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  • Published: 03 July 2018

A psychology of the film

  • Ed S. Tan 1 , 2  

Palgrave Communications volume  4 , Article number:  82 ( 2018 ) Cite this article

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  • Cultural and media studies

The cinema as a cultural institution has been studied by academic researchers in the arts and humanities. At present, cultural media studies are the home to the aesthetics and critical analysis of film, film history and other branches of film scholarship. Probably less known to most is that research psychologists working in social and life science labs have also contributed to the study of the medium. They have examined the particular experience that motion pictures provide to the film audience and the mechanisms that explain the perception and comprehension of film, and how movies move viewers and to what effects. This article reviews achievements in psychological research of the film since its earliest beginnings in the 1910s. A leading issue in the research has been whether understanding films is a bottom-up process, or a top-down one. A bottom-up explanation likens film-viewing to highly automated detection of stimulus features physically given in the supply of images; a top-down one to the construction of scenes from very incomplete information using mental schemata. Early film psychologists tried to pinpoint critical features of simple visual stimuli responsible for the perception of smooth movement. The riddle of apparent motion has not yet been solved up to now. Gestalt psychologists were the first to point at the role of mental structures in seeing smooth movement, using simple visual forms and displays. Bottom-up and top-down approaches to the comprehension of film fought for priority from the 60s onwards and became integrated at the end of the century. Gibson’s concept of direct perception led to the identification of low-level film-stylistic cues that are used in mainstream film production, and support film viewers in highly automated seamless perception of film scenes. Hochberg’s argument for the indispensability of mental schemata, too, accounted for the smooth cognitive construction of portrayed action and scenes. Since the 90s, cognitive analyses of narration in film by film scholars from the humanities have revolutionised accounts of the comprehension of movies. They informed computational content analyses that link low-level film features with meaningful units of film-story-telling. After a century of research, some perceptual and cognitive mechanisms that support our interaction with events in the real world have been uncovered. Today, the film experience at large has reappeared on the agenda. An integration of top-down and bottom-up mechanisms is sought in explaining the remarkable intensity of the film experience. Advances are now being made in grasping what it is like to enjoy movies, by describing the absorbing and moving qualities of the experience. As an example, a current account of film viewers' emotional experience is presented. Further advances in our understanding of the film experience and its underlying mechanisms can be expected if film psychologists team up with cognitive film studies, computer vision and the neurosciences. This collaboration is also expected to allow for research into mainstream and other genres as forms of art.

An agenda for the psychology of the film

At the time of the first kinetoscope and cinema exhibitions in 1894–1895, thanks to devices such as the Phenakistoscope, Zoetrope and Praxinoscope, moving images had been popular for decades. Just before that time, academic psychology turned to the identification of the mechanisms underlying the functioning of the mind. Perception psychologists began to study apparent movement of experimental visual stimuli under controlled conditions because they found moving stimuli interesting cases in human perception, or as part of the study of psychological aesthetics founded by Gustav Fechner and Wilhelm Wundt. The publication of The Photoplay: A Psychological Study marked the beginning of the psychology of the film. Hugo Münsterberg was trained by Wundt and recruited by William James to lead the experimental psychology lab at Harvard. Importantly, Münsterberg was also an avid cinemagoer as his analyses of theatrical films of his time may tell, and a professing cinephile at that. Münsterberg set two tasks for the study of the film: one was to describe the functioning of psychological mechanisms in the reception of film; the other to give an account of film as an artistic medium.

Münsterberg shared his contemporaries’ and even today’s spectators’ fascination for the wonder of moving images and their apparent reality. He described the film experience as a 'unique inner experience' that due to the simultaneous character of reality and pictorial representation “brings our mind into a peculiar complex state” (p. 24).

