27.0 2-4 57.3 49.1 19.0 2-5 63.3 98.6 33.0 2-6 51.4 56.4 24.0 2-7 66.8 142.7 47.0 3-4 50.9 48.0 20.0 3-5 54.2 65.1 26.0 3-6 50.5 55.5 23.0 3-7 45.7 49.4 23.0 4-5 50.3 64.9 28.0 4-6 47.2 49.2 22.0 4-7 47.1 41.4 18.0 5-6 52.9 79.9 32.0 5-7 72.9 138.3 40.0 6-7 56.3 99.5 38.0 a The concepts are: (1) firefighting, (2) safe, (3) efficient, (4) professional, (5) teamwork, (6) skilled, (7) me. 81 Table 31 MMDS Set 1 - Time 5 — Two-Way Group Attitudes Toward Firefighting Mean Distances (Average N For Each Pair = 24) a Pair Mean S.D. V 1-2 177.9 217.3 25.0 1-3 61.9 65.9 22.0 1-4 53.5 53.1 21.0 1-5 42.1 37.1 18.0 1-6 57.9 81.1 29.0 1—7 41.9 40.1 20.0 2-3 92.7 196.5 44.0 2-4 108.5 202.4 19.0 2—5 47.1 37.5 17.0 2-6 50.6 36.2 15.0 2—7 41.3 34.5 17.0 3-4 46.5 40.8 18.0 3-5 43.0 43.2 21.0 3-6 44.0 44.2 21.0 3-7 53.1 49.2 19.0 4-5 50.3 52.9 22.0 4-6 37.9 34.4 19.0 4-7 37.3 38.7 22.0 5-6 40.6 45.6 23.0 5-7 34.2 35.8 22.0 6-7 37.1 35.7 20.0 a The concepts are: (1) firefighting, (2) safe, (3) efficient, (4) professional, (5) teamwork, (6) skilled, (7) me. 82 Table 32 MMDS Set 1 - Time 1 - One-Way Paper and Pencil Attitudes Toward Firefighting Mean Distances (Average N For Each Pair = 30) m Pair Mean S.D. V 1-2 206.5 301.1 28.0 1-3 85.8 191.6 41.0 1-4 31.3 28.9 17.0 1-5 14.3 16.3 21.0 1-6 29.2 39.2 25.0 1-7 29.2 36.6 24.0 2-3 77.4 182.4 45.0 2-4 61.6 177.2 53.0 2-5 28.6 40.2 27.0 2-6 45.5 96.1 39.0 2-7 27.8 34.7 24.0 3-4 32.6 42.2 24.0 3-5 24.2 39.9 31.0 3-6 32.1 48.5 28.0 3-7 27.1 25.2 18.0 4-5 28.1 28.0 19.0 4-6 32.8 41.9 24.0 4-7 45.6 90.4 37.0 5-6 35.5 55.5 30.0 5-7 34.0 89.4 49.0 6-7 29.4 29.6 19.0 a The concepts are: (1) firefighting, (2) safe, (3) efficient, (4) professional, (5) teamwork, (6) skilled, (7) me. 83 Table 33 MMDS Set 1 — Time 2 - One—Way Paper and Pencil Attitudes Toward Firefighting Mean Distances (Average N For Each Pair = 30) Pair8 Mean S.D. V 1-2 142.4 200.6 28.0 1—3 78.2 93.1 22.0 1-4 45.2 39.8 17.0 1-5 26.0 35.2 26.0 1—6 55.2 95.0 33.0 l-7 42.5 62.6 28.0 2-3 70.9 98.8 26.0 2-4 60.8 80.0 25.0 2—5 56.8 67.4 22.0 2-6 49.0 50.5 20.0 2-7 76.1 183.1 45.0 3-4 46.0 54.8 23.0 3-5 43.5 51.1 22.0 3-6 47.0 54.3 22.0 3-7 46.1 54.4 23.0 4-5 40.7 45.0 21.0 4-6 39.4 42.1 21.0 4-7 84.6 187.0 43.0 5—6 49.2 66.4 26.0 5-7 31.4 42.8 26.0 6-7 57.1 101.4 35.0 a The concepts are: (l) firefighting, (2) safe, (3) efficient, (4) professional, (5) teamwork, (6) skilled, 84 (7) me. Table 34 MMDS Set 1 - Time 3 - One-Way Paper and Pencil Attitudes Toward Firefighting Mean Distances (Average N For Each Pair = 30) 43.4 70.5 30. 46.1 70.5 28. Pair8 Mean S.D. V 1-2 154.5 181.9 22.0 1-3 75.8 122.4 30.0 1-4 49.1 73.5 28.0 1-5 28.4 35.8 23.0 1-6 39.4 54.2 26.0 1-7 64.6 124.4 36.0 2-3 68.4 110.1 30.0 2-4 52.3 61.0 22.0 2-5 36.8 40.8 21.0 2-6 37.2 40.5 20.0 2-7 56.9 74.2 24.0 3-4 56.7 98.7 32.0 3-5 52.4 84.6 30.0 3-6 44.7 55.4 23.0 3-7 52.9 80.0 28.0 4-5 45.9 55.8 23.0 4-6 33.2 38.6 22.0 4-7 43.3 61.8 27.0 5-6 57.7 102.1 33.0 5 7 0 6 7 0 a The concepts are: (1) firefighting, (2) safe, (3) efficient, (4) professional, (5) teamwork, (6) skilled, (7) me. 85 Table 35 MMDS Set 1 - Time 4 - One—Way Paper and Pencil Attitudes Toward Firefighting Mean Distances (Average N For Each Pair = 30) Paira Mean S.D. V 1-2 193.8 226.9 22.0 1-3 63.8 55.5 16.0 1-4 40.7 45.1 21.0 1-5 27.2 31.4 21.0 1-6 35.9 50.1 26.0 1-7 37.7 54.4 27.0 2-3 71.0 101.9 27.0 2-4 57.3 63.6 21.0 2-5 59.0 120.9 38.0 2-6 43.5 50.5 22.0 2-7 29.7 33.5 21.0 3-4 45.5 60.8 25.0 3-5 42.0 73.0 32.0 3-6 39.3 51.0 24.0 3-7 32.3 43.8 25.0 4-5 39.8 73.6 34.0 4-6 32.8 34.8 20.0 4-7 37.3 51.6 26.0 5-6 38.0 52.9 26.0 5-7 34.5 53.8 29.0 6-7 41.0 59.9 27.0 a The concepts are: (1) firefighting, (2) safe, (3) efficient, (4) professional, (5) teamwork, (6) skilled, (7) me. 86 Table 36 MMDS Set 1 - Time 5 ~ One-Way Paper and Pencil Attitudes Toward Firefighting Mean Distances (Average N For Each Pair = 30) a Pair Mean S.D. V 1-2 145.4 237.5 30.0 1-3 31.9 29.3 17.0 1-4 25.5 29.3 21.0 1-5 22.7 29.4 24.0 1-6 25.0 29.5 22.0 1-7 30.0 33.4 21.0 2-3 43.0 39.7 17.0 2-4 38.5 36.3 17.0 2-5 32.6 33.9 19.0 2-6 36.3 31.7 16.0 2-7 36.9 34.4 17.0 3-4 35.6 37.4 20.0 3-5 34.2 37.0 20.0 3-6 38.5 40.6 20.0 3-7 33.0 32.5 18.0 4—5 34.0 34.3 19.0 4-6 32.2 34.0 20.0 4-7 32.1 32.7 19.0 5—6 33.1 33.2 19.0 5-7 28.2 30.3 20.0 6-7 33.0 31.4 18.0 a The concepts are: (1) firefighting, (2) safe, (3) efficient, (4) professional, (5) teamwork (6) skilled, 87 (7) me. Table 37 MMDS Set 1 - Time 1 — One-Way No Response Attitudes Toward Firefighting Mean Distances (Average N For Each Pair = 31) Paira Mean S.D. V 1-2 80.0 104.9 24.0 1-3 35.6 40.2 21.0 1-4 30.8 37.1 22.0 1-5 11.5 18.4 29.0 1-6 21.3 28.8 25.0 1-7 14.2 15.9 21.0 2-3 76.3 173.4 41.0 2-4 64.0 173.8 50.0 2-5 24.4 40.2 30.0 2-6 24.9 29.8 22.0 2-7 30.8 40.1 24.0 3-4 34.9 38.4 20.0 3-5 24.3 32.5 24.0 3-6 21.1 28.8 25.0 3-7 27.0 27.3 18.0 4-5 22.8 26.7 21.0 4-6 22.6 26.0 21.0 4-7 29.1 31.3 20.0 5-6 27.4 40.2 27.0 5-7 17.0 22.8 25.0 6-7 27.7 33.6 22.0 a The concepts are: (l) firefighting, (2) safe, (3) efficient, (4) professional, (5) teamwork, (6) skilled, (7) me. 88 Table 38 MMDS Set 1 - Time 2 - One-Way No Response Attitudes Toward Firefighting Mean Distances (Average N For Each Pair = 31) m Pair Mean S.D. V 1-2 109.7 120.4 20.0 1-3 47.6 39.4 15.0 1—4 31.2 27.5 16.0 1-5 19.9 22.5 21.0 1-6 26.8 23.5 16.0 1-7 22.3 23.0 19.0 2-3 43.5 37.4 16.0 2-4 38.1 42.9 21.0 2-5 23.9 28.0 21.0 2-6 23.1 24.7 20.0 2-7 22.6 24.9 20.0 3-4 35.0 32.0 17.0 3-5 27.2 25.3 17.0 3-6 32.5 40.8 23.0 3-7 22.6 21.5 17.0 4-5 26.5 25.1 17.0 4-6 31.2 27.8 16.0 4-7 33.3 31.7 17.0 5-6 28.6 24.0 15.0 5-7 24.7 24.1 18.0 6-7 27.0 23.2 16.0 a The concepts are: (1) firefighting, (2) safe, (3) efficient, (4) professional, (5) teamwork, (6) skilled, (7) me. 89 Table 39 MMDS Set 1 - Time 3 — One-Way No Response Attitudes Toward Firefighting Mean Distances (Average N For Each Pair = 31) a Pair Mean S.D. V 1-2 126.1 148.7 22.0 1-3 41.8 31.3 14.0 1-4 25.7 25.4 18.0 1-5 17.8 25.3 26.0 1-6 23.5 25.7 20.0 1—7 20.2 26.2 24.0 2-3 44.1 42.2 17.0 2-4 37.7 39.1 19.0 2-5 22.3 26.7 22.0 2-6 22.5 25.1 20.0 2-7 25.1 25.8 19.0 3-4 31.2 24.4 14.0 3-5 21.0 26.0 23.0 3-6 29.7 28.0 17.0 3-7 29.0 25.2 16.0 4—5 25.4 25.0 18.0 4-6 22.9 24.0 19.0 4-7 28.3 26.3 17.0 5—6 25.2 25.7 19.0 5-7 24.0 26.1 20.0 6-7 28.4 26.2 17.0 a The concepts are: (1) firefighting, (2) safe, (3) efficient, (4) professional, (5) teamwork, (6) skilled, (7) me. 90 Table 40 MMDS Set 1 - Time 4 - One—Way No Response Attitudes Toward Firefighting Mean Distances (Average N For Each Pair = 31) a Pair Mean S.D. V 1-2 94.3 98.9 19.0 1-3 43.2 35.8 15.0 1-4 28.8 28.5 18.0 1-5 20.4 26.6 24.0 1-6 24.0 25.2 19.0 1-7 22.0 22.7 19.0 2-3 33.6 35.4 19.0 2-4 29.3 33.3 21.0 2-5 27.6 32.8 22.0 2-6 30.4 30.5 18.0 2-7 23.1 25.4 20.0 3-4 30.1 30.1 18.0 3-5 25.7 26.0 18.0 3-6 27.7 26.2 17.0 3-7 25.9 23.1 16.0 4-5 23.3 26.7 21.0 4-6 32.1 29.2 17.0 4-7 27.2 23.0 16.0 5-6 23.9 26.6 21.0 5-7 20.6 22.7 21.0 6-7 23.5 22.3 18.0 a The concepts are: (1) firefighting, (2) safe, (3) efficient, (4) professional, (5) teamwork, (6) skilled, (7) me. 91 Table 41 MMDS Set 1 - Time 5 - One—Way No Response Attitudes Toward Firefighting Mean Distances (Average N For Each Pair = 31) m Pair Mean S.D. V 1-2 67.8 92.1 25.0 1-3 40.7 35.6 16.0 1-4 29.2 30.2 19.0 1-5 25.4 31.2 22.0 1-6 27.2 30.7 21.0 1-7 30.6 42.0 25.0 2-3 49.6 44.4 16.0 2-4 44.5 45.5 19.0 2-5 30.7 33.7 20.0 2-6 30.5 31.1 19.0 2-7 31.7 42.1 24.0 3-4 28.2 30.7 20.0 3-5 28.8 30.7 19.0 3-6 30.4 30.3 18.0 3-7 32.6 41.8 23.0 4-5 24.9 31.6 23.0 4-6 36.7 36.3 18.0 4—7 30.0 41.6 25.0 5-6 27.3 30.9 21.0 5-7 29.6 41.9 26.0 6-7 29.7 41.6 26.0 a The concepts are: (1) firefighting, (2) safe, (3) efficient, (4) professional, (5) teamwork, (6) skilled, (7) me. 92 93 the concept of ”firefighting" than did participants in any other condition, with the exception of the concept "safe.” (2) However, for that concept, the two-way, individual condition exhibited the most change (98 units) (i.e., from Time 1 to Time 5, the mean distance between the concepts "firefighting" and "safe decreased by 98 units). (3) By the final testing, participants in the two-way, group condi- tion evaluated the concept "firefighting" as being further away from each of the other concepts in this set than did participants in any other condition. (4) Participants in the least involving group (one-way, no response) had the smallest variability across time in the judged distance 3 between "firefighting" and these concepts. Prefire planning. The concept "prefire planning" was paired with the following nine concepts: essential, use- ful, time consuming, public relations, safe community, pro- fessional, busywork, inspection, and me. Tables 42-61 pre- sent the mean distances between prefire planning and each of the concepts in this set. Upon examination of these data the following trends are evident: (l) by the fifth testing, the mean distances between "prefire planning" and each concept (except "inspection") was smallest in the two-way, individual condition. (2) Over time, the largest movement toward the concept of "prefire planning" occurred in the two-way, Table 42 MMDS Set 2 - Time 1 - Two-Way Individual Attitudes Toward Prefire Planning Mean Distances (Average N For Each Pair = 22) Paira Mean S.D. V 1-2 21.0 26.3 27.0 1-3 27.4 47.9 38.0 1-4 111.5 219.0 43.0 1-5 96.9 209.1 47.0 1-6 59.7 205.8 75.0 1-7 68.2 205.5 66.0 1-8 76.9 69.5 20.0 1-9 84.2 224.5 58.0 1-10 85.1 203.4 52.0 2-3 77.6 101.9 29.0 2-4 88.4 109.0 27.0 2-5 135.0 275.8 45.0 2-6 97.5 222.4 50.0 2-7 84.3 210.7 55.0 2-8 189.4 323.9 37.0 2-9 99.2 221.7 49.0 2-10 58.6 105.9 39.0 3-4 119.1 198.6 36.0 3-5 62.7 62.5 22.0 3-6 75.1 204.1 59.0 3-7 33.0 35.4 23.0 3-8 100.2 164.4 36.0 3-9 77.3 115.9 33.0 3-10 27.4 33.2 26.0 4-5 131.8 217.6 36.0 4-6 118.7 220.6 41.0 4-7 99.0 202.6 45.0 4-8 159.8 285.6 39.0 4-9 176.0 294.0 36.0 4-10 110.2 218.7 43.0 5-6 112.7 224.0 43.0 5-7 57.0 108.7 44.0 5-8 111.5 139.8 27.0 5-9 45.0 70.8 34.0 5-10 29.8 35.5 26.0 94 Table 42 (Con't) Paira Mean S.D. V 6-7 21.3 26.9 28.0 6-8 148.2 279.7 41.0 6-9 51.2 103.8 44.0 6-10 27.8 35.3 28.0 7-8 115.0 225.1 43.0 7-9 62.7 107.9 38.0 7-10 26.0 33.5 28.0 8-9 118.6 209.8 39.0 8-10 72.5 124.7 38.0 9-10 94.7 207.2 48.0 a The concepts are: (1) prefire planning, (2) essential, (3) useful, (4) time consuming, (5) public relations, (6) safe community, (7) professional, (8) busywork, (9) inspection, (10) me. 95 Table 43 MMDS Set 2 - Time 2 - Two-Way Individual Attitudes Toward Prefire Planning Mean Distances (Average N For Each Pair = 22) {D Pair Mean S.D. V 1-2 48.7 47.8 21.0 1-3 40.8 58.4 31.0 1-4 84.6 115.2 30.0 1-5 65.1 102.3 35.0 1-6 59.7 102.9 38.0 1-7 48.9 58.8 26.0 1—8 112.5 171.9 33.0 1-9 90.9 150.9 36.0 1-10 68.9 81.4 26.0 2-3 68.7 40.6 13.0 2-4 121.1 139.8 25.0 2-5 112.9 150.3 29.0 2-6 68.4 107.0 34.0 2-7 68.2 114.6 37.0 2—8 134.1 149.4 24.0 2-9 77.5 117.2 33.0 2-10 63.0 89.3 32.0 3-4 79.3 101.7 29.0 3-5 62.6 88.7 32.0 3-6 66.4 91.3 31.0 3-7 56.1 57.4 23.0 3-8 122.2 144.6 26.0 3—9 44.2 46.7 24.0 3-10 43.0 47.5 25.0 4-5 134.3 152.6 25.0 4-6 102.4 120.5 26.0 4-7 93.7 123.6 29.0 4—8 84.7 106.4 28.0 4-9 79.1 109.1 31.0 4-10 80.9 106.7 30.0 5-6 55.5 64.2 26.0 5-7 51.9 58.3 25.0 5-8 96.8 109.9 25.0 5—9 60.4 54.2 20.0 5—10 89.7 130.6 32.0 96 Table 43 (Con't) OJ Pair Mean S.D. V 6-7 75.1 116.3 34.0 6-8 125.5 144.2 25.0 6-9 63.5 82.1 28.0 6-10 69.2 102.6 32.0 7-8 108.3 136.8 28.0 7-9 48.1 49.8 23.0 7-10 53.7 52.8 21.0 8-9 76.1 86.6 25.0 8-10 80.8 91.4 25.0 9-10 84.0 100.0 27.0 a The concepts are: (1) prefire planning, (2) essential, (3) useful, (4) time consuming, (5) public relations, (6) safe community, (7) professional, (8) busywork, (9) inspection, (10) me. 97 Table 44 MMDS Set 2 - Time 3 - Two-Way Individual Attitudes Toward Prefire Planning Mean Distances (Average N For Each Pair = 22) a) Pair Mean S.D. V 1-2 53.7 81.5 33.0 1-3 49.1 97.6 43.0 1-4 33.2 29.8 20.0 1-5 63.1 118.5 41.0 1-6 36.9 48.7 29.0 1-7 31.1 41.6 29.0 1-8 64.4 68.1 23.0 1-9 81.4 152.1 41.0 1-10 50.4 78.2 34.0 2-3 56.5 39.2 15.0 2-4 75.0 85.5 25.0 2-5 48.7 46.5 21.0 2-6 48.9 48.7 22.0 2-7 51.7 56.1 24.0 2-8 65.4 54.6 18.0 2-9 51.2 65.0 28.0 2-10 37.9 34.8 20.0 3-4 54.8 49.0 20.0 3-5 48.8 47.3 21.0 3-6 35.8 44.8 27.0 3-7 40.3 42.1 23.0 3-8 56.7 50.3 19.0 3—9 44.0 48.0 24.0 3-10 30.8 27.3 19.0 4-5 60.0 45.2 17.0 4-6 57.4 61.2 23.0 4-7 60.6 68.8 25.0 4—8 61.4 63.7 23.0 4-9 51.2 49.1 21.0 4-10 52.5 62.3 26.0 5-6 69.0 143.8 46.0 5-7 76.7 163.7 47.0 5-8 101.7 140.3 30.0 5-9 80.5 146.8 40.0 5-10 63.2 71.4 25.0 98 Table 44 (Con't) m Pair Mean S.D. V 6-7 57.4 64.4 24.0 6-8 69.0 68.6 22.0 6-9 44.5 50.3 25.0 6-10 46.1 39.5 19.0 7-8 87.1 72.8 18.0 7-9 52.9 56.8 23.0 7-10 40.7 37.8 20.0 8-9 94.5 134.0 31.0 8-10 67.5 68.9 22.0 9-10 53.8 40.4 16.0 a The concepts are: (1) prefire planning, (2) essential, (3) useful, (4) time consuming, (5) public relations, (6) safe community, (7) professional, (8) busywork, (9) inspection, (10) me. 99 Table 45 MMDS Set 2 - Time 4 - Two-Way Individual Attitudes Toward Prefire Planning Mean Distances (Average N For Each Pair = 22) m Pair Mean S.D. 1-2 67.5 76.3 .0 1-3 36.2 31.7 .0 1-4 36.2 28.2 .0 1-5 37.9 32.9 .0 1-6 51.9 64.8 .0 1-7 49.9 57.8 .0 1-8 110.9 202.6 .0 1-9 51.0 59.4 .0 1-10 56.5 71.4 .0 2-3 76.1 81.3 .0 2-4 83.5 91.8 .0 2-5 66.5 75.3 .0 2-6 71.8 113.2 .0 2-7 60.1 79.8 .0 2-8 119.2 207.3 .0 2-9 70.9 123.6 .0 2-10 57.0 63.6 .0 3-4 91.5 98.1 .0 3-5 62.0 74.5 .0 3-6 51.3 61.7 .0 3—7 53.5 69.2 .0 3-8 87.1 132.1 .0 3-9 42.5 35.5 .0 3-10 35.2 29.6 .0 4-5 91.3 157.6 .0 4-6 69.8 91.9 .0 4-7 57.0 78.2 .0 4-8 59.4 70.0 .0 4-9 47.5 48.6 .0 4-10 46.2 46.9 .0 5-6 59.5 61.6 .0 5-7 55.3 64.6 .0 5-8 101.4 139.8 .0 5-9 70.8 84.1 .0 5—10 50.5 46.1 .0 100 Tabl e 45 (Con't) n) Pair Mean S.D. V 6-7 55.0 87.2 35.0 6-8 68.5 74.6 24.0 6-9 44.1 43.9 22.0 6-10 34.6 32.0 20.0 7-8 69.9 73.8 23.0 7-9 44.0 50.2 25.0 7-10 39.3 38.5 21.0 8-9 69.7 72.9 23.0 8-10 57.2 52.9 20.0 9-10 53.0 55.5 23.0 a The concepts are: (1) prefire planning, (2) essential, (3) useful, (4) time consuming, (5) public relations, (6) safe community, (7) professional, (8) busywork, (9) inspection, 101 (10) me. Table 46 MMDS Set 2 - Time 5 — Two-Way Individual Attitudes Toward Prefire Planning Mean Distances (Average N For Each Pair = 22) Paira Mean S.D. 1-2 41.2 47.2 .0 1-3 33.9 45.8 .0 1-4 33.1 30.5 .0 1-5 42.8 36.0 .0 1-6 39.8 55.3 .0 1-7 28.2 31.8 .0 1-8 44.3 38.6 .0 1-9 69.0 110.3 .0 1-10 42.7 48.7 .0 2—3 61.0 43.5 .0 2-4 56.1 44.7 .0 2—5 51.5 36.6 .0 2-6 50.3 47.3 .0 2-7 44.8 47.6 .0 2-8 69.4 45.4 .0 2-9 40.4 44.8 .0 2—10 37.0 46.2 .0 3-4 46.0 39.1 .0 3-5 42.8 45.2 .0 3-6 44.2 45.5 .0 3-7 37.9 31.0 .0 3-8 51.5 35.0 .0 3-9 48.4 56.7 .0 3-10 29.4 30.9 .0 4-5 51.2 42.0 .0 4-6 50.4 48.3 .0 4-7 43.5 35.3 .0 4-8 41.2 36.3 .0 4-9 48.3 48.9 .0 4-10 41.5 38.8 .0 5-6 53.9 55.7 .0 5-7 35.2 32.3 .0 5-8 63.3 50.9 .0 5-9 97.5 199.1 .0 5-10 48.4 55.5 .0 102 Table 46 (Con't) Paira Mean S.D. V 6-7 39.9 36.2 20.0 6-8 68.8 63.0 20.0 6-9 44.3 46.8 23.0 6-10 32.3 30.5 21.0 7-8 64.7 69.3 23.0 7-9 40.5 46.7 25.0 7-10 32.4 30.0 20.0 8-9 45.2 37.7 18.0 8-10 53.5 47.3 19.0 9-10 40.4 37.7 20.0 a The concepts are: (1) prefire planning, (2) essential, (3) useful, (4) time consuming, (5) public relations, (6) safe community, (7) professional, (8) busywork, (9) inspection, (10) me. 103 Table 47 MMDS Set 2 - Time 1 - Two-Way Group Attitudes Toward Prefire Planning Mean Distances (Average N For Each Pair = 22) SD Pair Mean S.D. 1—2 35.1 40.1 .0 1-3 43.9 47.9 .0 1-4 88.1 47.3 .0 1-5 99.0 159.1 .0 1-6 33.2 34.8 .0 1-7 51.7 41.3 .0 1-8 154.3 196.9 .0 1-9 51.1 47.2 .0 1-10 47.9 48.7 .0 2-3 76.6 44.9 .0 2-4 107.2 80.8 .0 2-5 84.1 57.1 .0 2—6 53.1 55.0 .0 2-7 55.3 45.1 .0 2—8 119.3 88.5 .0 2-9 67.9 78.2 .0 2-10 83.5 199.1 .0 3-4 125.7 198.5 .0 3—5 78.3 64.9 .0 3-6 55.3 39.0 .0 3-7 62.7 52.1 .0 3-8 106.5 87.1 .0 3-9 50.0 42.0 .0 3-10 40.3 39.5 .0 4-5 88.0 53.2 .0 4-6 99.6 72.4 .0 4-7 87.0 58.4 .0 4-8 80.3 67.7 .0 4-9 68.7 42.0 .0 4-10 72.6 61.4 .0 5-6 93.5 63.0 .0 5-7 81.3 103.0 .0 5-8 117.3 86.7 .0 5-9 64.0 48.9 .0 5-10 62.8 52.0 .0 104 Table 47 (Con't) Paira Mean S.D. V 6-7 56.7 44.4 17.0 6-8 113.9 76.2 14.0 6-9 48.2 47.5 21.0 6-10 40.3 47.5 25.0 7-8 87.4 80.4 20.0 7-9 45.7 41.2 19.0 7-10 38.8 35.0 19.0 8-9 84.8 65.7 17.0 8-10 75.5 69.2 20.0 9-10 54.0 40.2 16.0 a The concepts are: (1) prefire planning, (2) essential, (3) useful, (4) time consuming, (5) public relations, (6) safe community, (7) professional, (8) busywork, (9) inspection, (10) me. 105 Table 48 MMDS Set 2 - Time 2 - Two-Way Group Attitudes Toward Prefire Planning Mean Distances (Average N For Each Pair = 22) Paira Mean S.D. v 1-2 56.1 42.6 17.0 1-3 48.0 39.4 18.0 1-4 103.9 86.3 18.0 1-5 63.6 44.9 15.0 1-6 53.0 39.8 16.0 1-7 50.0 43.7 19.0 1-8 147.3 133.7 20.0 1-9 61.8 48.8 17.0 1-10 67.7 49.1 16.0 2-3 73.0 35.2 11.0 2-4 151.8 125.6 18.0 2-5 78.6 75.2 21.0 2-6 54.5 38.6 15.0 2-7 60.9 49.7 18.0 2-8 154.8 147.6 21.0 2-9 59.3 48.3 18.0 2-10 59.1 37.8 14.0 3—4 107.9 108.9 23.0 3-5 88.9 115.4 28.0 3—6 68.9 42.9 14.0 3-7 72.5 45.8 14.0 3-8 134.6 117.8 19.0 3-9 58.9 37.3 14.0 3-10 55.2 39.0 15.0 4-5 120.2 141.7 26.0 4-6 92.5 99.9 24.0 4—7 93.0 101.5 24.0 4-8 108.7 133.4 27.0 4-9 94.3 97.9 23.0 4-10 102.0 105.2 22.0 5—6 82.3 98.2 26.0 5-7 84.6 75.3 19.0 5-8 132.4 142.0 24.0 5-9 55.9 41.0 16.0 5—10 101.8 134.6 29.0 106 Table 48 (Con't.) Paira Mean S.D. V 6-7 59.8 38.3 14.0 6-8 129.0 129.5 22.0 6-9 63.2 42.9 15.0 6-10 56.6 39.9 15.0 7-8 114.3 73.8 14.0 7-9 55.2 42.2 17.0 7-10 51.8 54.0 23.0 8-9 102.1 101.4 22.0 8-10 89.5 102.9 26.0 9-10 69.8 49.3 15.0 a The concepts are: (1) prefire planning, (2) essential, (3) useful, (4) time consuming (5) public relations, (6) safe community, (7) professional, (8) busywork, (9) inspection, (10) me. 107 Table 49 MMDS Set 2 — Time 3 - Two-Way Group Attitudes Toward Prefire Planning Mean Distances (Average N For Each Pair = 22) Paira Mean S.D. V 1-2 54.6 36.3 15.0 1-3 47.6 29.6 14.0 1-4 74.0 41.0 12.0 1-5 58.6 48.0 18.0 1-6 47.7 