In the first part of The Photoplay , explores how film characteristically addresses the mechanisms of the basic psychological functions investigated by experimental psychology—namely perception, attention, memory and emotion. Footnote 1 In The Photoplay the imagination is the psychological faculty that theatrical movies ultimately play upon; attention, perception, memory and emotion are also directed by the film, but contribute to the film experience as building blocks for the imagination in the first place. One of the ways that films entertain the imagination is by mimicking the psychological functions. Film scenes may represent as-if perceptions, as-if thoughts, as-if streams of associations, and as-if emotions or more generally: display subjectivity. Footnote 2 Second, the film creates an imagined world that deviates from real world scenes as we perceive these in real life. Liberated from real life perceptual constraints involves the spectator’s self in 'shaping reality by the demands of our soul' (p. 41). Third, Münsterberg has a nuanced view of the automaticity of responses to film. On the one hand, it is the spectator’s choice—based on their interest—which ideas from memory and the imagination to fit to images presented on screen; they are felt as 'our subjective supplements' (p. 46). On the other, the film’s suggestions function to control associated ideas, '… not felt as our creation but as something to which we have to submit' (p. 46). And yet in Münsterberg’s view the film does not dictate psychological responses in any way. Footnote 3

Finally, The Photoplay provides abundant and compelling introspective reports of the film experience and so probes into the phenomenology of film, that is, what it is like to watch a movie. I think it is fair to say that for Münsterberg the film experience is the ultimate explanandum for a psychology of the film. In order to account for that phenomenology by mechanism of the mind proper descriptions of the film experience are needed, and introspective reports are an indispensable starting point for these.

The other task Münsterberg set himself was to propose an account of the film as a form of art. Part two of The Photoplay proposes that the film experience includes an awareness of unreality of perceived scenes. This awareness is taken as fundamental for psychological aesthetics; all forms of art are perceived to go beyond the mere imitation of nature. Footnote 4 Münsterberg showed himself a formalist in that he theorised that aesthetic satisfaction depends not on recognition of similarity with the real world or practical needs, but on the sense of an 'inner agreement and harmony [of the film’s parts]' (p. 73). Footnote 5 But in order to qualify as art, according to Münsterberg film was not to deviate too much from realistic representation that distinguishes theatrical movies from non-mainstream forms.

Münsterberg’s agenda is in retrospect quite complete. The detailed investigation of psychological mechanisms and aesthetics of film is followed by a last chapter on the social functions of the photoplay. The thoughts forwarded in it are more global than those on perception and aesthetics. The immediate effect of theatrical films on their audience is enjoyment due to their freeing the imagination, and their easy accessibility to consciousness 'which no other art can furnish us' (p. 95). Enjoyment comes with additional gratifications such as a feeling of vitality, experiencing emotions, learning and above all aesthetic emotion.

In a final section behavioral effects of successful films are discussed. Here the film psychologist vents concerns on what we now refer to as undesirable attitude changes and social learning, especially in young audiences. The agenda of today's social science research on mass media effects (e.g. Dill, 2013 ) is not all that different from Münsterberg's in the last chapter of The Photoplay.

The two tasks that Münsterberg worked on set the agenda for the psychology of film in the century after The Photoplay . It is clearly recognisable in the psychology of the film as we know it today. Footnote 6 But the promising debut made in 1916 was not followed up until the nineteen seventies, or so it seems. James Gibson lamented in his last book on visual perception that whereas the technology of the cinema had reached peak levels of applied science, its psychology had so far not developed at all (1979, p. 292). The cognitive revolution in psychology of the 60s paved the way for its upsurge in the early 80s. But some qualifications need to be made on the seeming moratorium. First, Rudolf Arnheim developed since the 1920s a psychology of artistic film form. Second, although not visible as a coherent psychology of the film, laboratory research on issues in visual perception of the moving image—in particular studies of apparent movement—continued.

Gestalt psychology and film form

Rudolf Arnheim’s essays published first in 1932 added analytic force to Münsterberg’s conviction that film is not an imitation of life. Film and Reality ( 1957 ) highlights shortcomings of film in representing scenes as we know them from natural perception. Footnote 7 In the same essay, it is pointed out that comparing a filmic representation of a scene with its natural perception is what analytic philosophers would call an error of category. In The Making of Film ( 1957 ) Arnheim presented an inventory of formative means for artistic manipulations of visual scenes, including delimitation and point of view, distance to objects and mobility of framing. It is argued that chosen manipulations often go against the most realistic options. For example, ideal viewpoints and canonical distances are often dismissed in favour of more revealing options. Footnote 8 Arnheim’s aesthetics of film gravitates towards acknowledged artistic productions more than to the 'naturalistic narrative film' (e.g., 1957 , p. 116–117) the more moderate art form that Münsterberg tended to prefer.