36.5 17.0 1-7 53.4 47.4 20.0 1-8 98.6 99.9 23.0 1-9 69.5 52.6 17.0 1-10 74.0 61.5 19.0 2-3 78.4 37.5 10.0 2-4 111.0 106.8 22.0 2-5 71.4 54.1 17.0 2-6 56.2 47.5 19.0 2-7 64.3 63.5 22.0 2-8 126.2 126.5 22.0 2-9 57.1 44.5 18.0 2-10 48.6 47.4 21.0 3-4 104.7 101.5 21.0 3-5 64.3 64.1 22.0 3-6 59.3 53.4 20.0 377 58.0 37.4 14.0 3-8 106.8 134.0 27.0 3-9 56.9 38.3 15.0 3-10 53.0 53.1 22.0 4-5 99.0 111.5 25.0 4-6 103.1 103.8 22.0 4-7 98.1 102.5 23.0 4-8 87.5 103.2 26.0 4-9 84.5 100.6 26.0 4-10 99.1 108.5 24.0 5-6 72.0 50.5 15.0 5-7 74.3 61.4 18.0 5-8 122.5 129.7 23.0 5-9 89.4 120.0 29.0 5-10 80.7 98.3 27.0 108 Table 49 (Con't) Paira Mean S.D. V 6-7 67.8 68.9 22.0 6-8 117.1 107.1 20.0 6-9 71.6 104.3 32.0 6-10 53.6 39.6 16.0 7-8 113.9 108.4 21.0 7-9 52.8 37.3 15.0 7-10 48.4 40.3 18.0 8-9 106.6 103.9 21.0 9-10 88.4 58.5 14.0 9-10 81.6 65.5 18.0 a The concepts are: (1) prefire planning, (2) essential, (3) useful, (4) time consuming (5) public relations, (6) safe community, (7) professional, (8) busywork, (9) inspection, (10) me. 109 Table 50 MMDS Set 2 - Time 4 - Two-Way Group Attitudes Toward Prefire Planning Mean Distances (Average N For Each Pair = 22) Paira Mean S.D. V 1-2 62.7 50.8 18.0 1—3 56.0 38.9 16.0 1-4 91.2 137.3 34.0 1-5 45.4 36.7 18.0 1-6 46.2 65.8 32.0 1-7 53.6 51.8 22.0 1-8 72.1 104.6 32.0 1-9 49.8 36.6 16.0 1-10 106.0 202.9 43.0 2-3 97.7 140.2 32.0 2-4 139.3 204.8 33.0 2-5 114.1 214.7 42.0 2-6 78.6 105.3 30.0 2-7 84.8 145.4 38.0 2—8 123.6 168.2 30.0 2-9 89.8 164.1 41.0 2—10 122.7 217.5 39.0 3-4 128.0 139.4 24.0 3-5 81.0 86.1 23.0 3-6 78.7 94.4 26.0 3-7 112.8 209.9 41.0 3-8 131.4 172.4 29.0 3-9 68.7 101.3 32.0 3-10 71.9 121.1 37.0 4-5 119.2 146.6 27.0 4-6 118.7 150.0 28.0 4-7 124.4 180.9 32.0 4—8 130.3 172.8 29.0 4—9 95.3 118.5 27.0 4-10 113.9 134.1 26.0 5-6 107.1 175.0 37.0 5-7 108.3 175.7 36.0 5-8 152.7 169.4 24.0 5-9 110.6 175.4 35.0 5-10 92.1 112.1 27.0 110 Table 50 (Con't) Paira Mean S.D. V 6-7 93.0 155.8 37.0 6-8 128.2 191.2 33.0 6-9 86.4 157.0 40.0 6-10 63.2 62.4 22.0 7-8 135.2 159.3 26.0 7-9 86.9 141.8 36.0 7-10 53.6 49.5 20.0 8-9 118.9 199.1 37.0 8-10 72.6 64.5 20.0 9-10 66.4 46.6 16.0 a The concepts are: (l) prefire planning, (2) essential, (3) useful, (4) time consuming,(5) public relations, (6) safe community, (7) professional, (8) busywork, (9) inspection, (10) me. 111 Table 51 bflms Set 2 - Time 5 - Two-Way Group Attitudes Toward Prefire Planning Mean Distances (Average N For Each Pair = 22) Pair Mean S.D. V 1-2 69.6 85.2 27.0 1-3 54.8 51.4 20.0 1-4 146.4 230.2 34.0 1-5 62.0 40.7 14.0 1-6 46.7 43.1 20.0 1—7 44.3 42.1 21.0 1-8 109.5 185.0 38.0 1-9 57.9 38.7 15.0 1-10 122.1 222.2 41.0 2-3 127.5 194.6 33.0 2-4 94.0 110.5 26.0 2-5 64.5 75.1 26.0 2-6 57.5 58.0 22.0 2-7 52.5 44.2 18.0 2-8 120.5 215.7 39.0 2-9 64.3 47.3 16.0 2-10 63.2 103.7 36.0 3-4 116.4 197.5 37.0 3—5 63.0 40.3 14.0 3- 57.7 39.6 15.0 3- 80.0 100.3 27.0 - 99.3 132.0 29.0 81.1 98.4 27.0 48.1 38.5 18.0 98.3 95.4 22.0 82.5 88.9 24.0 81.8 53.5 14.0 91.8 99.9 24.0 68.6 40.1 13.0 1 64.3 43.1 15.0 6 67.7 56.5 18.0 7 99.1 145.8 32.0 5-8 129.8 192.9 32.0 5-9 91.1 160.4 38.0 5-1() 81.8 141.0 38.0 112 Table 51 (Con't) Paira Mean. S.D. v 6—7 82.0 119.8 32.0 6-8 115.9 128.8 24.0 6-9 72.0 81.2 25.0 6-10 60.7 63.6 23.0 7-8 103.2 108.9 23.0 7-9 46.7 39.1 18.0 7-10 46.0 39.1 18.0 8-9 80.1 98.7 27.0 8-10 82.0 99.9 27.0 9-10 58.7 44.6 17.0 a The concepts are: (1) prefire planning, (2) essential, (3) useful, (4) time consuming, (5) public relations, (6) safe community, (7) professional, (8) busywork, (9) inspection, (10) me. 113 Table 52 rows Set 2 - Time 1 - One-Way Paper and Pencil Attitudes Toward Prefire Planning Mean Distances (Average N For Each Pair = 30) Paira Mean S.D. 1-2 41.7 41.7 1-3 34.9 43.5 1-4 71.1 79.9 1-5 78.8 172.0 1-6 30.0 29.6 1-7 48.0 58.7 1-8 149.8 208.2 1—9 88.4 193.4 1-10 82.0 176.5 2—3 79.6 33.7 2-4 143.7 247.9 2-5 120.4 197.8 2-6 74.1 102.7 2-7 79.7 122.9 2-8 112.8 186.1 2-9 68.0 67.3 2-10 53.7 52.3 3-4 121.2 176.2 3-5 109.2 187.2 3-6 87.0 132.7 3-7 71.7 69.1 3-8 113.9 180.1 3-9 90.1 174.9 3-10 41.7 34.3 4-5 113.2 177.8 4-6 87.2 ‘97.9 4-7 67.1 62.7 4-8 152.3 255.7 4—9 100.4 185.3 4-10 104.4 123.2 5-6 62.6 113.1 5—7 78.9 180.3 5-8 149.1 245.9 5-9 107.5 225.2 5-10 53.7 49.4 114 Table 52 (Con't) Paira Mean S.D. v 6-7 39.0 38.6 18.0 6-8 87.3 74.7 16.0 6-9 48.7 37.6 14.0 6-10 51.5 50.0 18.0 7-8 122.6 185.6 29.0 7-9 54.2 58.0 20.0 7-10 42.1 51.1 23.0 8-9 134.7 243.1 34.0 8-10 108.0 181.2 31.0 9-10 62.0 56.8 18.0 a The concepts are: (1) prefire planning, (2) essential, (3) useful, (4) time consuming, (5) public relations, (6) safe community, (7) professional, (8) busywork, (9) inspection, (10) me. 115 Table 53 WEB Set 2 - Time 2 - One-Way Paper and Pencil Attitudes Toward Prefire Planning Mean Distances (Average N For Each Pair = 30) Paira Mean S.D. V 1-2 57.5 51.7 17.0 1-3 47.3 92.2 36.0 1-4 73.3 78.7 21.0 1-5 137.0 239.3 32.0 1-6 63.7 91.4 27.0 1-7 80.4 120.3 28.0 1-8 99.6 117.1 22.0 1-9 103.1 181.6 34.0 1-10 75.4 90.2 23.0 2-3 69.1 39.0 10.0 2-4 114.5 132.9 22.0 2-5 138.9 199.7 28.0 2-6 101.1 191.6 36.0 2-7 73.6 91.5 24.0 2-8 96.5 101.5 21.0 2-9 80.4 118.5 28.0 2-10 84.6 185.3 41.0 3-4 97.9 122.1 24.0 3-5 83.5 101.2 23.0 3-6 71.0 114.2 32.0 3-7 68.3 92.9 26.0 3-8 131.5 201.7 30.0 3-9 68.7 76.6 21.0 3-10 39.6 51.4 24.0 4-5 76.9 99.1 25.0 4-6 63.2 93.6 29.0 4-7 63.7 96.6 30.0 4-8 120.0 191.7 30.0 4-9 62.5 65.5 20.0 4-10 75.1 95.7 25.0 .5-6 114.6 196.6 33.0 5-7 130.9 246.3 36.0 5-8 66.0 63.6 19.0 5-9 93.1 105.1 22.0 5—11) 106.1 196.7 36.0 116 Table 53 (Con't) Paira Mean. S.D. V 6-7 69.3 93.0 25.0 6-8 93.6 96.5 20.0 6-9 103.7 185.7 34.0 6-10 57.5 98.6 32.0 7-8 99.8 121.7 24.0 7-9 73.6 98.0 26.0 7-10 35.8 48.3 25.0 8-9 132.8 211.9 30.0 8-10 68.8 61.4 17.0 9-10 76.2 76.0 19.0 a The concepts are: (l) prefire planning, (2) essential, (3) useful, (4) time consuming, (5) public relations, (6) safe community, (7) professional, (8) busywork, (9) inspection, (10) me. 117 Table 54 MMDS Set 2 - Time 3 - One-Way Paper and Pencil Attitudes Toward Prefire Planning Mean Distances (Average N For Each Pair = 30) Paira Mean S.D. V 1-2 78.8 116.1 27.0 1-3 49.5 54.1 20.0 1-4 82.4 136.7 31.0 1-5 92.2 180.7 36.0 1-6 68.4 99.9 27.0 1-7 61.5 98.0 30.0 1-8 104.2 150.9 27.0 1-9 74.5 106.3 26.0 1-10 57.7 65.6 21.0 2-3 55.6 41.6 14.0 2-4 88.2 131.6 28.0 2—5 100.9 189.1 35.0 2-6 71.8 99.1 26.0 2-7 84.0 134.7 30.0 2-8 92.2 125.1 26.0 2-9 115.4 202.1 33.0 2-10 44.7 54.0 22.0 3-4 104.7 145.8 26.0 3-5 82.2 123.2 28.0 3-6 62.7 97.1 29.0 3-7 91.1 148.1 30.0 3-8 108.2 144.6 25.0 3-9 74.7 101.2 26.0 3-10 46.5 60.5 25.0 4-5 113.2 198.8 33.0 4-6 80.1 110.9 26.0 4-7 83.0 116.8 27.0 4-8 85.9 113.7 25.0 4-9 63.9 78.7 23.0 4-10 84.2 119.2 27.0 5-6 69.0 76.1 20.0 5-7 89.8 179.0 37.0 5-8 113.8 194.5 32.0 5-9 102.3 186.6 34.0 5-10 56.4 57.5 19.0 118 Table 54 (Con't) Paira Mean S.D. V 6-7 48.8 50.2 19.0 6-8 96.0 180.3 36.0 6-9 82.6 118.7 27.0 6-10 71.7 118.6 31.0 7-8 129.6 234.4 34.0 7-9 69.6 104.1 28.0 7-10 52.3 73.4 26.0 8-9 70.9 87.1 23.0 8-10 87.0 179.7 39.0 9-10 66.4 66.3 19.0 a The concepts are: (1) prefire planning, (2) essential, (3) useful, (4) time consuming, (5) public relations, (6) safe community, (7) professional, (8) busywork, (9) inspection, (10) me. 119 Table 55 MMDS Set 2 - Time 4 - One-Way Paper and Pencil Attitudes Toward Prefire Planning Mean Distances (Average N For Each Pair = 30) Paira Mean S.D. 1-2 87.7 109.1 23.0 1-3 57.0 57.7 19.0 1-4 126.5 205.6 30.0 1-5 122.7 191.4 29.0 1—6 72.3 68.7 18.0 1-7 73.0 73.0 19.0 1—8 83.1 90.0 20.0 1-9 110.7 186.8 31.0 1-10 96.2 127.6 25.0 2-3 83.5 57.2 13.0 2-4 130.5 145.3 21.0 2-5 125.7 193.3 29.0 2-6 75.5 99.8 25.0 2-7 72.5 97.7 25.0 2-8 192.5 290.7 29.0 2-9 120.2 193.9 31.0 2—10 40.6 42.4 19.0 3-4 126.8 140.4 21.0 3-5 85.7 118.1 26.0 3-6 62.5 96.7 29.0 3-7 63.0 93.0 27.0 3-8 130.9 206.8 30.0 3—9 106.6 191.6 34.0 3-10 36.1 52.4 27.0 4-5 115.6 190.3 31.0 4-6 90.5 180.0 37.0 4-7 108.8 191.2 33.0 4-8 64.6 63.4 18.0 4-9 108.4 193.7 33.0 4-10 119.1 199.7 32.0 5-6 120.3 192.9 30.0 5-7 88.2 99.9 21.0 5-8 127.6 156.8 23.0 5-9 146.1 247.2 31.0 5—10 76.8 95.6 23.0 120 Table 55 (Con't) Paira Mean S.D. V 6-7 51.8 57.8 21.0 6-8 181.9 272.8 28.0 6-9 93.1 120.5 24.0 6-10 63.9 60.9 18.0 7-8 172.4 256.1 29.0 7-9 108.3 189.9 33.0 7-10 45.0 51.2 21.0 8-9 118.3 177.2 28.0 8-10 163.4 238.5 28.0 9-10 123.6 191.0 29.0 a The concepts are: (l) prefire planning, (2) essential, (3) useful, (4) time consuming, (5) public relations, (6) safe community, (7) professional, (8) busywork, (9) inspection, (10) me. 121 Table 56 MMDS Set 2 - Time 5 - One-Way Paper and Pencil Attitudes Toward Prefire Planning Mean Distances (Average N For Each Pair = 30) Mean S.D. V 47.7 38.4 15.0 41.0 35.6 16.0 101.2 191.8 35.0 78.5 176.8 42.0 41.2 34.5 16.0 34.7 33.4 18.0 166.7 295.4 33.0 112.8 190.7 31.0 74.5 142.0 35.0 68.8 39.7 11.0 95.3 102.5 20.0 119.2 197.7 31.0 67.3 88.9 25.0 72.8 99.1 26.0 166.8 258.6 29.0 77.5 90.9 22.0 38.8 35.3 17.0 129.8 202.9 29.0 110.5 194.3 33.0 63.4 90.4 27.0 53.1 48.9 17.0 176.3 292.3 31.0 74.8 99.4 25.0 34.2 31.8 18.0 104.3 125.1 23.0 132.7 204.6 29.0 111.8 142.9 24.0 112.9 193.7 32.0 80.3 125.3 30.0 161.0 258.8 30.0 119.3 180.3 29.0 67.8 56.0 16.0 140.7 247.9 33.0 144.3 257.8 33.0 86.6 181.6 40.0 Table 56 (Con't) Paira Mean S.D. v 6-7 44.8 41.6 17.0 6-8 148.9 248.3 31.0 6—9 83.5 117.0 26.0 6-10 40.8 35.2 16.0 7-8 182.2 295.2 31.0 7-9 83.8 119.5 26.0 7-10 32.4 31.1 18.0 8-9 106.3 199.3 35.0 8-10 112.1 197.5 33.0 9-10 122.2 209.0 32.0 a The concepts are: (1) prefire planning, (2) essential, (3) useful, (4) time consuming, (5) public relations, (6) safe community, (7) professional, (8) busywork, (9) inspection, (10) me. 123 Table 57 MMDS Set 2 - Time 1 - One—Way No Response Attitudes Toward Prefire Planning Mean Distances (Average N For Each Pair = 29) Paira Mean S.D. V 1-2 41.7 57.9 25.0 1-3 34.2 36.6 20.0 1-4 65.8 65.1 18.0 1-5 45.6 56.4 23.0 1-6 32.9 44.4 25.0 1-7 37.7 54.6 27.0 1-8 92.7 110.5 22.0 1-9 45.1 72.9 29.0 1-10 55.2 56.4 19.0 2-3 66.3 44.0 12.0 2-4 139.4 237.9 31.0 2—5 63.8 61.9 18.0 2-6 35.6 45.8 24.0 2-7 41.7 55.9 24.0 2-8 81.5 73.7 17.0 2-9 63.6 71.5 21.0 2-10 48.7 51.0 20.0 3-4 99.4 178.0 33.0 3-5 44.8 40.2 17.0 3—6 36.0 40.2 21.0 3-7 37.0 41.0 21.0 3-8 61.2 55.0 17.0 3-9 57.0 95.8 31.0 3-10 36.2 39.4 20.0 4-5 89.8 102.7 21.0 4-6 77.7 102.7 25.0 4-7 71.4 65.6 17.0 4-8 99.9 183.8 34.0 4-9 63.5 69.2 20.0 4-10 68.5 64.1 17.0 5-6 60.5 96.0 29.0 5-7 42.4 42.7 19.0 5-8 106.0 178.7 31.0 5-9 41.4 44.1 19.0 5-10 36.8 36.6 18.0 124 Table 57 (Con't) 0.) Pair Mean S.D. V 6-7 38.0 42.9 21.0 6-8 97.4 179.9 34.0 6-9 42.3 41.6 18.0 6-10 53.8 94.8 33.0 7-8 105.8 179.8 31.0 7—9 45.3 46.5 19.0 7-10 39.9 38.2 18.0 8-9 97.3 178.6 34.0 8-10 92.5 177.7 35.0 9-10 44.2 42.5 18.0 a The concepts are: 125 (1) prefire planning, (2) essential, (4) time consuming, (5) public relations, (6) safe community, (7) professional, (8) busywork, (9) inspection, (10) me. (3) useful, Table 58 MMDS Set 2 - Time 2 - One-Way No Response Attitudes Toward Prefire Planning Mean Distances (Average N For Each Pair = 29) m Pair Mean S.D. V 1-2 45.2 43.3 18.0 1-3 43.5 43.5 20.0 1-4 101.4 142.6 27.0 1-5 44.1 44.0 19.0 1-6 41.3 44.1 21.0 1-7 33.1 38.3 22.0 1-8 118.5 212.7 35.0 1-9 50.2 59.4 23.0 1-10 41.3 30.2 14.0 2-3 70.4 41.1 11.0 2-4 156.0 265.3 33.0 2-5 52.5 54.8 20.0 2-6 34.2 40.2 23.0 2-7 36.6 39.6 21.0 2-8 154.5 258.1 32.0 2-9 44.0 45.4 20.0 2—10 38.9 42.3 21.0 3-4 142.2 251.7 33.0 3-5 43.7 41.1 18.0 3—6 40.4 40.3 19.0 3-7 41.6 40.5 18.0 3-8 137.9 207.6 28.0 3-9 38.5 41.8 21.0 3-10 36.1 40.5 21.0 4-5 73.0 88.0 23.0 4-6 76.2 94.1 23.0 4-7 73.1 91.9 24.0 4-8 129.3 246.6 36.0 4-9 70.3 95.6 26.0 4-10 71.7 95.4 25.0 5-6 45.4 41.6 17.0 5-7 36.4 33.9 18.0 5—8 134.1 254.2 36.0 5-9 61.3 93.0 29.0 5-10 35.4 26.7 14.0 126 Table 58 (Con't) Paira Mean S.D. V 6-7 35.4 30.0 16.0 6-8 134.3 248.6 36.0 6-9 38.5 40.6 20.0 6-10 31.1 26.2 16.0 7-8 140.4 246.5 34.0 7-9 40.1 42.0 20.0 7-10 32.7 33.8 20.0 8—9 126.4 195.7 30.0 8-10 107.9 197.4 35.0 9-10 44.2 41.9 18.0 a The concepts are: (1) prefire planning, (2) essential, (3) useful, (4) time consuming, (5) public relations, (6) safe community, (7) professional, (8) busywork, (9) inspection, (10) me. 127 Table 59 MMDS Set 2 — Time 2 — One-Way No Response Attitudes Toward Prefire Planning Mean Distances (Average N For Each Pair = 29) Paira Mean S.D. 1-2 45.2 34.2 .0 1-3 36.6 42.6 .0 1-4 70.7 64.1 .0 1-5 44.7 36.4 .0 1-6 37.0 30.8 .0 1-7 33.0 30.1 .0 1-8 129.2 213.1 .0 1-9 36.9 42.5 .0 1-10 34.9 26.9 .0 2-3 58.6 42.0 .0 2-4 62.8 55.3 .0 2-5 55.4 89.2 .0 2-6 37.0 30.3 .0 2-7 43.5 42.9 .0 2-8 139.6 209.9 .0 2-9 43.2 30.7 .0 2-10 42.2 40.9 .0 3-4 80.9 124.8 .0 3-5 39.4 31.7 .0 3-6 37.5 33.0 .0 3-7 54.1 89.9 .0 3-8 138.2 212.0 .0 3-9 54.8 77.3 .0 3-10 37.8 34.7 .0 4-5 71.5 80.6 .0 4-6 63.3 77.4 .0 4-7 63.1 78.0 .0 4-8 104.3 195.2 .0 4-9 63.6 78.3 .0 4-10 63.3 76.6 .0 5-6 40.1 43.4 .0 5-7 38.2 35.5 .0 5-8 129.3 210.9 .0 5-9 39.3 34.5 .0 5-10 32.1 31.4 .0 128 Table 59 (Con't) DJ Pair Mean S.D. V 6-7 33.2 36.1 21.0 6-8 134.4 209.2 30.0 6-9 30.6 26.5 17.0 6—10 31.1 28.9 18.0 7-8 136.0 214.3 30.0 7-9 34.8 33.8 19.0 7-10 25.6 23.5 18.0 8-9 153.9 220.9 28.0 8-10 146.7 261.8 34.0 9-10 43.6 35.2 16.0 a The concepts are: (1) prefire planning, (2) essential, (3) useful, (4) time consuming, (5) public relations, (6) safe community, (7) professional, (8) busywork, (9) inspection, (10) me. 129 Table 60 MMDS Set 2 - Time 4 - One—Way No Response Attitudes Toward Prefire Planning Mean Distances (Average N For Each Pair = 29) ‘D Pair Mean S.D. 1-2 55.2 42.0 1-3 42.3 42.5 1-4 57.0 43.4 1-5 50.9 41.5 1-6 48.5 42.6 1-7 45.9 32.0 1-8 171.4 285.7 1-9 82.8 182.2 1-10 49.9 40.3 . 2-3 74.7 36.4 9.0 2-4 87.5 88.0 19.0 2-5 79.4 177.1 42.0 2-6 58.2 90.4 29.0 2-7 41.7 34.3 16.0 2-8 128.9 202.8 30.0 2-9 47.1 35.8 14.0 2-10 59.2 89.3 29.0 3-4 89.7 140.8 30.0 3-5 42.1 34.1 15.0 3-6 43.7 35.5 15.0 3-7 43.3 34.5 15.0 3-8 130.6 206.0 30.0 3-9 60.2 94.5 30.0 3-10 35.9 32.9 17.0 4-5 54.7 44.0 15.0 4-6 52.0 43.7 16.0 4-7 53.9 42.7 15.0 4-8 96.8 192.4 38.0 4-9 64.6 91.9 27.0 4-10 45.0 44.1 18.0 5-6 68.3 141.6 39.0 5-7 73.7 177.7 46.0 5-8 81.7 92.1 22.0 5-9 69.6 105.4 29.0 5 1 7 14.0 38.9 28. l O 130 Table 60 (Con't) Paira Mean S.D. V 6-7 43.3 34.1 15.0 6-8 86.0 93.2 21.0 6-9 52.0 40.9 15.0 6-10 40.7 32.3 15.0 7-8 85.0 94 1 22.0 7-9 47.7 32.8 13.0 7-10 39.1 29.1 14.0 8-9 105.4 193.2 35.0 8-10 112.8 195.4 33.0 9-10 47.0 33.9 14.0 a The concepts are: (1) prefire planning, (2) essential, (3) useful, (4) time consuming. (5) public relations, (6) safe community, (7) professional, (8) busywork, (9) inspection, (10) me. 131 Table 61 MMDS Set 2 - Time 5 - One-Way No Response Attitudes Toward Prefire Planning Mean Distances (Average N For Each Pair = 29) Pair Mean S.D. V 1-2 51.2 37.0 14.0 1-3 38.0 34.6 17.0 1-4 39.7 34.8 17.0 1-5 78.7 179.5 43.0 1-6 41.2 33.4 15.0 1-7 36.5 31.3 16.0 1-8 102.1 195.7 37.0 1-9 50.0 38.9 15.0 1-10 49.3 43.9 17.0 2-3 73.0 36.4 9.0 2-4 51.8 34.4 13.0 2-5 53.0 57.6 21.0 2-6 49.4 37.2 14.0 2-7 46.9 35.1 14.0 2-8 137.3 253.0 35.0 2—9 50.5 38.6 14.0 2-10 40.6 48.5 23.0 3—4 44.3 35.1 15.0 3-5 47.5 56.2 22.0 3-6 42.2 33.2 15.0 3—7 37.2 32.6 17.0 3-8 111.4 192.8 33.0 3-9 42.0 33.6 15.0 3-10 36.7 43.9 23.0 4-5 56.8 66.4 22.0 4—6 46.9 35.2 14.0 4-7 54.6 37.0 13.0 4—8 100.5 194.5 37.0 4-9 39.3 31.3 15.0 4-10 49.2 46.7 18.0 5-6 56.9 61.8 21.0 5-7 49.6 58.9 22.0 5-8 111.6 199.1 34.0 5—9 45.5 42.0 18.0 5-10 32.3 31.6 19.0 132 Table 61 (Con't) Paira Mean S.D. V 6-7 29.3 28.5 19.0 6-8 106.6 199.9 37.0 6-9 34.4 30.1 17.0 6-10 28.6 28.9 20.0 7-8 107.4 196.3 35.0 7-9 36.8 31.3 16.0 7-10 27.2 28.6 20.0 8-9 97.4 201.1 40.0 8-10 103.8 197.5 37.0 9-10 39.0 33.4 16.0 a The concepts are: (1) prefire planning, (2) essential, (3) useful, (4) time consuming, (5) public relations, (6) safe community, (7) professional, (8) busywork, (9) inspection, (10) me. 133 134 individual condition for the concepts "professional,” "safe community,” and "time consuming." (3) The largest movement away from the concept "prefire planning" occurred for the participants in the two-way, group condition, who evaluated the concept "me" as being some 76 units further away at Time 5 than at Time 1. (4) However, large decreases in the mean distances between "prefire planning" and "public relations" were noted for participants in both two-way conditions. TV training. The concept "TV Training" was compared with the following set of concepts: effective, interesting, difficult, good, involving, and me. Tables 62-77 present the mean distances between ”TV Training" and each of these concepts for each condition across the four time points (of administration).4 Examination of these data indicate that: (1) At time 4, there was a substantial difference between participants in the two-way, individual condition and the one-way, paper and pencil condition, with the former evaluat- ing the TV Training as being more involving. (2) There was a large decrease for participants in the two-way, individual condition, in their evaluation of the distance between the concepts TV Training and Me from Time 2 to Time 3. In addi- tion, the initial analyses which were performed suggest that: (a) for every concept paired with "TV training," the smallest Table 62 MMDS Set 3 - Time 1 - Two-Way Individual Attitudes Toward TV Training Mean Distances (Average N For Each Pair = 23) 0.) Pair Mean S.D. V 1-2 48.8 64.3 29.0 1-3 43.0 46.6 23.0 1—4 140.9 214.8 33.0 1-5 30.7 27.2 19.0 1-6 50.0 60.6 26.0 1—7 86.2 148.3 37.0 2-3 71.9 156.5 46.0 2-4 122.5 212.6 37.0 2-5 43.9 36.2 18.0 2—6 46.0 33.6 16.0 2-7 60.3 69.7 25.0 3-4 88.8 104.1 25.0 3-5 43.6 36.0 18.0 3-6 59.3 80.6 29.0 3-7 44.6 34.7 17.0 4-5 80.8 90.4 24.0 4-6 79.7 87.6 23.0 4-7 89.3 156.0 37.0 5-6 44.2 34.7 17.0 5-7 52.2 62.3 25.0 6-7 49.3 46.6 20.0 a The concepts are: (1) TV training, (2) effective, (3) interesting, (4) difficult, (5) good, (6) involving, (7) me. ‘135 Table 63 MMDS Set 3 - Time 2 - Two-Way Individual Attitudes Toward