Arnheim was informed by such founders of Gestalt psychology as Wertheimer, Köhler and Koffka. This school held that natural perception results from the mind’s activity. It organises sensory inputs into patterns according to formal principles such as simplicity, regularity, order and symmetry. Arnheim developed into the leading Gestalt theorist of aesthetics of the 20th century. In his 1974 book he analysed a great number of pictorial, sculptural, architectural, musical and poetic works of art while only rarely referring to film. Footnote 9 The cornerstone aesthetic property of art works including film is expression, defined by Arnheim as 'modes of organic or inorganic behaviour displayed in the dynamic appearance of perceptual objects or events' ( 1974 , p. 445). Expression’s dynamic appearance is a structural creation of the mind imposing itself on sound, touch, muscular sensations and vision. Expressive qualities are in turn, the building blocks of symbolic meaning that art works including film add to the representation of objects and events as we know them in the outer world. Thus, Arnheim’s theory of expression and meaning in the arts seems to echo Münsterberg’s formalist position on the perception of 'inner harmony' as the determinant of film spectators’ aesthetic satisfaction.

Apparent motion

Münsterberg shared the amazement that moving images awakened in early film audiences. He considered the experience of movement a central issue for the psychology of the film. The experience of movement in response to a series of changing still pictures has been studied in psychology and physiology under the rubric of apparent motion . Footnote 10 In Münsterberg’s days, international psychology labs were probing the perception of movement in response to experimental stimuli that were perceived as moving images. Well-known examples include apparent motion induced by the subsequent views of single stationary lines in different positions that result in phi movement , the perception of one moving shape or line. Researchers in this area have continued to study the perception of movement in film as only one of many interesting visual stimuli, such as shapes painted on rotating disks, or dynamic computer-generated lights, shapes and objects of many kinds. Why and how we see motion has been as basic to the study of visual perception as questions of perception of colour, depth, and shape. Helmholtz proposed that what we need to explain is how retinal images that correspond one-to one, i.e., optically with a scene in the world are transformed into mental images, or percepts that we experience. In the case of apparent motion, we also need to understand how a succession of retinal images are perceived as one or more objects in motion Footnote 11 Apparent motion in film viewing needs to be smooth, Footnote 12 and depends on frame rates and masking effects. (The latter effects refer to dampening of the visual impact of one frame by a subsequently presented black frame).

Münsterberg’s conviction that the perception of movement needs a cognitive contribution from the viewer clashes with alternative explanations that rely on prewired visual mechanisms that automatically and immediately pick up the right stimulus features causing an immediate perception of motion, without the mind adding anything substantial. The inventors of nineteenth century moving image devices explained the illusion of movement by the slowness of the eye, possibly following P.M. Roget’s report on apparent motion to the Royal Society in 1824. In the early years of cinema, the persistence of vision account was meant to add precision to this explanation. It proposed that the retina, the optic nerve or the brain could not keep up with a rapid succession of projected frames, and that afterimages would bridge the intervals between subsequent frames. Anderson and Fisher ( 1978 ) and Anderson and Anderson ( 1993 ) have argued why the notion is false and misleading. It suggests that film viewers’ perceptual system sluggishly pile up retina images on top of one another. However, this would lead them to blur which obviously is not the case. The Andersons refer to the explanation as a myth because it is based on a mistaken conception of film viewing as a passive process. Even with the characteristically very small changes between subsequent frames characteristic of motion picture projection, the visual system performs an active integrative role in distinguishing what has changed from one image to another. This integrating mechanism in film viewing is exactly the same as in perceiving motion in real world scenes. Mechanistic explanations have since been founded on growing insights in the neuroscience of vision, such as single cell activity recordings in response to precisely localised stimulus features. Footnote 13 'Preprocessing' of visual input before it arrives in the cortex takes place in the retina and the lateral geniculate nucleus, which have specialised cells or trajectories for apprehending various aspects of motion. There are major interactions between perceptual modules. Footnote 14 Physiological and anatomical findings in the primate visual system, as well as clinical evidence, support the distinction of separate channels for the perception of movement on the one hand, and form, colour and depth on the other (Livingstone and Hubel, 1987 ). Research on how exactly the cortical integration systems for vision are organised has not yet come to a close. A variety of anatomical subsystems have been identified Footnote 15 , and there is room for task variables in the explanation of motion perception. Footnote 16 The operation of task variables in presumably automated processes (e.g., attentional set, induced by specific task instructions) complicates accounts of apparent motion and the perception of movement based on lowest processing levels.