TV Training Mean Distances (Average N For Each Pair = 23) Paira Mean S.D. v 1-2 28.7 44.2 33.0 1-3 30.7 46.0 32.0 1-4 54.4 59.1 23.0 1-5 27.3 45.9 36.0 1-6 42.4 64.7 33.0 1-7 22.2 29.2 28.0 2-3 30.9 38.0 26.0 2-4 73.2 90.3 26.0 2-5 29.1 30.4 22.0 2—6 35.3 30.7 19.0 2-7 30.8 31.0 22.0 3-4 68.3 62.2 20.0 3-5 32.8 35.7 23.0 3-6 40.7 48.8 26.0 3-7 29.6 33.4 24.0 4-5 63.0 49.7 17.0 4-6 75.7 78.2 22.0 4—7 60.5 60.5 21.0 5-6 43.0 49.1 24.0 5—7 37.3 41.4 24.0 6-7 43.9 43.2 21.0 a The concepts are: (1) TV training, (2) effective, (3) interesting, (4) difficult, (5) good, (6) involving, (7) me. 136 Table 64 MMDS Set 3 - Time 3 - Two-Way Individual Attitudes Toward TV Training Mean Distances (Average N For Each Pair = 23) Pair Mean S.D. V 1-2 38.8 32.2 18.0 1-3 36.8 38.2 22.0 1-4 61.8 68.9 24.0 1-5 34.9 32.4 20.0 1-6 37.1 31.8 18.0 1-7 34.5 33.6 21.0 2-3 53.8 72.8 30.0 2-4 112.5 136.3 26.0 2-5 55.8 88.7 34.0 2-6 48.5 65.2 29.0 2-7 36.7 46.0 27.0 3-4 78.0 76.6 21.0 3-5 46.2 47.5 22.0 3-6 53.7 63.2 26.0 3-7 41.5 39.5 21.0 4-5 87.1 90.8 23.0 4-6 91.7 96.5 22.0 4—7 114.8 203.1 38.0 5-6 60.2 123.2 44.0 5-7 44.1 72.0 35.0 6-7 37.1 36.7 21.0 a The concepts are: (1) TV training, (2) effective, (3) interesting, (4) difficult, (5) good, (6) involving, (7) me. 137 Table 65 MMDS Set 3 - Time 4 - Two-Way Individual Attitudes Toward TV Training Mean Distances (Average N For Each Pair = 23) Paira Mean S.D. V‘ 1-2 32.0 35.3 23.0 1-3 33.8 45.5 29.0 1-4 63.0 61.6 21.0 1-5 34.8 35.9 22.0 1-6 36.0 37.3 22.0 1-7 28.5 29.4 22.0 2-3 30.1 31.7 22.0 2-4 57.1 61.2 23.0 2-5 34.3 33.9 21.0 2-6 38.8 36.9 20.0 2-7 27.6 28.2 22.0 3-4 61.2 79.8 28.0 3-5 31.0 31.3 22.0 3-6 43.4 39.7 19.0 3-7 40.4 38.5 220.0 4-5 72.9 85.6 25.0 4-6 73.7 84.4 24.0 4-7 60.9 64.0 22.0 5-6 48.7 65.7 29.0 5-7 47.2 101.9 46.0 6-7 34.1 35.1 22.0 a The concepts are: (1) TV training, (2) effective, (3) interesting, (4) difficult, (5) good, (6) involving, (7) me. 138 Table 66 MMDS Set 3 - Time 1 - Two-Way Group Attitudes Toward TV Training Mean Distances (Average N For Each Pair = 24) m Pair Mean S.D. V 1-2 52.7 36.8 15.0 1-3 99.6 123.0 26.0 1-5 102.5 99.9 20.0 1-5 49.4 41.8 18.0 1-6 72.3 50.0 15.0 1-7 65.8 48.8 15.0 2-3 87.1 98.2 24.0 2-4 158.3 211.2 28.0 2-5 64.8 36.9 12.0 2-6 72.9 38.2 11.0 2-7 62.1 40.9 14.0 3-4 109.4 64.8 12.0 3-5 61.5 39.9 14.0 3-6 80.4 50.8 13.0 3-7 66.3 50.2 16.0 4-5 88.8 54.1 13.0 4-6 97.5 61.8 13.0 4-7 141.9 197.3 29.0 5-6 66.3 39.5 12.0 5-7 62.8 51.3 17.0 6-7 65.8 48.7 15.0 a The concepts are: (1) TV training, (2) effective, (3) interesting, (4) difficult, (5) good, (6) involving, (7) me. 139 Table 67 MMDS Set 3 - Time 2 - Two-Way Group Attitudes Toward TV Training Mean Distances (Average N For Each Pair = 24) Paira Mean S.D. V 1-2 56.7 59.7 22.0 1-3 57.1 50.8 19.0 1-4 104.8 97.5 19.0 1-5 50.0 38.7 16.0 1-6 59.8 38.9 14.0 1-7 53.3 36.3 14.0 2-3 51.9 38.5 15.0 2-4 98.5 92.8 20.0 2-5 59.8 41.9 15.0 2-6 78.5 97.3 26.0 2-7 61.3 38.2 13.0 3-4 86.7 59.3 14.0 3-5 58.1 43.2 16.0 3-6 56.9 43.1 16.0 3-7 51.7 40.4 16.0 4-5 80.6 46.9 12.0 4-6 71.8 44.3 13.0 4-7 72.3 51.8 15.0 5-6 63.0 64.2 21.0 5-7 55.8 48.1 18.0 6-7 52.1 38.8 16.0 a The concepts are: (1) TV training, (2) effective, (3) interesting, (4) difficult, (5) good, (6) involving, (7) me. 140 Table 68 MMDS Set 3 - Time 3 - Two-Way Group Attitudes Toward TV Training Mean Distances (Average N For Each Pair = 24) D.) Pair Mean S.D. V 1—2 68.1 98.6 30.0 1-3 88.6 157.1 37.0 1-4 88.9 86.4 21.0 1-5 67.2 99.4 31.0 1-6 64.2 57.5 19.0 1-7 70.0 82.0 24.0 2-3 86.3 134.2 32.0 2-4 100.7 121.3 26.0 2-5 68.2 93.1 28.0 2-6 90.9 126.0 29.0 2-7 48.4 42.9 19.0 3-4 77.6 83.0 23.0 3-5 90.1 150.1 35.0 3-6 89.6 169.0 39.0 3-7 57.9 56.8 20.0 4-5 100.2 122.0 26.0 4-6 99.3 120.0 26.0 4-7 90.6 80.9 19.0 5-6 73.2 91.9 26.0 5-7 43.0 38.7 19.0 6-7 71.7 79.1 23.0 a The concepts are: (1) TV training, (2) effective, (3) interesting, (4) difficult, (5) good, (6) involving, (7) me. 141 Table 69 MMDS Set 3 — Time 4 - Two—Way Group Attitudes Toward TV Training Mean Distances (Average N For Each Pair = 24) Pair Mean S.D. V 1-2 66.6 56.3 18.0 1—3 84.6 97.5 24.0 1-4 76.1 100.5 28.0 1-5 53.0 41.5 16.0 1-6 88.8 116.7 27.0 1-7 82.8 118.2 30.0 2-3 66.3 55.7 18.0 2-4 132.4 206.1 32.0 2-5 70.5 39.2 12.0 2-6 76.5 67.4 18.0 2-7 70.0 89.1 27.0 3-4 111.6 158.3 30.0 3-5 77.4 92.0 25.0 3-6 107.5 173.9 34.0 3-7 87.2 132.9 32.0 4-5 103.5 138.4 28.0 4—6 97.1 152.5 33.0 4-7 70.0 82.6 25.0 5-6 89.6 154.8 36.0 5-7 53.6 42.8 17.0 6—7 64.0 48.3 16.0 a The concepts are: (1) TV training, (2) effective, (3) interesting (4) difficult, (5) good, (6) involving, (7) me. 142 Table 70 MMDS Set 3 - Time 1 - One-Way Paper and Pencil Attitudes Toward TV Training Mean Distances (Average N For Each Pair = 35) Paira Mean S.D. V 1-2 55.6 46.8 14.0 1-3 55.6 69.8 22.0 1-4 151.9 264.7 30.0 1-5 51.2 48.0 16.0 1-6 87.9 164.1 32.0 1-7 44.9 37.8 15.0 2—3 50.5 48.4 16.0 2-4 136.3 227.6 29.0 2-5 65.9 167.0 44.0 2—6 79.1 164.9 36.0 2-7 35.6 45.2 22.0 3-4 146.8 230.0 27.0 3-5 58.1 85.9 26.0 3-6 57.2 48.0 15.0 3-7 50.6 53.9 19.0 4-5 109.5 178.7 28.0 4-6 98.1 116.1 21.0 4-7 86.5 93.5 19.0 5-6 60.6 56.3 16.0 5-7 42.0 44.8 19.0 6-7 69.6 97.2 24.0 a The concepts are: (1) TV training, (2) effective, (3) interesting (4) difficult, (5) good, (6) involving, (7) me. 143 Table 71 MMDS Set 3 - Time 2 - One-Way Paper and Pencil Attitudes Toward TV Training Mean Distances (Average N For Each Pair = 35) Paira Mean S.D. V 1-2 44.0 38.5 15.0 1-3 52.7 51.9 17.0 1-4 92.3 98.3 18.0 1-5 56.3 57.8 18.0 1-6 84.4 167.2 35.0 1-7 58.5 64.1 19.0 2-3 56.3 62.7 19.0 2-4 126.8 182.1 25.0 2-5 43.8 40.9 16.0 2-6 60.9 75.1 21.0 2-7 59.3 77.5 22.0 3-4 148.9 201.3 23.0 3-5 49.5 40.1 14.0 3-6 65.9 65.2 17.0 3-7 61.1 91.2 26.0 4-5 114.1 123.9 19.0 4-6 98.4 119.8 21.0 4-7 110.5 119.5 19.0 5-6 69.0 89.0 22.0 5-7 59.6 62.4 18.0 6-7 75.5 94.9 22.0 a The concepts are: (1) TV training, (2) effective, (3) interesting, (4) difficult, (5) good, (6) interesting, (7) me. 144 MMDS Set 3 - Time 3 - One—Way Paper and Pencil Table 72 Attitudes Toward TV Training Mean Distances (Average N For Each Pair = 35) m Pair Mean S.D. V 1-2 65.8 63.2 16.0 1-3 68.1 76.1 19.0 1-4 139.0 198.0 24.0 1-5 68.5 88.2 22.0 1-6 92.9 117.2 22.0 1-7 52.4 55.2 18.0 2-3 58.2 49.0 15.0 2-4 133.9 144.9 19.0 2-5 49.8 49.7 17.0 2—6 60.7 63.9 18.0 2-7 40.2 46.7 20.0 3-4 118.8 136.9 20.0 3-5 52.9 48.2 16.0 3-6 71.3 63.8 15.0 3-7 44.9 45.0 17.0 4-5 123.5 130.8 18.0 4—6 93.7 117.4 21.0 4—7 118.7 180.5 26.0 5-6 74.7 84.1 19.0 5-7 44.3 61.3 24.0 6-7 79.9 104.6 22.0 a The concepts are: (1) TV training, (2) effective, (3) interesting, (4) difficult, (5) good, (6) interesting, (7) me. 145» Table 73 MMDS Set 3 - Time 4 - One-Way Paper and Pencil Attitudes Toward TV Training Mean Distances (Average N For Each Pair = 35) Paira Mean S.D. V 1-2 57.0 64.3 19.0 1-3 58.0 73.3 22.0 1-4 89.1 99.8 19.0 1-5 65.7 116.6 30.0 1-6 68.5 81.7 20.0 1-7 64.5 88.4 24.0 2-3 56.3 71.9 22.0 2-4 84.3 102.3 21.0 2-5 49.1 66.0 23.0 2-6 61.4 82.4 23.0 2-7 37.8 37.4 17.0 3-4 80.4 80.2 17.0 3-5 55.1 82.4 26.0 3-6 60.6 75.4 21.0 3-7 40.9 39.6 17.0 4-5 112.3 184.4 28.0 4-6 86.8 108.4 21.0 4-7 95.1 104.5 19.0 5-6 51.3 44.8 15.0 5-7 35.0 31.8 16.0 6-7 79.5 167.0 37.0 a The concepts are: (1) TV training, (2) effective, (3) interesting, (4) difficult, (5) good, (6) interesting, (7) me. 146 Table 74 MMDS Set 3 - Time 1 - One-Way No Response Attitudes Toward TV Training Mean Distances (Average N For Each Pair = 35) Paira Mean S.D. V 1-2 53.2 51.0 17.0 1-3 90.6 169.0 32.0 1-4 79.9 100.7 22.0 1-5 44.6 44.3 17.0 1-6 51.7 46.0 15.0 1-7 52.4 53.0 18.0 2-3 55.6 54.3 17.0 2-4 105.7 95.0 16.0 2-5 47.4 49.8 18.0 2-6 46.0 42.1 16.0 2-7 44.1 43.2 17.0 3-4 103.1 94.4 16.0 3-5 44.7 44.0 17.0 3-6 45.2 42.5 16.0 3-7 39.6 41.1 18.0 4-5 86.3 60.1 12.0 4-6 74.4 55.8 13.0 4-7 65.9 62.1 16.0 5-6 44.9 41.9 16.0 5-7 38.5 39.6 18.0 6-7 44.0 39.3 15.0 a The concepts are: (1) TV training, (2) effective, (3) interesting, (4) difficult, (5) good, (6) interesting, (7) me. 147 Table 75 MMDS Set 3 - Time 2 - One-Way No Response Attitudes Toward TV Training Mean Distances (Average N For Each Pair = 35) OJ Pair Mean S.D. V 1-2 75.7 162.7 37.0 1-3 92.8 172.0 32.0 1-4 148.2 198.9 23.0 1-5 75.5 162.8 37.0 1-6 93.1 176.6 33.0 1-7 82.3 164.0 34.0 2-3 70.5 164.1 40.0 2-4 86.9 74.7 15.0 2-5 51.2 42.4 14.0 2-6 50.3 36.9 13.0 2-7 41.3 37.5 16.0 3-4 92.9 83.3 15.0 3-5 48.5 44.3 16.0 3-6 44.5 35.5 14.0 3-7 42.9 36.6 15.0 4-5 78.4 47.0 10.0 4-6 65.3 51.4 14.0 4-7 55.7 44.1 14.0 5-6 43.9 37.2 15.0 5-7 36.5 35.8 17.0 6-7 51.5 70.4 23.0 a The concepts are: (1) TV training, (2) effective, (3) interesting, (4) difficult, (5) good, (6) interesting, (7) me. 148 Table 76 MMDS Set 3 — Time 3 - One-Way No Response Attitudes Toward TV Training Mean Distances (Average N For Each Pair = 35) O) Pair Mean S.D. V 1-2 58.5 97.8 29.0 1-3 54.5 45.6 15.0 1-4 72.4 113.2 27.0 1—5 42.5 28.7 12.0 1-6 46.5 30.6 12.0 1-7 87.2 187.1 37.0 2-3 52.0 72.1 25.0 2-4 83.7 165.5 35.0 2-5 58.9 115.5 34.0 2-6 38.1 29.9 14.0 2-7 30.9 25.3 14.0 3-4 69.4 82.8 21.0 3-5 40.7 30.9 13.0 3-6 39.1 34.0 15.0 3-7 32.7 30.5 16.0 4-5 60.1 35.3 10.0 4-6 76.1 128.5 29.0 4-7 53.2 34.1 11.0 5-6 42.2 31.3 13.0 5-7 33.5 26.0 13.0 6-7 37.6 28.5 13.0 a The concepts are: (1) TV training, (2) effective, (3) interesting, (4) difficult, (5) good, (6) interesting, (7) me. 149 Table 77 MMDS Set 3 — Time 4 - One-Way No Response Attitudes Toward TV Training Mean Distances (Average N For Each Pair = 35) Paira Mean S.D. V 1-2 89.7 226.1 43.0 1-3 84.5 204.0 41.0 1-4 83.2 168.5 35.0 1-5 61.8 163.7 45.0 1-6 65.1 165.0 44.0 1-7 84.9 204.5 41.0 2-3 56.9 166.5 51.0 2-4 100.5 228.2 40.0 2-5 31.4 30.5 17.0 2-6 33.5 29.3 15.0 2-7 31.3 40.7 22.0 3-4 84.9 167.3 34.0 3-5 31.3 30.1 17.0 3-6 31.9 29.6 16.0 3-7 31.5 38.5 21.0 4-5 72.0 91.5 22.0 4-6 75.1 164.4 38.0 4-7 78.0 169.2 37.0 5-6 61.2 163.7 46.0 5-7 56.9 164.2 50.0 6-7 64.0 166.4 45.0 a The concepts are: (1) TV training, (2) effective, (3) interesting, (4) difficult, (5) good, (6) interesting, (7) me. 150 151 mean distance at the final testing was found for the two- way,individual treatment; (b) this finding became evident between the first and second administrations and remained stable from that point for all concepts; (c) whereas the mean distance between I'TV training" and ”effective" dimin- ished over time for participants in the two-way, individual condition, it increased for the other three conditions; (d) further, this same pattern characterized the mean distance between "TV training" and "me;" and (e) by the final testing, the mean distance between "TV training” and "good" was smal- lest in the two—way, conditions. Summary of the metru>multidimensional scaling results. These exploratory data strongly indicate that by the end of the experiment, participants in the two-way, individual condition more favorably evaluated their profession of fire- fighting, their TV training experience, and the content of the videotapes than did participants in any other condition. Across the three sets of concepts, participants in the two- way, individual condition consistently reported smaller (Time 5) mean distances for each focal—pair included in the set of concepts. It was anticipated that an effective training program would result in the development of a positive attitude by the participants toward their profession, the content of the programs, and the learning experience itself. 152 While the orientation of participants in the two-way, group, one-way, paper and pencil, and one-way, no res- ponse condition is somewhat inconsistent across the three sets of concepts, it seems clear that their orientation is somewhat favorable to each of the focal concepts, with the orientation of the participants in two-way, indivi- dual condition being extremely favorable. Results of the Second Affective Instrument A second affective instrument was administered twice, first after lesson #8, and again three weeks after the post-test. This instrument assessed participants' reactions to the style of instruction they received, and asked them to make comparisons between televised instruction and live instruction. Some questions were asked only in the two-way, conditions, while others were asked in all conditions. At Time 1 participants in the two-way, individual con- dition thought that televised instruction was less interest- ing than (potential) live instruction. However, at Time 2 they thought televised instruction was slightly more in- teresting than live instruction (see Table 78). Partici- pants in the two-way, group condition indicated that televised instruction was less interesting than live instruction at both administrations, with a slight decrease in the magnitude .erfivcmaa< mom .msowummsc Hanuom mnu pom 153 m w.¢q m.m~ o.qq m.oHH H.oq m.oq H.mm o.Hq .v.m 8.0m o.moa m.mw o.ooa m.qm n.6w n.moa o.qoa some Aooa u wafiuumm HMGOfiuosuumaH w>HH 6 ca aowumauowcfi mnu wchummH MHV wmmwumm wchcmHa oufiwmna on» Eouw wmcumma m>m£ 50% xcfinu 30% ow £038 30: m.©q m.q¢ w.oq m.oq ~.wm m.mm N.cq o.m~ .U.m «.mm ~.mn c.6n m.qc m.oh H.wm o.mw «.mw came AooH u aofiuoauumcfi m>HH wCausv uOuosuumcH an «o chHummsc xmm on mann wanna WHV wmaoua m>HuomuouCH one mum Hammm: 30m o.wq w.wo m.mc m.mq 6.06 w.qc m.mm o.Hq .n.m H.mw m.ooH m.~w q.qw ~.Hw m.ww «.00H m.ow came mAummumucfi mo mafia: OOH u cowuosuum Ida m>HH va mmmfiumm wcficcmHa wufiwmua mnu ma wafiummumuca 30m «H as me 39 we as me He Aoeuev Amauev Aaauev Aaeuav oncoammm oz Hfiocom\umamm msouo Hmsww>wvcH xmzloco zmzlmco >m3lo3e >631038 coauuauumcH m>HA nuflz HmcoHuosuumcH mo somwumano mm manme 154 of interest from Time 1 to Time 2. A similar trend in both one-way, conditions, with the slight difference of partici- pants in the no—response condition evaluating the prefire planning series as interesting (100.5) live instruction at Time 1, and then less interesting at Time 2. Post-hoe analysis indicated that the differences in amount of perceived interest were significant at Time 2 (F = 2.58, df = (3,163), p: .10). There were no significant differences among conditions with respect to how useful the interactive items were compared to asking questions in a live instructional situation, nor in amount of perceived learning from television versus live instruction. Across these items, there is a pattern suggesting that maximum interest, utility and perceived learn- ing developed primarily in the two-way, individual condition. The remaining questions asked for aspects of the learn- ing Situation which were unique to the two-way conditions. In the two-way,group condition, far more satisfaction with the instruction was expressed when the individual had an opportunity to control the terminal (see Table 79). Between the two-way conditions, the log-in procedure was more impor- tant initially for those in the individual condition (84% versus 64% in the group condition), and that perceived impor- tance increased over time for those individuals in that condi- tion (to 93%) while decreasing during the same time frame for those in the two-way,group condition (to 52%). A majority Table 79 Affective Responses in the Two—Way Conditions Time 1 Time 2 Individual Group Individual Group Was it important to know that you were properly logged—in? (Z reporting Yes) 84% 64% 93% 52% Did you compare scores with others at the end of the lesson? (% reporting Yes) 68% 74% 81% 81% Did you compare your answers with others? (% reporting Yes) 76% 74% 65% 76% Did you get satisfaction from getting questions right? (% reporting Yes) 92% 88% 91% 93% Was it important to know your percentage score on the quick quizzes and overall? (% reporting Yes) 80% 76% 81% 64% 155- Table 79(Con't) Affective Responses to Handling the Terminal in the Two-Way, Group Condition Time Time 2 Behrens-Fisher Times Handled 1.12 1.59 2.35* Amount of satisfaction derived from viewing (where 100 * the amount of satisfaction when not handling the terminal) 71.30 80.37 1.03 Amount of attention paid (where 100 - the amount of attention paid when not viewing) 156 157 of firefighters in both two-way conditions thought it was important to be shown their overall session scores. This perceived importance was stable for participants in the individual condition, and decreased for those in the group condition. Summary These results indicate that participants in the inter- active learning conditions learned as much, and in one condi- tion, slightly more, about prefire planning as did partici- pants in the conventional (one-way) instructional setting. Further, participants in the most interactive condition (the two—way, individual condition) developed and maintained the most favorable attitude toward the mode of instruction, aspects of prefire planning, and their profession of firefighting, when compared to the orientations developed and maintained by participants in the other conditions. The next chapter pro- vides a review of these results and their implications for future research. Footnotes 1 The coefficient for the variable MANIPULATION must be 1.00, since it incorporates the effects of all treatment condi- tions into one variable. 2 The reader is reminded that the term 'separate' analyses of variance is only used here to refer to the post-hoc analyses which were conducted to see how firefighters fared on each question-set used on the pre and post—test. The term 'separate' does not refer here to the independence of significant levels used to test hypotheses, as it is sometimes used in other con- texts . 3 If one were to plot the mean distances for each concept- pair by condition, one can easily notice the fluctuations in judged distance over time. Such changes in the judged dis- tance between concepts are reflected by the trace of the scalar- products metric, which is the measure of total variance in the multidimensional space. 4 There were only four administrations of this portion of the MMDS instrument, since there had been no experiences with TV training prior to the beginning of the experiment. The other portions of the MMDS instrument were administered during the pre- test so that the effects of the manipulations on firefighting and prefire planning could be more adequately assessed. 158 CHAPTER IV DISCUSSION The purpose of this chapter is to review the discussion on communication presented in Chapter 1, summarize the method and results of the field experiment which was conducted, evalu- ate the procedures which were utilized, discuss the implica- tions of the findings, and suggest directions for future research. Communication and Culture: A Review Chapter 1 provided a discussion of the role of communi- cation and communication technology in the socialization pro- cess. It was argued that the development and maintenance of culture was primarily dependent upon the effectiveness and efficiency with which information could be accumulated and exchanged. It was shown how communication technology has played a role in the socialization process, and argued that the survival chances of a culture improve with the develop- ment of more effective and efficient communication systems. A historical review of technological innovations was presented, which emphasized the impact of these innovations on the communi- cation patterns within the socialization process. Finally, a recent innovation in television technology for use in the socialization process was discussed. 159 160 The National Science Foundation/Rockford Project The Rockford Project was a field experiment which was designed to test the impact of two-way interactive techno- logy on the users of such a system. Participants in this experiment were firefighters from the Rockford, Illinois Fire Department. Some of the fire department station-houses were equipped with interactive cable, and a series of video- taped lessons on the topic of prefire planning were shown. The major manipulation in this field experiment was the presence or absence of a digital return capability, which some of the firefighters utilized to respond to questions posed during the video-tapes. In all, four learning condi— tions were created to compare conventional one-way televised instruction with interactive instruction: Condition 1. The Two-Way, Group Condition, in which respondents handled their own termi- nal and answered each interactive item inde- pendently. Condition II. The Two-Way, Group Condition, in which one member of the group handled the terminal and provided and answered each inter- active item for the group after a consensus had been reached. Condition III. The One-Way, Paper and Pencil condition, in which each firefighter respon- ded to each interactive item independently. Condition IV. The One-Way, No Response Condi- tion, in which each respondent simply viewed the instructional stimulus in a group setting. 161 Measurement instruments were created to assess learn- ing, retention, and attitudinal changes. The results of the field experiment indicate that: 1. Participants in the two-way, interactive conditions scored significantly higher on the cognitive instrument designed to assess learning (i.e. the post-test) than did participants in the one-way conditions. Hence, we can conclude that participants in the two-way, interactive conditions learned more than participants in the one- way conditions. 2. Participants in the two-way, interactive conditions scored slightly higher on the follow-up post-test (with those in the two—way, individual condition scoring much higher on the follow-up post-test than did participants in the one-way conditions). Hence, we can conclude that participants in the interactive con- ditions retained slightly more information (when re-tested six months later) about pre- fire planning than did participants in the non-interactive conditions. 3. By the end of the field experiment, partici- pants in the two-way, individual condition developed the most favorable attitude toward: (a) their profession, (b) the content of the programs, (c) prefire planning, and (d) their TV training experience. 4. The majority of firefighters thought the use of cable TV was a good way to obtain informa- tion about their occupation (i.e., speciali- zed secondary information), and indicated they would like to see more programs like this. Evaluation of the Field Experiment The discussion of flaws in a scientific study is often a difficult and humbling task. However, it is a task which must be performed so that readers may better evaluate the procedures and results. 162 Two major problems were encountered as a direct re- sult of technological limitations. First, since there is only a finite population of two-way, interactive systems, it was not possible to obtain a random sampling of this unit of analysis from the population of interest. Rather, the Rockford site was selected because it was an available urban setting with two-way capabilities, which was near Michigan State University. Second, since Rockford Cable- vision did not service all of metropolitan Rockford, some fire station houses were automatically precluded from being in either two-way condition. Hence, subjects could not be randomly assigned to treatment conditions. There were two additional problems with the procedures employed for testing. First, the use of a panel design is often accompanied by attrition in sample size. Such was the case in this study, particularly for the metric multidimen- sional scaling instrument, where 50% of the overall sample was lost from the data acioss all five time points.1 Second, while all firefighters were provided with verbal instructions at the first administration of the metric multidimensional scaling instrument, all subsequent administrations were car- ried out by the firefighters themselves. That is, after program viewing, the company officer would open the prepared packet of questionnaires and distribute them among the fire- fighters on duty. The firefighters then filled out the 163 questionnaires, the company officer collected them upon completion, and they were picked up by the Rockford Field Officer within a few days and mailed to Michigan State Uni- versity for analysis. The average time to complete a question- naire was approximately fourteen minutes. After the second administration of the MMDS instrument, the Rockford Field Officer reported that firefighters, particularly those at the larger stations, were becoming concerned about the "correct way" to fill out the questionnaire. It seemed that they were troubled by two things: 1. concept pairs that were perceived to be so far apart that they were indis— criminant on any dimension typically utilized by the participant, and 2. the lack of knowledge of how the distance judgments being provided could be transformed into results about the attitude of an aggregate. To alleviate these problems, prior to the third adminis- tration of the MMDS instrument a videotaped discussion with actual firefighters was shown, in which firefighters asked the author the questions which most frequently arose during interviews with participants in each learning condition. During this discussion, a detailed description of the data analysis procedures was provided, along with examples of data collection and results from previous research. 164 Overall, these problems were not perceived by this in- vestigator as the kind which would generate unreliable data. Nevertheless, replication of this study, using random sam- pling procedures, a more continuous sampling procedure, greater controls over the message (i.e. the videotaped les- sons), more precise assessments of the firefighters' infor- mation environment, and strict random assignment could add considerable confidence to the results reported in this thesis. Implications and Directions for Future Research The findings of this study indicate that interactive television can be utilized to effectively distribute se- condary information. Further, it provides empirical evi- dence that individuals develop more favorable attitudes toward the skill they are being taught, as well as the method of learning, when they are in the most interactive condition (the two-way, individual condition in this study). Also, the expressed desire on the part of the firefighters to have more programs like the prefire planning series developed ap- pears to indicate that individuals find interactive television an ”interesting" and "effective" means of acquiring information. The distinct patterns which emerged concerning the increased learning and retention, and the development of more favorable attitudes by those participants in the interactive conditions, provide support for the extended applications of two-way inter- active technology for distributing primary and secondary infor- mation. 165 The Rockford field experiment was an example of how an innovation in communication technology could be applied to improve the efficiency with which secondary information is distributed to particular role occupants. The innovation offered clear advantages over the traditional method of information transmission, and the results indicated that the interactive conditions were slightly more effective than con- ventional methods of televised instruction, which have been previously tested and found to be as effective as live in- struction. These findings put us in a position where the question is not one of utility, but rather one of the poten- tial range of application to other sectors of society which face similar problems in information distribution. We should now turn our attention to discovering applications of this innovation which could improve upon the manner in which cul- tural information is transmitted, for as was suggested earlier, the more effectively and efficiently members of a society can communicate, the better the survival chances are for their culture. The information which was acquired as a result of con- ducting this study indicates that there are some clear paths which must be pursued before interactive technology can be comprehensively evaluated as a means for socialization. First, a wider sampling of primary and secondary information systems 166 must be transformed into an interactive format, and tested on a larger scale. That is, different types of information exchanges must be tested with an interactive format to assess what such quantitative and qualitative changes may have on effectiveness and efficiency of communication. This is not to say that interactive information systems should comple- tely replace face-to-face channels, but it simply suggests that the employment of interactive systems could improve upon the distribution of information, and particularly when utilized in conjunction with face-to-face interactions. Fur- ther,stricter controls should be employed in the construction of stimulus tapes so that expected rates of learning and attitudinal changes may be more precisely estimated. Second, a more efficient evaluation procedure must be employed which more closely approximates a continuous assess- ment of the information processing behaviors in which indivi— duals engage (with respect to particular domains and content). That is, we must examine the impact technology will have on other human activities beyond those related to the sociali- zation process. For example, it is not yet known whether or not greater availability of secondary information will result in greater diversity in information processing or greater selectivity in exposure. Similarly, the impact of increased mediated communication on interpersonal (face-to-face) inter- actions is still uncertain. As Miller (1976) writes: 167 ...attempts must be made to anticipate potentially harmful consequences of wider reliance on communication techno- logy and to estimate tbs extent of their psychological severity. (p. 20) Summary The preceding discussion suggests further examination of: (a) the kind of information services which can be effectively and efficiently provided via an interactive for- mat, and (b) the impact two-way technology will have when the frequency of usage increases. While there is little doubt that interactive television aaa be utilized in short- term learning situations, the impact such technology could have over time with more extensive implementation is still uncertain. Hence, extensive variations on interactive capa- bilities should be explored. Thus far, we have only been examining systems with digital-return capabilities. However, there have been numerous experiments which have examined the differences among audio-teleconferencing, audio/visual tele- conferencing, and live interactions. In these experiments, the investigators examined the uses of more bandwidth and the effect of bandwidthrestrictions on problem solving and attitudes toward the teleconferencing mode (Champness, 1972a and 1972b; Weston & Kristen, 1973; Christie, 1974a, 1975; Ryan, 1976). However, many of these studies suffer from inadequate theoretical conceptualization (Wakshlag, 1976) 168 and/or methodological weaknesses (Christie, 1974b). What is required is a more comprehensive examination of two-way mediated systems in general, which attempts to synthesize research such that key questions concerning the utility and effects of this medium can be more systematically approached. The theme of this thesis has been that effective and efficient communication systems are a necessary condition for both the conservation and promulgation of culture. It was argued that those societies which pursued the develop- ment of such communication systems would acquire a survival advantage relative to those societies which did concentrate on such development. Further, it was demonstrated how recent innovations in communications technology have failed to be applied, in a formal manner to the distribution of primary and secondary information. In addition, it was contended that such failure could lead to serious conse- quences for social organization, if informal socialization (which may entail the transmission of bias or distorted infor- mation) became the primary means by which an individual acquired information about the environment. Finally, it is suggested that governmental action be taken, on the federal level, to structure programs which would investigate how interactive technology can be applied to distribute primary and secondary information more effectively and efficiently. Such action 169 would not only increase the likelihood of our culture's survival, but such action would also improve the social condition in general. For with greater access to informa— tion, participation in any sector of society becomes more a matter of choice, and less a matter of chance. Footnotes 1 There was little indication of a systematic bias in mortality, as the attrition was distributed fairly evenly across conditions. However, 40% of the attrition rate at Time 5, was due to the failure for one of the station-houses to fill out the questionnaire. 2 By psychological severity, Miller is referring to the extent to which the individual's opportunity to satisfy needs are lessened by the lack of intimate contact with others. 170 APPENDIX A Sample Response Sheet Used by Participants in the One-Way Paper and Pencil Condition APPENDIX A Sample Response Sheet Used by Participants in the One-Way Paper and Pencil Condition New York Fires Identify This Structure Identify Diagram #1 Identify Diagram #2 Elevator With Independent Service Location of Elevator F.D. Service Type of Elevator Floors Serviced Quick Quiz # l a. Water Tower # 2 a. Fire Pump # 3 a. Open Stairway # 4 a. Roof Vent # 5 a. Open Elevator # 6 3 Roof Vent # 7 a. Auto Sprinklers # 8 a. Enc. Stairway # 9 a. Fire Escape # 10 a. Enc. Stairway 171 B C D B C D B C D B C D B C D B C D B B B C D Chimney C. Fire Prot. Equip.c. Enc. Stairway Scuttle Hole Closed Elevator Fire Door Auto. Chem. Spr. Closed Elevator Open Stairway Fire Escape C. Roof Tank Ann. Panel Sm. Pr. Tower . Fire Door Elec. Shutoff Open Stairway . Ann. Panel . Open Elevator Roof Vent Sm. Pr. Tower APPENDIX B Behavioral Objectives Developed for the Pre-fire Planning Series APPENDIX B Behavioral Objectives Developed for the Pre-fire Planning Series 2-1 2-2 2-3 2-4 Given a sprinkler system that uses water as an extinguishing agent, the learner will identify the system as being: a. a wet system b. a dry system c. a deluge system Given an automatic chemical sprinkler system, the learner will identify: a. the type of system b. the application c. the location of the system The learner will, when presented with a series of pre-fire planning symbols, be able to identify the correct symbols for: an automatic sprinkler system an automatic chemical sprinkler system a non-sprinklered area an o.s. & y. a gate valve a sprinkler riser fire department connections a p.i.v. WOOO'thLOU‘W Given a sprinkler system Which uses water as an extinguishing agent or an automatic chemical sprinkler system, the learner will cogpile into finished pre-fire plans: the location sprinkler type significant controls of the sprinkler system the application CLO 0‘06 172 2A 2A 2A The learner will define and differentiate between: a. fire inspection b. pre-fire plan survey The learner will identif the job responsibilities of the following peopIe 1n the pre-fire planning process: a. pre-fire planning team members b. deputy chief c. clerk d. draftsman The learner will identif administrative procedures of the pre-fire pIanning process: a. filing procedures b. revision procedures When presented with a series of pictures of a fire pump, the learner will correctly identify: the type of pump the power source the type of operation the location of the pump CLO 0“” The learner will identify the main characteristics of the fire alarm systems: the type of system (local or supervised) the location of the annunciator panel the system coverage oo‘m Given a series of pre-fire planning symbols, the learner will identify the symbols for: fire hydrants water mains a. fire pumps b. annunciator panels c. water towers d. cisterns e. roof tanks f. standpipes g. h. 173 2A - 4 The learner will coapile into finished pre-fire plans, all information concerning: a. fire pumps b. perimeter structures c. fire alarm systems When presented with pictures of various roofs, the learner will identif the types of roof construction of each. These incIude: a. flat b. pitched c. arch-like d. any variations of these Given a picture of a roof, the learner will correctly identif various structures which are found on the roo . These include: a. power roof exhausters b. continuous gravity vents c. monitor vents d. skylights e. scuttle holes f. chimneys g. combinations or variations of these When presented with a series of pre-fire planning symbols, the learner will identify the symbol for: a. vents b. lightwells c. skylights d. scuttle holes e. chimneys Given several pictures of a rooftop, the learner will dia ram the rooftop using the appropriate pre-fire pIanning symbols for flat, pitched, arch-like surfaces and all roof structures. 