Non-trivial and clear-cut contributions of the mind to smooth apparent motion have been proposed by Gestalt psychologists. Arnheim ( 1974 ) considered the perception of movement as subsidiary to that of change. The mind uses Gestalt principles such as good continuation and object consistency to perceive patterns in ongoing stimuli. Movement is the perception of developing sequences and events. Footnote 17 Gestalt psychologists have attempted to identify stimulus features that are perceived as a spatiotemporal pattern of 'good' motion, and they discovered various types of apparent motion have been distinguished as a function of stimulus features. In an overview volume, Kolers ( 1972 ) presented phi and beta motion as the major variants. Phi , the most famous, was first documented by Wertheimer in 1912 . An image of an object is presented twice in succession in different positions. Footnote 18 Pure or beta motion that is objectless motion, was the novel and amazing observation; the perception seemed to be a sum or integration by the mind beyond the stimulus parts, and asked for an explanation. It is also experienced when the objects in the subsequent presentations are different.

Wertheimer and those after him looked for mechanisms of the mind that could complement the features of the stimulus responsible for apparent motion in its various forms. Footnote 19 Other studies of apparent motion, too, indicated that simple models of stimulus features alone could not explain apparent motion. Footnote 20 One of the best examples of what the cognitive system adds to stimulus features is induced motion (Duncker, 1929 ). When we see a small target being displaced relative to a framework surrounding it, we invariably see the target moving irrespective of whether it is the target or the frame that is displaced. Ubiquitous film examples are shots of moving vehicles, with mobile or static framing.

In this summary and incomplete overview of the field, we could not make a strict distinction between mechanist and cognitive explanations for the perception of movement in film. The current state of research does not allow for it. Footnote 21 Kolers’s conclusions on the state of the field closing his 1972 volume on motion perception seem still valid. He inferred from then extant research that there must be separate mechanisms for extracting information from the visual stimulus and for selecting and supplementing the information into a visual experience of smooth object motion or motion brief. He concluded that 'The impletions of apparent motion make it clear that although the visual apparatus may select from an array [of] features to which it responds, the features themselves do not create the visual experience. Rather, that experience is generated from within, by means of supplementative mechanisms whose rules are accomodative and rationalizing rather than analytical' (p.198). But even if after Koler's analysis some perceptual (Cutting, 1986) or brain mechanisms (Zacks, 2015) have been identified today we still do not know enough about the self-supplied supplementations. Footnote 22

Perception and cognition of scenes

Mental representation and event comprehension.

Contributions of the mind can go considerably beyond apparent motion, i.e., the perception of smooth motion from one frame to another. The cognitive revolution in academic psychology that took off in the 1960s broadened the conceptualisation of contributions of the mind to the film experience beyond the narrower stimulus-response paradigms that had dominated psychological science until the 1960s. The cognitive revolution went beyond Gestalt notions of patterns applied by the mind on stimulus information. It introduced the concept of mental representation as a key to understanding the relation between sensory impressions from the environment on the one hand, and people’s responses to it. Moreover, these cognitive structures were seen functional in mental operations such as retrieval and accommodation of schemas from memory, inference and attribution. These were quite complex in comparison to perceptual and psychophysical responses. In the past 30 years, they have come to encompass event, action, person, cultural, narrative and formal-stylistic schemas. The cognitive turn in film psychology has stimulated a growing exchange with humanist film scholarship, resulting in advances in the elaboration of cognitive structural notions. Early applications of the cognitive perspective in the psychology of the film can be found in the 1940s and 50s in work by Albert Michotte ( 1946 ) and Heider and Simmel. Footnote 23

Against mental representation: direct perception of film events

The psychology of the film as a subdiscipline of academic psychology really took off in the late 1970s. Münsterberg’s broad agenda that had been scattered across isolated studies of mainly movement perception regained general acclaim. This was due first to the booming supply and consumption of moving images through media television and computer-generated imagery since the 60s. Second, the cognitive turn in experimental psychology renewed an interest in perception and cognition as it occurs in natural ecologies. This is the backdrop against which James Gibson ( 1979 ) noted the virtual absence of a psychology of the moving image, motivating his chapter on the film experience. The chapter was important in that it applied his highly influential ecological principles of perception of real world scenes to perception in the cinema. Gibson’s general theory of visual perception (e.g., Gibson, 1979 ) hinges on the notion that the visual system has evolved to extract relevant information from the world in a direct fashion. A scene presents itself to the observer as an ambient optical array that immediately and physically reflects the structure of the real world. Changes and transitions in the flow of the optical array are due to natural causes such as alternations of lighting intensity of the scene, e.g., due to clouds, or movement of objects in the scene or of the observer. These variations in the optical flow enable the automatic pick-up of invariants. Example invariants are the change in size of portions in the array, and the density of texture in that portion when the observer gets closer to, or farther away from the object. Footnote 24 The changes in these parameters are linked with depth-information in a way that is constant across different scenes, observer speeds, lighting conditions, etc. Invariants enable the direct perception of the real world in the service of adaptive action. Disturbances of the optic flow can automatically be perceived as events. The events are categorised on the basis of the nature of the disturbances, e.g., as terrestrial, animate, or chemical events. Furthermore, the direct tuning of the perceptual senses to the structures of the environment enable an immediate perception of affordances , for example the slope of a hill causes the direct perception of 'climbability'.

The experience of motion pictures according to Gibson involves a dynamic optical flow exactly like the one an observer would have when being present at the filmed scene. Footnote 25 Film represents the world to the senses that are calibrated to that world. The field of view of the camera becomes the optic array to the viewer (Gibson, 1979 , p. 298). Perception of objects, movement, events and affordances is direct and realist, based as it is on the same invariants and affordances that the scene in the real world would offer. Deviations from these as emphasised by cognitivist film psychologists from Münsterberg through Arnheim to Hochberg as we will shortly see, are largely taken as non-representative exceptions.

A major affordance offered by conventional movies is empathy with characters. Empathy presupposes that we understand what happens to characters. Scenes present their actions, reactions and feelings. However, most scenes are not continuous. How do we understand scenes presented in pieces, and what are the limits to our understanding? Gibson’s reply to the question of how continuity is perceived in scenes that is, smooth movement and unitary events across cuts would be that the perceptual system extracts the same invariants from the two shots on either side of the cut. The elegant explanation again rests upon a presumed correspondence between perception of real world scenes and film scenes.

Gibson inspired important theorising on the film experience, notably by Anderson and Cutting that we will turn to shortly. Here we emphasise that his direct perception account of the film experience stands in perpendicular opposition to the key innovation that the cognitive turn introduced in experimental psychology. Gibson denied the necessity of mental representations in the perception of objects and events, be it in real scenes or in film.

Cognitive schemas and the canonical set-up of the cinema

The role of mental representations, be they cognitive principles or schemas or other mental structures was argued over a lifetime of work in the psychology of film by Julian Hochberg. A perception psychologist with an interest in pictorial representations and their aesthetics, he devoted a large part of his work to identify what is given in film stimuli and how perception goes beyond that, in often ingenuous demonstrations and experiments. (The demonstrations are, in fact, introspective observations of film perception under exactly specified, reproducible stimulus conditions). A comprehensive overview can be found in Hochberg ( 1986 ). Footnote 26 His legacy should be referred to as the Hochberg and Brooks oeuvre, because his wife Virginia Brooks a psychologist and filmmaker, contributed such a great deal to it. Hochberg found that cognitive schemata are necessary in the perception of film for two reasons. The most profound one is that completely stimulus-driven (or 'bottom-up') accounts of the perception of movement, events, and scene continuity do not really explain the experience. For example, Hochberg and Brooks point out that neurophysiological motion detectors do not explain motion perception, that is, they 'amend but do not demolish' an account based on a mental representation of motion (Hochberg and Brooks, 1996b , p. 226). The same would go for any other direct perception account, including Gibson’s optics plus invariant extraction model. The more practical argument is that the direct perception account fails to pose limits to the scope of its application, leaving thresholds and ceiling conditions for the mechanisms out of consideration. The canonical set-up of cinematic devices for recording and displaying motion pictures has evolved to produce good impressions of depth, smooth and informative motion, emphasis on relevant objects and continuity of action, often violating the course of direct perception in comparable real world scenes. Figure 1 presents a demonstration of active disregard that viewers of mainstream movies typically display. (See also Cutting & Vishton ( 1995 ) on contextual use of depth-information).