174 3A - 1 When presented with a series of pictures of windows, the learner will identify these types of windows: a double-hung windows b. casement windows c factory-style windows d jalousie windows 3A - 2 When presented with a series of pictures of doors, the learner will correctly identify these types of doors: a. double swinging doors b. single swinging doors c. revolving doors d. sliding doors e. overhead doors 3A - 3 Given several pictures of a selected building, the learner will identify: a. doors or windows in the building which require special tools for ventilation or forced entry b. the main gas and electrical shutoffs in the building 3A - 4 When presented with a series of pre-fire planning symbols, the learner will identify the symbols for: gas shutoffs electrical shutoffs heating units fire doors basement doors overhead doors fire escapes OQHHDO-OU‘W 3A - 5 Given several pictures of a selected building, the learner will compile into finished pre-fire plans: a. an estimate of the best points of forced ventilation and forced entry b. the location of the main gas and electrical shutoffs in the building 175 The learner will identify the pre-fire planning symbols for: elevators open stairways enclosed stairways smoke-proof towers Dan 0“” The learner will com ile into finished pre-fire plans the location of: the elevators open stairways enclosed stairways smoke-proof towers in a given building Q-OO‘O) The learner will identify and differentiate elevators and elevator components: a. construction parts b. emergency elevator apparatus c. cable-supported vs. hydraulic elevators The learner will identify and differentiate between: a. open stairways b. enclosed stairways c. smoke-proof towers The learner will identif the actions taken to locate areas in a given BuiIding which.disrupt fire department communications. The learner will identif areas in a given building which could cause proBIems in rescue attempts based upon: a. their representation on blueprints b. visual inspections of the area The learner will identif and differentiate the characteristics 0 pressurized structures in a building. The learner will identif the actions taken to locate material in a building tfiat should be given priority during salvage operations. 176 The learner will co ile into finished pre-fire plans for a given building the location of: a. problem areas for fire department communication b. special rescue considerations c material/equipment for priority salvage The learner will interpret terms expressing the properties of flammable, toxic and explosive materials that are hazardous. The learner will identif and interpret codes used in marking fIammaEIe, toxic and explosive materials that are hazardous. (As used in the Fire Hazard Diamond of NFPA code 704M.) The learner will interpret tables and entries from NFPA codes included in the "Fire Protection Guide on Hazardous Material." a. NFPA code #325A b. NFPA code #325M c NFPA code #49 d. NFPA code #491M The learner will identify the pre-fire planning symbol for hazardous material. The learner will com ile into finished pre-fire plans the location and important characteristics of flammable, toxic and explosive material this is hazardous. Given pictures of the perimeter of a selected building, the learner will identif obstructions, structures and materials that affect firefighting techniques. The learner will compile into finished pre-fire plans information about: a. perimeter survey b. fire flow c laddering d hoses 177 7 - 3 When given a series of diagrams, the learner will identify the diagram.which correctly represents the perimeter area of a selected building. The learner will interpret diagrams which give the following information about obstructions, structures, and materials in the perimeter area of a selected building: a. description b. direction c. distance d. height 178 APPENDIX C The Pre-Test Questions APPENDIX C The Pre-Test Questions NSF/Rockford Cable Project Pre-fire Planning This television test is to get an estimate of what you can recall from the subject matter of the videotapes in the pre-fire planning series. The results will be used to determine hOW‘Well the training program worked. To get the most accurate evaluation of the training program, it is critical that you do your best on the tests, and that your answers are your own. Please don't discuss the questions with the other men as you watch the program. Thanks very much for your help in this project. After these results are compiled we will give you a report that summarizes all the results for the experiment. 179 B.0. #3-2 1. B.0. 4. This structure is located on a flat roof. And this is how it looks from.belowu Can this be described as: a a continuous gravity vent b. an automatic opening skylight c a monitor vent with glass sides d a power roof exhauster . #2A-2 Let's assume that a fire has started in an industrial building and the annunciator panel shows this display. Look closely at this panel. What part of the building is involved in the fire? a. the second floor of the building b. room number 16 c. first floor stockroom d. insufficient information to answer . #2-1 On a pre-fire plan survey, you find a room.which contains the control valve for a sprinkler system. This gauge is above the clapper of the control valve, and this gauge is attached b810W'the clapper. What type of sprinkler system is used in this room? a. a wet system b. a dry system c. a deluge system #2-7 How often should a return visit be made to a building that has been pre-planned? every six months a. b. every year c at least every two years 180 B.0. #5-2 5. You are now on a survey of a high-rise building which has up-to—date blueprints. On the blueprints, you see an area that is diagrammed like this. Notice the location of the elevators and the enclosed stairway. All of the apartments and the storeroom open onto the same hallway. While physically on a survey, what would you find in this area? a. a deadend corridor b. a vault c. an inaccessible area d. a pit . #6-1 These are the flammability limits for Ethyl Chloride - 3.8 to 15.4. Ethyl Mercapta's flammability limits are 2.8 to 18.0. And the flammability limits for Ethylene are 2.7 to 36.0. Of these three hazardous materials, which one presents the greatest danger from the standpoint of flammability limits? a. Ethyl Chloride b. Ethyl Mercapta c. Ethylene #5-1 What is the best way to find problem areas for communication in a building? a. check the blueprints b. attempt to use your fire department radio in the area c. ask the building engineer d. check the electronic equipment 181 B.0. 8. #ZA-l Here is a look at a fire pump that serves all of the automatic sprinklers in an industrial facility. It's located in a pumphouse separated from the rest of the plant. This is how one side of the pump's engine looks. And here's a look at the other side. This tank is along one wall of the pumphouse. Which of the following is the correct description of this pump? a. diesel pump serving all automatic sprinklers b. gasoline pump serving all automatic sprinklers c. steam turbine pump serving all automatic sprinklers d. electrical pump serving all automatic sprinklers . #4-3 This device is located in the engine room of an elevator. 13 the elevator: a. hydraulic b. cable—supported . #7-2 Under the heading "fire flow," you would find information on which of the following? a automatic sprinkler systems b. the quantity of water needed c the longest length of hose needed d the location of PIV's . #6-2 Here are two Fire Hazard Diamonds. Which one displays the greatest flammability hazard? Is it: a. Choice A b. Choice B . #5-4 Which material in a building has priority consideration for salvage? files expensive equipment material on skids whatever the owner wants salvaged O-O 0‘93 182 3.0. 13. 8.0. 14. 8.0. 15. 8.0. 16. #7-4 Here is a perimeter diagram of a high-rise building. Notice the scale and the north indicating arrow. A gas station is located near the high-rise. How far away is it? a. 50 feet b. 100 feet c. 150 feet d. 200 feet #3—1 Look at this picture of a roof. What style of roof is it? Is it: a flat roof a gable roof a mansard roof a hip roof {3‘0 0“!) #6—5 Here is the information about potassium persulfate that is contained in NFPA code 49. Look closely at the information. Which of the following information would you include on the survey form about potassium persulfate? a. don't use water to extinguish a fire involving potassium persulfate b. potassium persulfate is highly flammable c. it is a toxic oxidizing agent d. it is a combustible liquid #3A-l & 2 Let's have a quick test of your perception. we'll show you several pictures of a building. Look for certain types of door and window construction. Select the choice which is BEE present in the building. Look at the building and see if you can find: casement windows factory-style windows a single swinging door double swinging doors (LO 0"!) Remember, answer with the type of construction that is not present. 183 8.0. 17. B.0. 18. This type of window is on the first floor. These doors are in the rear of the building. And this door is also part of the building. This structure is located in one of the walls. And here's a look at the front entranceway. Now, which of these four types of construction was not present in the building? ——_ casement windows factory-style windows single swinging door double swinging doors CLO o‘m #3-4 Identify the way this roof would look as a diagram. Your pre-fire plan survey information might describe the roof like this: Type - Arch-like. Description - four skylights and three automatic opening vents. Based upon the picture and the description, which.diagram would best illustrate the roof? a. Diagram A b. Diagram B c. Diagram C d. Diagram D #6-3 You are now on a pre—fire plan survey and you find a liquid marked Pyrenone in a second floor storeroom. A look at the entry in the ”Fire Protection Guide on Hazardous Materials" gives this information. How would you describe Pyrenone on your survey form? a flammable liquid a flammable solid a combustible liquid a non-hazardous liquid :10 0‘93 184 B.0. 19. B.0. 20. #5-5 There are several considerations you, as a pre-fire plan surveyor, must make concerning handicapped or bedridden people. What is your rimar concern in dealing with the handicapped and Eedrigden while on your pre-fire plan survey? evacuation routes possible medication their location their illnesses D-O 0‘93 #3A—5 Which type of window is the easiest to open for forcible entry? a awning windows b. casement windows c. double-hung windows d. jalousie windows The rest of the questions all deal with the symbols that you'll use on your pre-fire plan diagram. 3.0. #2-3 21. What is the pre-fire planning symbol for a non-sprinklered area? Is it: a. Symbol A b. Symbol B 8.0. #3-3 22. What is the pre-fire planning symbol for a scuttle hole? IS it: a. Symbol A b. Symbol B B.O #2A-3 23. What is the pre-fire planning symbol for an annunciator panel? Is it: a. Symbol A b. Symbol B c. Symbol C d. Symbol D 185 8.0. 24. 25. 26. B.0. 27. #6-4 What is the symbol you‘ll use on your pre-fire plans to mark hazardous materials? Is it: a. Symbol A b. Symbol B . #4-1 Is this the pre-fire planning symbol for: a. an open elevator b. a closed elevator c. an electricity shutoff . #3A-4 Based upon this survey information, which symbol would you use in your finished pre-fire plan diagram to represent the gas shutoff? WOuld you use: a. Symbol A b. Symbol B c. Symbol C d. Symbol D #2A-4 This symbol can be inserted into the diagram in one of the following locations. Where should it go? a. at location A where there is a water tower b. at location B where there is a standpipe at location C for the roof tank at location D for the cistern Q-O 186 APPENDIX D The Post-Test Questions APPENDIX D The Post-test Questions B.0. #6—3 1. Here is an extract from.NFPA code 491M. It contains information about silicon hydride. Look closely at the extract. Now answer this question. You are fighting a fire in a building. Silicon hydride is stored in a part of the building that is not involved in the fire. What could happen? a. the silicon hydride could ignite with a slight rise in temperature b. the silicon hydride could ignite when it contacts water c. the silicon hydride will only ignite if chlorine is present d. silicon hydride will not ignite B.O. #3-4 2. This is the diagram.of a roof as it might appear on a finished pre-fire plan. Which of the following statements would be on the survey form? a hip roof with a chimney in the northeast corner b. a mansard roof with a vent in the northeast corner c. a flat roof with a skylight in the northeast corner d. an arch-like roof with a chimney in the northeast corner a: 187 B.0. 3. #6-5 This is an extract from NFPA code 325M containing information about ethyl chloride. Look closely at the information. On your pre-fire plan survey form, you are asked to fill in the important information about ethyl chloride. Which of the following facts are true and should be included in this information? a. it has a high flash point and sinks in water. Water may be ineffective as an extinguishing agent b. it has a high flash point and is water soluble c. it floats on water and isn't soluble. Water may be ineffective as an extinguishing agent d. it sinks in water and is not soluble. It has a high flash point. . #207 What should the complete set of pre-fire plans that is kept at the company-level be used for? a. in-house training b. fire alarms c. fire academy training . #5-5 The material in this warehouse is loaded on skids. Would you include this information about this area under the heading: a location of valuables b. other significant areas c deadend corridors d limited access/inaccessible areas 188 B.0. 6. 8.0. 7. 8.0. 10. #2A-2 What should be done if you come across a coded annunciator panel while on your pre-fire plan survey? a. set off the alarm to make sure that the panel works correctly b. check the smoke detectors that are used to trigger the alarm c. tell the owner to replace the panel with one that isn't coded d. learn what the codes on the annunciator panel‘mean #2-1 On a pre-fire plan survey, you come across this control valve to an automatic sprinkler system. This device, known as an accelerator, is attached to the system. What type of automatic sprinkler system is this? a. a wet system b. a dry system c. a deluge system . #2-7 Which of these pre-fire planning forms is kept on file in the fire vehicle? a. the pre-fire plan survey form b. the finalized diagrams c. the company extract d. the revision form . #4-3 This device is located in the engine room of an elevator. Is the elevator: a. hydraulic b. cable-supported #7-2 Under the heading "fire flow," you would find information on which of the following: automatic sprinkler systems the quantity of water needed the longest length of hose needed the location of PIVs CLO 0‘93 189 B.0. 11. B.0. 12. 8.0. 13. B.0. 14. 3.0. 15. #6-2 Here are two Fire Hazard Diamonds. Which one displays the greatest flammability hazard? a. Choice A b. Choice B #5-4 Which material in a building has priority consideration for salvage? files expensive equipment materials on skids whatever the owner wants salvaged Q-O 0‘93 #7-4 Here is a perimeter diagram of a higherise building. Notice the scale and the north indicating arrow. A gas station is located near the high-rise. How far away is it? a. 50 feet b. 100 feet c. 150 feet d. 200 feet #7-4 Look at this perimeter diagram again. Where is the gas station located in relation to the high-rise? north of the high-rise south of the high-rise southeast of the high-rise northwest of the high-rise Q-O 0‘03 #6-4 Is this the pre-fire planning symbol for: a heating unit a fire hydrant a hazardous area a heat shutoff O-OU'OJ 190 8.0. 16. 8.0. 17. 8.0. 18. 8.0. 19. 8.0. 20. #4-1 How would you diagram an open stairway in a building with automatic wet sprinklers. WOuld you use: a. Diagram A b. Diagram 8 c. Diagram C d. Diagram D #3A-4 Based upon this survey information, which symbol would you use in your finished pre-fire plan diagrams to represent the electrical shutoff? WOuld you use: a. Symbol A b. Symbol B c. Symbol C d. Symbol D #2-3 What is the pre—fire planning symbol for a sprinkler riser? Is it: a. Symbol A b. Symbol B #3-3 Here's a look at a roof structure. It can be manually opened from the outside, or automatically opened by this device. How would you diagram.this structure on your finished pre-fire plan diagrams? WOuld you use: a. Symbol A b. Symbol B c. Symbol C d. Symbol D #2A-3 What is the pre-fire planning symbol for a standpipe? Is it: a. Symbol A b. Symbol B c. Symbol C d. Symbol D 191 8.0. 21. 8.0. 22. 8.0. 23. 8.0. 24. 8.0. 25. 8.0. 