figure 1

Example of perceptual disregard in the cinema. Hochberg ( 2007 ) discusses the view of objects moving in front of a landscape. In normal film viewing flatness of studio-backgrounds and quasi-camera movement is disregarded. Traditional films can use a painted or projected landscape at the backdrop of the set, and panning camera movements instead of a really mobile camera to create a convincing impression in the viewer of following a moving object in the scene’s space. A cycling woman is followed in a pan shot moving from left to right; frames A and B constitute the beginning and the end of the panning shot. In normal perception in the real-world objects on the horizon seem to move in the direction of the moving subject, whereas nearby objects move in opposite direction. Panning involves a stationary viewpoint, causing the image to lack this 'motion parallax'. For example, the scarecrow in the middle ground of frame B should be further to the left from the ridge on the horizon than in frame A (DA < DB), but the distance between the objects has remained identical (DA = DB). However, the lack of parallax and resulting apparent flatness can be and is disregarded and viewers experience smooth self-motion parallel to the moving object. Disregard such a this is part and parcel of normal film viewing or the "ecology of the cinema".

The most immediate demonstration of apparent motion is Duncker’s induced motion referred to above, a cinematic effect because it is dependent on canonical projection within a frame. The best analytic examples are about the perception of events in filmed dance. Footnote 27 For Hochberg and Brooks an ecological approach to perception in the cinema needs to take the ecology of the cinema into account.

The necessity of cognitive schemas in film perception was pointed out most pregnantly in Hochberg’s dealing with the comprehension of shot transitions or cuts. It was argued that known sensory integration and Gibson’s extraction of invariants, fail to account for viewers’ comprehension of frequent and simple cinematic events like elision of space and time. Overlap in contents between successive shots can be hard to identify or lack at all. Hochberg and Brooks proposed a principled alternative: films play in the mind’s eye. Viewers construct an off-screen mental space from separate views, and they can link two successive views by the relation of each of these to this space. In constructing a mental space, overlap may even be overruled by other cues, that have nothing to do with any invariance. The construction must involve event schemas and cognitive principles removed from anything immediately given in the film. Schemas may indeed outperform (mathematical) invariants picked up from the optical array offered by the screen. Hochberg and Brooks ( 1996b ) show, for example how gaze direction of film characters or personae in subsequent shots may be more effective in the construction of a continuous mental scene than overlapping spatial or visual symbolic contents. Footnote 28 Mental schemas seem to be indispensable in the comprehension of sequences of completely non-overlapping cuts. A famous demonstration by Hochberg and Brooks is reproduced in Fig. 2 . The succession of shots is readily understood when it is preceded by the presentation of a cross, which provides the integrating schema. Viewers’ schema-based continuous perception of scenes is supported by the ways that traditional cinema tells its stories. The presentation of an overall view in so-called 'establishing shots' followed by a 'break-down' of its object into subsequently presented part views is a cornerstone procedure in classical continuity film style (Bordwell and Thompson, 1997 /1979).

figure 2

Role of mental schemas in the comprehension of continuous space across shots as discussed in Hochberg and Brooks ( 1996 , 2007 ). a The sequence of eight static shots does not seem to make sense. b A static preview of the entire object as in A) would activate a mental schema of a cross. Subsequent shots are then recognised as consecutive camera relocations, counter-clockwise rotations offering subsequent views of corners From Hochberg and Brooks ( 2007 ). Adding a shot of the cross moving diagonally to the lower left corner of the frame would smoothen the transition between the entire object view and the view of its top right corner further and facilitate the perception of the subsequent parts. Hochberg and Brooks ( 1996 ) reported that replacing one of the shots by a blank frame does not lead to confusion. For example, if shot 7 were replaced by a blank frame, the view of the lower left angle of the cross would seem to have been skipped, and shot 8 would be recognised as to present a view of the lower left corner. That is, the trajectory of the views would remain intact in keeping with the overall view of the object. This illustrates all the more the leading role of the schema of a cross in the perception of its parts.