26. #2-3 What is the pre-fire planning symbol for a non-sprinklered area? Is it: a. Symbol A b. Symbol B #3-3 What is the pre-fire planning symbol for a scuttle hole? Is it: a. Symbol A b. Symbol B #2A-3 What is the pre-fire planning symbol for an annunciator panel? Is it: a. Symbol A b. Symbol B #6-4 What is the symbol you'll use on your pre-fire plans to mark hazardous materials? Is it: a. Symbol A b. Symbol B #4-1 Is this the pre-fire planning symbol for: a. an open elevator b. a closed elevator c. an electricity shutoff #3A-4 Based upon this survey information, which symbol would you use in your finished pre-fire plan diagram to represent the gas shutoff? Would you use: a Symbol A b. Symbol B c. Symbol C d Symbol D 192 8.0. 27. 8.0. 28. 8.0. 29. 8.0. 30. #2A—4 This symbol can be inserted into the diagram in one of the following locations. Where should it go? at location A where there is a water tower at location B where there is a standpipe at location C for the roof tank at location D for the cistern CLO 0‘03 #6-4 This shed stores nitro-cellulose, a highly reactive and flammable material. Which symbol would you use to mark this shed on your finished pre-fire plans? Would you use: a. Symbol A b. Symbol B c. Symbol C d. Symbol D #3-4 This is the diagram of a roof as it might appear on a finished pre-fire plan diagram. What type of roof is it? a. a mansard roof b. a gable roof c. a hip roof d. a gambrel roof #6-2 Which color in the fire hazard diamond indicates reactivity? a. blue b. red c. yellow d. white 193 8.0. 31. 8.0. 32. 8.0. 33. 8.0. 34. #3A-l & 2 You'll see several pictures of the doors and windows in this building. Identify the type of construction of each. This type of window is used on all sides of the building. And doors like this make up the main entrance ways. Which type of construction is used on the doors and windows of this building? a. sliding doors and casement windows b. double swinging doors and factory-style windows c. single swinging doors and double-hung windows d. double swinging doors and casement windows #3-1 What type of roof does this church have? Does it have: a. a gable roof b. a hip roof c. a mansard roof d. an arch-like roof #6-5 One of the materials listed in the "Fire Protection Guide on Hazardous Materials" is called methyl chloride. We'll show you four facts about methyl chloride. Which one should be included in your pre-fire plan survey information? a methyl chloride has flammability limits of 10.7 to 17.4 b. methyl chloride's ignition temperature is 1170 degrees c. methyl chloride has flammability hazard code of "4" d. methyl chloride has a health hazard code of "2" #5-2 On your inspection of blueprints for a particular building, you find an area that is diagrammed this way. WOuld you include information on this area under: a. deadend corridors b. limited access and inaccessible areas c. other 194 8.0. 35. 8.0. 8.0. 37. 8.0. 38. #3A-5 At what location in the buildings you are surveying might you expect to find a transparent shatter-resistant material used in place of glass? in the first floor windows and doors in the front windows on all floors in all of the sliding doors on any floor in any windows enclosed by metal bars an 0"!” #7-4 This diagram is drawn on grids similar to the ones on your survey form. Look closely at the diagram and the scale. Where is Black Manufacturing located from Rock Town Products? 100 feet west 100 feet south 50 feet east 50 feet north 0.0 0‘03 #6—3 These three facts about Dodecane have been extracted from NFPA code 325M. Look at them closely. Which of the following statements about Dodecane is true? a. Dodecane is highly toxic b. Dodecane will sink in water c. Dodecane's fumes are lighter than air d. Dodecane will float on water #ZA-l This fire pump is in the basement of a high-rise building. Here's a close look at the motor. What type of fire pump is this? a. gasoline fire pump b. an electric fire pump c. a diesel fire pump d. a steam.turbine fire pump 195 8.0. #3-2 1. This structure is located on a flat roof. And this is how it looks from below. Can this be described as: a a continuous gravity vent b. an automatic opening skylight c a monitor vent with glass sides d a power roof exhauster . #2A-2 Let's assume that a fire has started in an industrial building and the annunciator panel shows this display. Look closely at this panel. What part of the building is involved in the fire? a. the second floor of the building b. room number 16 c first floor stockroom d insufficient information to answer . #2-1 On a pre-fire plan survey, you find a room.which contains the control valve for a sprinkler system. This gauge is above the clapper of the control valve and this gauge is attached below the clapper. What type of sprinkler system is used in this room? a. a wet system b. a dry system c. a deluge system . #2-7 How often should a return visit be made to a building that has been pre-planned? every six months every year at least every two years no“): 196 8.0. #5-2 5. You are now on a survey of a high-rise building which has up-to-date blueprints. On the blueprints, you see an area that is diagrammed like this. Notice the location of the elevators and the enclosed stairway. All of the apartments and the storeroom open onto the same hallway. While physically on a survey, what would you find in this area? a. a deadend corridor b. a vault c. an inaccessible area d. a pit . #6-1 These are the flammability limits for Ethyl Chloride - 3.8 to 15.4. Butyl Chloride's flammability limits are 1.8 to 10.1. And the flammability lbmits for Butyl Acetate are 1.7 to 7.6. Of these three hazardous materials, which one presents the greatest danger from the standpoint of flammability limits? a. Ethyl Chloride b. Butyl Chloride c. Butyl Acetate . #5-1 What is the best way to find problem areas for communications in a building? a. check the blueprints b. attempt to use your fire department radio in the area ask the building engineer check for electronic equipment O40 . #ZA-l Here is a look at a fire pump that serves all of the automatic sprinklers in an industrial facility. It's located in a pumphouse separated from the rest of the plant. This is how one side of the pump's engine looks. And here's a look at the other side. This tank is along one wall of the pumphouse. Which of the following is the correct description of this pump? diesel pump serving all automatic sprinklers gasoline pump serving all automatic sprinklers steam turbine pump serving all automatic sprinklers electrical pump serving all automatic sprinklers 90 0‘03 197 8.0. #2A-1 9. 8.0. 10. 8.0. 11. 8.0. 12. 8.0. 13. This console controls the operation of the pump we just looked at. This panel of dials is on the controller and this switch is found above the "start" button. What type of operation does this pump have? Does it have: a. manual operation b. automatic operation #4-3 This elevator does not have an outside panel labeled "emergency service" or "fireman's service." However, on the panel in the cab, there is a key slot labeled "independent service." Which of the following statements is true? a. this elevator has fireman's service b. this elevator was not designed for fire department operations c. this elevator has a photo cell to detect fires d. the fireman's service key will operate this elevator #6-2 You are now on a pre-fire plan survey and find a piece of equipment that is marked this way. What would you say about the material inside? it is non-flammable, but highly toxic it is moderately flammable, but highly toxic it is highly flammable, but non-reactive it is highly flammable and highly reactive CLO 0‘91 #5-5 After you've found out which equipment a building owner would like salvaged first, where would you mark down the information on your survey form? Would you mark it under: a. location of valuables b. other significant areas #3-1 Look at this picture of a roof. What style of roof is it? IS it: a flat roof a gable roof a mansard roof a hip roof 9400‘” 198 8.0. 14. 8.0. 15. 8.0. 16. #3-1 Look at this picture of a roof. What style of roof is it? Is it: a flat roof a gable roof a mansard roof a hip roof 940 0“” #6-5 Here is the information about potassium persulfate that is contained in NFPA code 49. Look closely at the information. Which of the following information would you include on the survey form about potassium persulfate: a. don't use water to extinguish a fire involving potassium persulfate b. potassium persulfate is highly flammable c. it is a mildly toxic oxidizing agent d. it is a combustible liquid #3A-l & 2 Let's have a quick test of your perception. we'll show you several pictures of a building. Look for certain types of door and window construction. Select the choice which is not present in the building. Look at the building 553 see if you can find: casement windows factory-style windows a single swinging door a double swinging door 0.0 0‘9: Remember, answer with the type of construction that is gag present. This type of window is on the first floor. These doors are in the rear of the building. And this door is also part of the building. This structure is located in one of the walls. And here's a look at the front entranceway. Now, which of these four types of construction was a9£_present in the building? casement windows factory-style windows single swinging door double swinging doors 940 0‘0) 199 8.0. 17. 8.0. 18. 8.0. 19. 8.0. 20. #3-4 Identify the way this roof would look as a diagram” Your pre-fire plan survey information might describe the roof like this. Type - Arch-like. Description - four skylights and three automatic-opening vents. Based upon the picture and the description, which would best illustrate the roof: Diagram A Diagram B Diagram C Diagram D D-OU‘W #6-3 You are now on a pre-fire plan survey and you find a liquid marked Pyrenone in a second floor storeroom. A look at the entry in the "Fire Protection Guide on Hazardous Materials" gives this information. How would you describe Pyrenone on your survey form? a flammable liquid a flammable solid a combustible liquid a non-hazardous liquid Gun 0“” #5-5 There are several considerations you, as a pre-fire plan surveyor, must make concerning handicapped or bedridden people. What is your rimar concern in dealing with the handicapped and Bedrigden while on your pre-fire plan survey? a. evacuation routes b. possible medication c. their location d. their illnesses #3A-5 Which type Of‘WindOW'iS the easiest to open for forcible entry? awning windows casement‘windows double-hung windows jalousie windows 0:0 0"!” 200 8.0. 21. 8.0. 8.0. 23. 8.0. 24. #2-1 On a pre-fire plan survey, you come across this room which.has a sprinkler system. The room is a storage area for lumber. Here's a look at the sprinkler heads and this device is on all of the risers. What type of automatic sprinkler system is used in this room? a. a wet system b. a dry system c. a deluge system #5—2 On a pre—fire plan survey, you come across a structure that looks like a scuttle hole. After further examination, you discover that it leads to a deadend cavity over a freezer room. Where would you write down the information about this deadend ceiling cavity? Would you use the blank marked: a. deadend corridors b. limited access/inaccessible areas c. other #3A-5 Windows such as these made of lexan present unique problems for forcible entry. What type of instrument would you use to enter through this lexan window? a portable saw a blunt instrument a pry-axe a sharp pointed instrument made of hardened steel G-O 0‘01 #7-2 Assume that this railroad siding is next to the building you are surveying. Notice where the siding is located in relation to the building. Here's a look at the distance between the siding and the building. Under which heading would you include information about the siding: a exposures b. combustible materials c ground obstructions d overhead obstructions 201 8.0. 25. 8.0. 26. 27. 28. 8.0. 29. #3—2 This structure is found on a roof. This device is attached to the hinged panels. Which of these descriptions fits this ventilation unit? a monitor vent operated by a fusible light a gravity vent which is continuously open a skylight with a manual opening device a monitor vent with louvred sides D-O 0‘03 #6-1 This is the flash point for a material called Flexo. What do you know about the material? Flexo can be ignited easily at room temperature Flexo is very stable and presents no hazard Flexo should be stored in a well-heated area Flexo has a very high flash point O-OU‘W . #5-1 What should your portable fire department radio be used for during your pre-fire planning survey? to talk to other members of the pre-fire planning team to ask for information from the alarm office to relay information to the deputy chief to check for possible communication problems Q00‘ 0: . #3-2 Look closely at these pictures of various roof structures. They operate from the movement of the air passing through them and have not mechanical operating parts. Are these structures called: scuttle holes power roof exhausters continuous gravity vents monitor vents Duo 0‘01 #7-2 This special coupling is needed to use certain hydrants in the city. Under which heading would you include information about this coupling in your survey form? fire flow hydrants and main sizes other water supplies hose information 202 CLO 0‘03 8.0. 30. 8.0. 31. 32. 33. 34. #5-4 Anything that will be given priority consideration for salvage should be: marked to indicate priority removal loaded onto skids removed before rescue operations noted on fire inspection forms 940 0"!” #6-1 What is it meant by vapor density of gas? its weight in relation to water its weight in relation to air the percentage of its molecules in the air the percentage of saturation needed in the air for ignition of the gas 940C793 . #4-3 According to the 1973 American National Standards , Institute Code on Emergency Elevator Operation, which of the following things should happen when emergency service is activated? a. all power is shutoff to the elevators b. the hoistway door key must be used when the desired floor is reached c. the photo cells operating the cab doors and hoistway doors are deactivated d. only elevator calls above the first floor will be answered . #2A-4 Information about the fire pumps in a building should be included in your survey form under which of the following headings: a. building construction b. perimeter survey c. vertical structures d. fire protection equipment . #3A-4 Which of these is the pre-fire planning symbol for a fire door? Is it: a. Symbol A b. Symbol B c. Symbol C d. Symbol D 203 35. 8.0. 36. 8.0. 37. 8.0. 38. . #4-1 Is this the prefire planning symbol for a. an open stairway b. an enclosed stairway c. a smoke-proof tower d. a fire escape #2-3 What is the prefire planning symbol for a gate value? Is it Symbol A Symbol B #3-3 Which of these symbols represents a lightwell? Is it Symbol A Symbol 8 Symbol C Symbol D #2A-3 Which of these symbols represents a cistern? Is it Symbol A Symbol 8 Symbol C Symbol D 204 APPENDIX E Items Which Appeared on the Follow-Up Post-Test APPENDIX E Items Which Appeared on the Follow-Up Post-Test Which guideline would you use to select a building that should be prefire planned? a. select because of potential fire hazard b. select because of proximity to the fire station select because of the size of the building select from a list compiled by the deputy chief an How would you handle a building engineer who is worried that your tour of the plant during a prefire plan survey would cost the business money? Would you: a. remind him that he has 30 days to correct any violations b. notify the deputy chief of the situation c. eXplain the difference between a prefire plan survey and a fire inspection d. get legal permission from the local justice to tour the building Imagine that you are on a prefire plan survey. You are touring a building where tools are manufactured. You come across a stockroom which stores many boxes of these tools on movable skids. Under which heading of the building survey report would you put information about the stock room? a. verticle structures b. perimeter survey c. salvage d. rescue A blue color code on the company extract indicates flammability hazards in the building toxicity hazards in the building health hazards in the building no hazards present in the building CLO 0‘03 205 Prefire planning packets are always filed by: address company name proximity to the fire station the last time a fire occurred in the building 040C703 Which of the following is not in the prefire planning packet: a. the company extract b. the finalized diagrams c the reduced diagrams that are provided to each station house d. the building survey report A building already has been prefire planned. Where would you not find a prefire planning packet on that building? a. at the deputy chief's office b. at the alarm office c at each fire station involved in the initial response d. at the building that was prefire planned These questions give you the opportunity to share your opin- ions about the prefire planning series you saw on TV some six months ago. Please read each question carefully before answering. 1. If zero (0) means that you think the prefire planning series on TV was not at all interesting, and one hundred (100) means that you think the prefire planning series was as interesting as live instruction, how interesting would you now rate the prefire planning series? (For example, if you thought it was twice as interesting as live instruction, you would write 200; is you thought it was only half as interesting, you would write 50). If zero (0) means that you think you learned nothing at all from the prefire planning series, and one hundred (100) represents the amount of learning you think you would have gained if you had received this 206 information in a live instruction situation, how much do you think you learned from the prefire plan- ning series? (For example, if you think that you learned twice as much from the prefire planning series as you would have from live instruction, you would write 200; if you think that you learned only half as much from the prefire planning series as you would have from live instruction, you would write 50). 3. If zero (0) means that you think the other men in your station did not like the prefire planning series at all, and one hundred (100) means that you think the other men in your station liked the prefire planning series about as much as live instruction, how much do you think the other men in your station liked the prefire planning series? 4. Do you think the other men at your station would like to have more series like the prefire planning series presented over television? Definitely Yes Probably No Probably Yes Definitely No 5. Which method do you think is the better way to learn about topics pertinent to your occupation, such as prefire planning? Live Insuruction or televised instruction 6. Would you like to have more series like the prefire planning series presented over television? Definitely Yes ‘ Probably No Probably Yes Definitely No Here is a series of scales. Please place a checkmark on each scale above the response you feel best completes the sentence. Please place only one mark on each scale. 207 I think prefireyplanningyis: Extremely Somewhat Slightly Slightly Somewhat Extremely Essential Essential Essential Unnecessary Unnecessary Unnecessary Extremely Somewhat Slightly Slightly Somewhat Extremely Useless Useless Useless Useful Useful Useful Extremely Somewhat Slightly Slightly Somewhat Extremely Time Time Time Not Time Not Time Not Time Consuming Consuming Consuming Consuming Consuming Consuming Extremely Somewhat Slightly Slightly Somewhat Extremely Poor Public Poor Public Poor Public Poor Public Poor Public Poor Public Relations Relations Relations Relations Relations Relations Extremely Somewhat Slightly Slightly Un- Somewhat Un- Extremely Un- Professional Professional Professional professional professional professional Extremely Somewhat Slightly Slightly Somewhat Extremely My Job My Job My Job Not My Job Not My Job Not My Job I think firefighting is: Extremely Somewhat Slightly Slightly Somewhat Extremely Unsafe Unsafe Unsafe Safe Safe Safe Extremely Somewhat Slightly Slightly Somewhat Extremely Inefficient Inefficient Inefficient Efficient Efficient Efficient Extremely Un-Somewhat Un- Slightly Un- Slightly Somewhat Extremely professional professional professional Professional Professional Professional Extremely Somewhat Slightly Slightly Somewhat Extremely Unskilled Unskilled Unskilled Skilled Skilled Skilled Extremely Somewhat Slightly Slightly Somewhat Extremely Individually Individually Individually Team Team Team Oriented Oriented Oriented Oriented Oriented Oriented 208 About how many times did you handle the terminal box during the course of the prefire planning series? times If one hundred (100) represents the amount of satisfaction you got out of the prefire planning series when you were not handling the terminal, how much satisfaction would you say you got out of the prefire planning series when yau did handle the terminal? (For example, if you got twice as much satiEfaction when handling the terminal, you would write 200; if you only got half as much satis- faction you would write 50). If one hundred (100) represents the amount of attention you paid to the material being presented when you were not handling the terminal, how much attention did you pay to the matefiaI when you were handling the terminal? (For example, if you paid twice as much attention, you would write 200; if half as much 50). 209 APPENDIX F The Response Sheets for the Cognitive Instruments APPENDIX F The Response Sheets for the Cognitive Instruments Code Letters MSU-NSF-ROCKFORD CABLE PROJECT Program #1 The Pre-Test Please circle the letter which indicates your answer. If you don't know the answer, you may leave it blank. EX. 1 A 8 C D EX. 2 A 8 C D 1 A 8 C D 15 A 8 C D 2 A 8 C D 16 A 8 C D 3 A 8 C D 17 A 8 C D 4 A 8 C D 18 A 8 C D 5 A 8 C D 19 A B C D 6 A 8 C D 20 A 8 C D 7 A 8 C D 21 A 8 C D 8 A 8 C D 22 A 8 C D 9 A 8 C D 23 A 8 C D 10 A 8 C D 24 A 8 C D 11 A 8 C D 25 A 8 C D 12 A 8 C D 26 A 8 C D 13 A 8 C D 27 A 8 C D 14 A 8 C D Please go to tOp of next column for #15 210 Code Letters MSU-NSF-ROCKFORD CABLE PROJECT Program #10, Part 1 The Post-Test Please circle the letter which indicates your answer. If you don't know the answer, you may leave it blank. 1 A 8 C D 20 A B C D 2 A 8 C . D 21 A 8 C D 3 A 8 C D 22 A 8 C D 4 A 8 C D 23 A 8 C D 5 A 8 C D 24 A 8 C D 6 A B C D 25 A 8 C D 7 A 8 C D 26 A 8 C D A 8 C D 27 A 8 C D 9 A 8 C D 28 A 8 C D 10 A 8 C D 29 A 8 C D 11 A 8 C D 30 A 8 C D 12 A 8 C D 31 A 8 C D 13 A 8 C D 32 A 8 C D 14 A B C D 33 A 8 C D 15 A 8 C D 34 A 8 C D 16 A 8 C D 35 A 8 C D 17 A 8 C D 36 A 8 C D 18 A B C D 37 A B C D 19 A 8 C D 38 A 8 C D Please go to top of next column for #20 211 Please circle the letter which indicates your answer. you don't know the answer, you may leave it blank. MSU-NSF-ROCKFORD CABLE PROJECT Program #10, Part 2 The Post-Test 20 A Code Letters 8 If 21 22 23 24 25 26 27 28 29 30 31 32 33 34 l A 8 C D 2 A 8 C D 3 A 8 C D 4 A 8 C D 5 A 8 C D 6 A 8 C D 7 A B C D 8 A B C D 9 A B C D 10 A 8 C D 11 A B C D 12 A 8 C D 13 A 8 C D 14 A B C D 15 A B C D 16 A 8 C D 17 A B C D 18 A 8 C D 19 A 8 C D 35 36 37 38 >3>3>3>3>3>>3>>3>3>3>3>3>>>> A wwwwwwwwwwwwwwwwwm Please go to the top of next column for #20 C C C C C C C C C C C C C C C C C C C UUUUUUUUUUUUUUUUUUU Code Letters MSU-NSF—ROCKFORD PROJECT Part 1 The Follow-Up Post-Test Please circle the letter which indicates your answer. If you don't know the answer, you may leave it blank. l A _8 C D 20 A 8 C D 2 A B C D 21 A 8 C D 3 A 8 C D 22 A 8 C D 4 A B C D 23 A 8 C D 5 A B C D 24 A 8 C D 6 A B C D 25 A 8 C D 7 A 8 C D 26 A 8 C D 8 A 8 C D 27 A B C D 9 A B C D 28 A B C D 10 A B C D 29 A 8 C D 11 A 8 C D 30 A B C D 12 A 8 C D 31 A 8 C D 13 A B C D 32 A 8 C D 14 A 8 C D 33 A B C D 15 A 8 C D 34 A B C D 16 A B C D 35 A 8 C D 17 A 8 C D 36 A 8 C D 18 A 8 C D 37 A 8 C D 19 A 8 C D 38 A 8 C D Please go to the top of next column for #20 213 MSU-NSF-ROCKFORD PROJECT Part 2 The Follow-Up Post-Test Code Letters Please circle the letter which indicates your answer. If you don't know the answer, you may leave it blank. 1 A B_ _c__ __D_ 2 0 A B C D 2 A B C D 21 A B C D 3 A 8 C D 22 A 8 C D 4 A B C D 23 A B C D 5 A B C D 24 A B C D 6 A B C D 25 A B C D 7 A 8 C D 26 A 8 C D 8 A B C D 27 A B C D 9 A B C D 28 A B C D 10 A B C D 29 A B C D 11 A 8 C D 30 A 8 C D 12 A B C D 31 A B C D 13 A B C D 32 A B C D 14 A B C D 33 A B C D 15 A B C D 34 A B C D 16 A B C D 35 A B C D 17 A 8 C D 36 A B C D 18 A B C D 37 .A B C D 19 A B C D 38 A B C D Please go to top of next column for #20 214 APPENDIX C The Metric Multidimensional Scaling Instrument APPENDIX G The Metric Multidimensional Scaling Instrument Instructions Thank you for helping us. This booklet is divided into two parts. The first part asks you to estimate how different one thing is from another. The second part asks some general questions about your attitudes toward the same things. Directions for Part One In this section you are asked to estimate how different various concepts are from one another. In most kinds of measurement of differ- ences, some type of ruler or measurement instrument is used. To make it easy for you to perform the following measurements, we will give you a mental ruler to use in measuring the differences between each pair of concepts. The mental ruler is 100 units long. That distance, 100 units, re- presents the difference in meaning between the concepts USEFUL and ESSENTIAL. That is, think of the concept USEFUL and the concept ESSENTIAL and let the difference between them be equal to 100 units. Therefore, USEFUL and ESSENTIAL are 100 units apart. The questions asked are of the following form: If USEFUL and ESSENTIAL are 100 units apart, how far apart are (x) and (y) ? 215 Remember, the more different two concepts are from one anotherL the larger the number of units apart they are. If you think that two concepts are more different than USEFUL and ESSENTIAL, write a number larger than 100 that you think accurately describes the dif- ference. If you think two concepts are not as different as USEFUL and ESSENTIAL, write a number smaller than 100 that_you think accu- rately represents their difference. Remember, the more different the concepts are from each other, the larger the number you write. For example, if two concepts are twice as different as USEFUL and ESSENTIAL, you would write 200 units. Similarly, if two concepts are only half as different as USEFUL and ESSENTIAL, you would write 50 units. You may_write any number you wish (e.g., 1, 23, 76, 89, 154, etc.). Keep the mental ruler in mind as you make_your estimates. Please write in numbers after you seriously think about the questions. Please answer all questions. 216 If USEFUL and ESSENTIAL are 100 units apart, how far apart are: firefighting and safe ______ units firefighting and efficient ______ units firefighting and professional ______ units firefighting and teamwork _____ units firefighting and skilled ______ units firefighting and me ______ units safe and efficient _____ units safe and professional ______ units safe and teamwork _____ units safe and skilled _____ units safe and me ______ units efficient and professional ______ units efficient and teamwork ______units efficient and skilled ______ units efficient and me ______units professional and teamwork units 217 If USEFUL and ESSENTIAL are 100 units apart, how far apart are: professional and skilled professional and me teamwork and skilled teamwork and me skilled and me units units units units units 218 If USEFUL and ESSENTIAL are 100 units apart, how far apart are: prefire planning and essential ______ units prefire planning and useful ______ units prefire planning and time consuming ______units prefire planning and public relations ______ units prefire planning and safe community ______ units prefire planning and professional ______ units prefire planning and busy work ______ units prefire planning and inspection ______units prefire planning and me ______ units essential and useful ______units essential and time consuming ______units essential and public relations ______ units essential and safe community ______ units essential and professional ______units essential and busy work ______ units essential and inspection units 219 If USEFUL and ESSENTIAL are 100 units apart, how far apart are: essential and me units useful and time consuming units useful and public relations units useful and safe community units useful and professional units useful and busy work units useful and inspection units useful and me _____ units time consuming and public relations units time consuming and safe community units time consuming and professional units time consuming and busy work units time consuming and inspection units time consuming and me units public relations and safe community units public relations and professional units 220 If USEFUL and ESSENTIAL are 100 units apart, how far apart are: public relations and busy work units public relations and inspection units public relations and me units safe community and professional units safe community and busy work units safe community and inspection units safe community and me units professional and busy work units professional and inspection units professional and me units busy work and inspection units busy work and me units inspection and me me 221 If USEFUL and ESSENTIAL are 100 units apart, how far apart are: TV training and effective ______ units TV training and interesting ______units TV training and difficult _____ units TV training and good ______ units TV training and involving ______units TV training and me ______ units effective and interesting _____ units effective and difficult ______ units effective and good ______ units effective and involving _____ units effective and me ______ units interesting and difficult ______units interesting and good ______ units interesting and involving _____ units interesting and me _____ units difficult and good units 222 If USEFUL and ESSENTIAL are 100 units apart, how far apart are: difficult and involving difficult and me good and involving good and me involving and me units 9" E units ; units F: units ‘L units 223 APPENDIX H The Six-Point Ordinal Scales and Demographic Items APPENDIX H The Six—Point Ordinal Scales and Demographic Items Directions for Part Two In this part of the questionnaire you will be presented with a series of scales. Please place a checkmark on each scale above the response you feel best completes the sentence. Make sure you place only one checkmark on each scale. 224 I think firefighting is: Extremely Somewhat Slightly Slightly Somewhat Extremely Unsafe Unsafe Unsafe Safe Safe Safe Extremely In- Somewhat In- Slightly In- Slightly Somewhat Extremely efficient efficient efficient Efficient Efficient Efficient Extremely Un-Somewhatlhr— Slightlylkr— Slightly Somewhat Extremely professional professional professional Professional Professional Professional Extremely Somewhat Slightly Slightly Somewhat Extremely Unskilled Unskilled Unskilled Skilled Skilled Skilled Extremelylkr-Somewhat In- Slightly In— Slightly Somewhat Extremely dividually dividually dividually Team Team Team Oriented Oriented Oriented Oriented Oriented Oriented I think prefire planning is: Extremely Somewhat Slightly Slightly Somewhat Extremely Essential Essential Essential Unnecessary Unnecessary Unnecessary Extremely Somewhat Slightly Slightly Somewhat Extremely Useless Useless Useless Useful Useful Useful Extremely Somewhat Slightly Slightly Somewhat Extremely Time Time Time Not Time Not Time Not Time Consuming Consuming Consuming Consuming Consuming Consuming Extremely Somewhat Slightly Slightly Somewhat Extremely Poor Public Poor Public Poor Public Good Public Good Public Good Public Relations Relations Relations Relations Relations Relations Extremely Somewhat Slightly Slightly Un— Somewhat Un- Extremely Un- Professional Professional Professional professional professional professional Extremely Somewhat Slightly Slightly Somewhat Extremely My Job My Job My Job Not My Job Not My Job Not My Job 225 I think learning via the training tape is: Slightly Slightly Extremely Somewhat Somewhat Extremely Interesting Interesting Interesting Boring Boring Boring Extremely Somewhat Slightly Slightly Somewhat Extremely Ineffective Ineffective Ineffective Effective Effective Effective Extremely Somewhat Slightly Slightly Somewhat Extremely Easy Easy Easy Difficult Difficult Difficult Extremely Somewhat Slightly Slightly Somewhat Extremely Bad Bad Bad Good Good Good Extremely Somewhat Slightly Slightly Non- Somewhat Non- Extremely Non- Involving Involving Involving involving involving involving 226. The following questions are simply to let us know a little about you. 1. Your position? (please check one): Captain Engineer (pipeman) Lieutenant Tillerman Driver—Engineer Ladderman Squad-Member 2. How much education have you had? (please circle one): Less than high school High school (# of years) 1 2 3 4 College 1 2 3 4 More 3. Your age: years months 4. Years of service: years months 5. Code Number: 227 APPENDIX I The Pre and Post-Test Versions of the Second Affective Instrument APPENDIX I The Pre and Post—Test Versions of the Second Affective Instrument Two-Way Individual Pre-Test Version Code Letters Thank you for helping us: The following questions provide you with the opportunity to give us your opinions about the prefire planning series. Please try to answer all of the questions. 1. Was it important for you to know that you had been properly logged in -- to see your code letters on the screen? Yes No Did you compare your scores at the end of the lesson with the scores of others? Yes No Did you usually compare your answers to individual questions, with the answers by others? Yes No Did you get any satisfaction from getting questions right? Yes No Was it important to you to know your percentage score on the quick quizzes and overall? Yes No How many times per week would you estimate that you talk to the other firefighters at your station about the prefire planning series? times per week 228 7. 10. 11. About what percentage of the conversation would you say is devoted to the following topics? answers to interactive items comments about the topics being presented comments about the style in which the topics are being presented Other (please specify) Total = 100% .L About what percentage of the communication which takes place is favorable toward the prefire planning series? If zero (0) means that you think the prefire planning series is not at all interesting, and one hundred (100) means that you think the prefire planning series is as interesting as live instruction, how interesting would you rate the prefire planning series thus far? (For example, if you thought it was twice as interesting you would write 200, if you thought it was only half as interesting you would write 50). If zero (0) means that you think the interactive items (i.e., questions) are not at all useful, and one hundred (100) means that you think the interactive items are as useful as being able to ask questions of an instructor during live instruction, how useful would you rate the interactive items thus far? (For example, if you thought it was twice as useful you would write 200, if you thought it was only half useful you would write 50). If zero (0) means that you think that you have learned nothing at all from the prefire planning series, and one hundred (100) represents the amount of learning you think you would have attained if you would have received this information in a live instruction situation, how much do you think you've learned 229 12. 13. from the prefire planning series thus far? (For example, if you think you have learned twice as much from the prefire planning series as you would have from live instruction you would write 200, if you think you have learned only half as much from the prefire planning series as you would have in a live instruction situation you would write 50). Would you like to have more training programs like the prefire planning series presented over the television? Yes No What suggestions do you have that you think would improve the (prefire planning) learning situation you are presently in? (Write on back side of sheet, if you need more space). 230 Two-Way Group Pre-Test Version Code Letters Thank you for helping us. The following questions provide you with the opportunity to give us your opinions about the prefire planning series. Please try to answer all of the questions. 1. Was it important for you to know that you had been properly logged in -- to see your code letters on the screen? Yes No 2. Did you compare your scores at the end of the lesson with the scores of others? Yes No 3. Did you usually compare your answers to individual questions, with the answers by others? Yes No 4. Did you get any satisfaction from getting questions right? Yes No 5. Was it important to you to know your percentage score on the quick quizzes and overall? Yes No 6. How many times per week would you estimate that you talk to the other firefighters at your station about the prefire planning series? times per week 7. About what percentage of the conversations would you say is devoted to the following topics? answers to interactive items comments about the topics being presented comments about the style in which the topics are being presented other (please specify) Total = 100% 10. 11. 12. About what percentage of the communication which takes place is favorable toward the prefire planning series? If zero (0) means that you think the prefire planning series is not at all interesting, and one hundred (100) means that you think the prefire planning series is as interesting as live instruction, how interesting would you rate the prefire planning series thus far? (For example, if you thought it was twice as interesting you would write 200, if you thought it was only half as interesting you would write 50). If zero (0) means that you think the interactive items (i.e., questions) are not at all useful, and one hundred (100) means that you think the interactive items are as useful as being able to ask questions of an instructor during live instruction, how useful would you rate the interactive items thus far? (For example, if you thought it was twice as useful you would write 200, if you thought it was only half as useful you would write 50). If zero (0) means that you think that you have learned nothing at all from the prefire planning series, and one hundred (100) represents the amount of learning you think you would have at- tained if you would have received this information in a live instruction situation, how much do you think you've learned from the prefire planning series thus far? (For example, if you think you have learned twice as much from the prefire planning series as you would have from live instruction you would write 200, if you think you have learned only half as much from the prefire planning series as you would have in a live instruction situation you would write 50). Would you like to have more taining programs like the prefire planning series presented over the television? Yes No .232 l3. 14. 15. 16. What suggestions do you have that you think would improve the (prefire planning) learning situation you are presently in? (Write on back side of sheet, if you need more space). How many times have you actually handled the terminal during a lesson so far? times If one hundred (100 represents the amount of satisfaction you got out of the prefire planning series when you were not handling the terminal, how much satisfaction would you say you got out of the prefire planning series when you did handle the terminal? (For example, if you got twice as much satis- faction when handling the terminal you would write 200, if you only got half as much satisfaction you would write 50). If one hundred (100) represents the amount of attention you paid to the material being presented when you were not handling the terminal, how much attention did you pay to the material being presented when you were handling the terminal? (For example, if you paid half as much attention when you had the terminal, you would write 200). 233 One-Way Group Pre-Test Version Code Letters Thank you for helping us. The following questions provide you with the opportunity to give us your opinions about the prefire planning series. Please try to answer all of the questions. 1. If zero (0) means that you think the prefire planning series is not at all interesting, and one hundred (100) means that you think the prefire planning series is as interesting as live instruction, how interesting would you rate the prefire planning series thus far? (For example, if you thought it was twice as interesting you would write 200, if you thought it was only half as interesting you would write 50). If zero (0) means that you think the interactive items (i.e., questions) are not at all useful, and one hundred (100) means that you think the interactive items are as being able to ask questions of an instructor during live instruction. How useful would you rate the interactive items thus far? (For example, if you thought it was twice as useful you would write 200, if you thought it was only half as useful you would write 50). If zero (0) means that you think that you have learned nothing at all from the prefire planning series, and one hundred (100) represents the amount of learning you think you would have attained if you would have received this information in a live instruction situation, how much do you think you've learned from the prefire planning series thus far? (For example, if you think you have learned twice as much from the prefire planning series as you would have from live instruc- tion you would write 200, if you think you have learned only half as much from the prefire planning series as you would have in a live instruction situation you would write 50). How many times per week would you estimate that you talk to the other firefighters at your station about the prefire plan- ning series? 234 5. About what percentage of the conversations would you say is devoted to the following topics? answers to interactive items comments about the topics being presented comments about the style in which the topics are being presented other (please Specify) ._ Total = 100% About what percentage of the communication which takes place is favorable toward the prefire planning series? Would you like to have more training programs like the prefire planning series presented over the television? Yes No What suggestions do you have that you think would improve the (prefire planning) learning situation you are presently in? (write on back side of sheet, if you need more space). 235 Two-Way Individual Post-Test Version Code Letters Thank you for helping us. The following questions provide you with the opportunity to give us your opinions about the prefire planning series. Please try to answer all of the questions. 1. Was it important for you to know that you had been properly F logged in -- to see your code letters on the screen? Yes No Did you compare your scores at the end of the lesson with “E the scores of others? Yes No Did you usually compare your answers to individual questions, with the answers by others? Yes No Did you get any satisfaction from getting questions right? Yes No Was it important to you to know your percentage score on the quick quizzes and overall? Yes No How many times per week would you estimate that you talk to the other firefighters at your station about the prefire planning series? times per week About what percentage of the conversations would you say is devoted to the following topics? answers to interactive items comments about the topics being presented comments about the style in which the topics are being presented other (please specify) Total = 100% 236 10. 11. 12. About what percentage of the communication which takes place is favorable toward the prefire planning series? If zero (0) means that you think the prefire planning series is not at all interesting, and one hundred (100) means that you think the prefire planning series is as interesting as live instruction, how interesting would you rate the prefire planning series thus far? (For example, if you thought it was twice as interesting you would write 200, if you thought it was only half as interesting you would write 50). If zero (0) means that you think the interactive itens(i.e., questions) are not at all useful, and one hundred (100) means that you think the interactive items are as useful as being able to ask questions of an instructor during live instruction, how useful would you rate the interactive items thus far? (For example, if you thought it was twice as useful you would write 200, if you thought it was only half as useful you would write 50). If zero (0) means that you think that you have learned nothing at all from the prefire planning series, and one hundred (100) represents the amount of learning you think you would have attained if you would have received this information in a live instruction situation, how much do you think you've learned from the prefire planning series thus far? (For example, if you think you have learned twice as much from the prefire planning series as you would have from live instruction you would write 200, if you think you have learned only half as much from the prefire planning series as you would have in a live instruction situation you would write 50). Would you like to have more training programs like the prefire planning series presented over the television? Yes No —— _—_—_ 237 13. 14. Given that you would have to have training on a particular topic, how would you like that training to be presented? live instruction one-way television instruction two-way television instruction What suggestions do you have that you think would improve the (prefire planning) learning situation you are presently in? (Write on back side of sheet, if you need more space). 238 Two-Way Group Post-Test Version Code Letters Thank you for helping us. The following questions provide you with the opportunity to give us your opinions about the prefire planning series. Please try to answer all of the questions. 1. Was it important for you to know that you had been properly logged in -- to see your code letters on the screen? Yes No 2. Did you compare your scores at the end of the lesson with the scores of others? Yes No —-——-—-— 3. Did you usually compare your answers to individual questions, with the answers by others? ______ Yes ______ No 4. Did you get any satisfaction from getting questions right? ______Yes ______No 5. Was it important to you to know your percentage score on the quick quizzes and overall? Yes No 6. How many times per week would you estimate that you talk to the other firefighters at your station about the prefire planning series? times per week 7. About what percentage of the conversations would you say is devoted to the following topics? answer to interactive items comments about the topics being presented comments about the style in which the topics are being presented other (please specity) Total = 100% 239 10. ll. 12. About what percentage of the communication which takes place is favorable toward the prefire planning series? If zero (0) means that you think the prefire planning series is not at all interesting, and one hundred (100) means that you think the prefire planning series is as interesting as live instruction, how interesting would you rate the prefire planning series thus far? (For example, if you thought it was twice as interesting you would write 200, if you thought it was only half as interesting you would write 50). If zero (0) means that you think the interactive items (i.e., questions) are not at all useful, and one hundred (100) means that you think the interactive items are as useful as being able to ask questions of an instructor during live instruction, how useful would you rate the interactive items thus far? (For example, if you thought it was twice as useful you would write 200, if you thought it was only half as useful you would write 50). If zero (0) means that you think that you have learned nothing at all from the prefire planning series, and one hundred (100) represents the amount of learning you think you would have attained if you would have received this information in a live instruction situation, how much do you think you've learned from the prefire planning series thus far? (For example, if you think you have learned twice as much from the prefire planning series as you would have from live instruction you would write 200, if you think you have learned only half as much from the prefire planning series as you would have in a live instruction situation you would write 50). Would you like to have more training programs like the prefire planning series presented over the television? Yes No ———-—--—.— —— 240 13. 14. 15. 16. 17. Given that you would have to have training on a particular topic, how would you like that training to be presented? live instruction one-way television instruction two-way television instruction What suggestions do you have that you think would improve the (prefire planning) learning situation you are presently in? (Write on back side of sheet, if you need more space). How many times have you actually handled the terminal during a lesson so far? times If one hundred (100) represents the amount of satisfaction you get out of the prefire planning series when you were not handling the terminal, how much satisfaction would you say you got out of the prefire planning series when you did handle the terminal? (For example, if you got twice as much satis- faction when handling the terminal you would write 200, if you only got half as much satisfaction you would write 50). If one hundred (100) represents the amount of attention you paid to the material being presented when you were not handling the terminal, how much attention did you pay to the material being presented when you were handling the terminal? (For example, if you paid twice as much attention you would write 20?, if you paid only half as much attention you would write 50 . 241 One-Way Group Post-Test Version Code Letters Thank you for helping us. The following questions provide you with the opportunity to give us your opinions about the prefire planning series. Please try to answer all of the questions. 1. If zero (0) means that you think the prefire planning series is not at all interesting, and one hundred (100) means that you think the prefire planning series is as interesting as live instruction, how interesting would you rate the prefire planning series thus far? (For example, if you thought it was twice as interesting you would write 200, if you thought it was only half as interesting you would write 50). 2. If zero (0) means that you think the interactive items (i.e., questions) are not at all useful, and one hundred (100) means that you think the interactive items are as useful as being able to ask questions of an instructor during live instruction, how useful would you rate the interactive items thus far? (For example, if you thought it was twice as useful you would write 200, if you thought it was only half as useful you would write 50). 3. If zero (0) means that you think that you have learned nothing at all from the prefire planning series, and one hundred (100) represents the amount of learning you think you would have attained if you would have received this information in a live instruction situation, how much do you think you've learned from the prefire planning series thus far? (For example, if you think you have learned twice as much from the prefire planning series as you would have from live instruction you would write 200, if you think you have learned only half as much from the prefire planning series as you would in a live instruction situation you would write 50). 4. How many times per week would you estimate that you talk to the other firefighters at your station about the prefire planning series? times per week 242 1.17aIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIlllllllllllllllllllllflh About what percentage of the conversations would you say is devoted to the following topics? answers to interactive items comments about the topics being presented comments about the style in which the topics are being presented other (please specify) Total = 100% About what percentage of the communication which takes place is favorable toward the prefire planning series? Would you like to have more training programs like the prefire planning series presented over the television? Yes No Given that you would have to have training on a particular topic, how would you like that training to be presented? live instruction one-way television instruction one—waytelevision instruction What suggestions do you have that you think would improve the (prefire planning) learning situation you are presently in? (write on back side of sheet, if you need more space). 243 References America Burning: The Report of the National Commission or Fire Prevention andIControl. Washington, D.C.: U.S. Government Printing Office (Stock Number 5200-00004), May, 1973. Arensberg, C. M. & Niehoff, A. H. Introducing Social Change. Chicago, 111.: Aldine Publishing Co., 1964. Bagdikian, B. H. The Information Machines: The Impact on Men and the Media. New York: 1971, Harper and Row Baldwin, T. F., Greenberg, B. S. and Muth, T. A. Decision - Related Research in the Field of Urban Technology: Re- search Proposal Submitted to Ehe National Science Founda- tion. 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