A smooth understanding of non-overlapping cuts may require dedicated knowledge of discursive story units and rules for their ordering that only literary analysis types of study can reveal (Hochberg, 1986 , pp. 22–50). Hochberg and Brooks ( 1996a , p. 382) pointed out that theoretical or empirical proposals as to the nature of such representations were lacking. They found Gestalt principles unsatisfactory (Hochberg, 1998 ). Current film psychologists have taken up this challenge as we shall see briefly.

As a final contribution of Hochberg and Brooks’ to the psychology of the film, we would like to highlight their view of film spectators as partners motivated to deliver their share in a communicative effort. Film viewers contribute to the canonical setup of the cinema in that they are astutely aware of the filmmaker’s communicative intentions: '… the viewer expects that the film maker has undertaken to present something in an intelligible fashion and will not provide indecipherable strings of shots' (Hochberg, 1986 , p. 22–53). Viewers must be assumed to have an associated motivation to explore the views presented to them. In a series of inventive experiments, Hochberg and Brooks gathered evidence for an impetus to gather visual information. Looking preference increased with cutting rate and with complexity of shot contents. Visual momentum , or viewer interest, (Brooks and Hochberg, 1976 ; Hochberg and Brooks, 1978 ) as they termed it is the absorbing experience typical of cinema viewing. These studies help us to understand how current cutting strategies meet the viewers’ typical motivation for cognitive enquiry. The reward of comprehension is carefully dosed by varying the time allowed to the viewer to inspect objects and scenes, dependent on their novelty and complexity.

Hochberg’s demonstrations of the involvement of mental structures in understanding portrayed events was in large part based on introspective evidence. They have been criticised for relying too heavily on top-down control of perception by too intricate mental structures, by Gibson and others. Footnote 29 Current research in the cognitive structure tradition uses more sophisticated experimental set-ups. Inspiration has been drawn from theories of discourse processing in cognitive science. In this research, the relationship of 'top-down' use of schemas in scene comprehension with 'bottom-up' processing of stimulus features has become an important question. Footnote 30 Zacks has extensively investigated how film viewers segment the ongoing stream of images and extract meaningful events and actions from it. Viewer segmentation depends on automatically detected changes in a situation (Zacks, 2004 ). Detection of the changes requires only minimal use of schemas, and triggers automated perceptual-motor simulations of events and subevents such as actions. Footnote 31 Segmentation follows the logic of events in the real world. Most importantly, multiple events can be organised in a hierarchical or linear fashion, as scenes, sets of events and subevents or actions (Zacks, 2013 ).

Theory of mind and layered meaning of events

Extracting events in understanding film scenes needs more than retrieving schemas of real world events. The fact that they are presented with an idea in mind, is reflected in their understanding. Understanding film scenes and especially characters, their actions, plans and goal has been argued to require a so-called Theory of Mind (Levin et al., 2013 ). TOM is a system of cognitive representations of what beliefs, needs, desires, intentions and feelings people have in their interaction with others and the world. It is acquired in early childhood, when children understand that others, too, have an internal life, similar to but also different from one’s own beliefs and feelings. Levin et al. explain how use of TOM, also referred to as mentalising is necessary for an elementary understanding of film character actions and feelings. For example, character gaze following that underlies our perception of what characters feel or want to do with respect to an object that they look at requires TOM. TOM underlies grasping spatial (and action-) relations in scene comprehension across cuts using gaze following. Understanding relations between more complex events require schema-controlled theorizing on what people believe, do, think, and feel. Finally, Levin et al. demonstrate through film analyses how film viewers construct multi-layered representations of a film’s action from the point of view of different characters, the viewer and even from the narrator’s or filmmaker’s. For example, viewer and character perspectives may clash as in dramatic irony , or the narrator may create false beliefs on story events in viewers.

Continuity of events and viewer attention

Hochberg’s question of what the mental schemas look like that enable us to perceive smooth progress of events across film cuts has recently been addressed by the next generation of film psychologists. They have sought answers in profound analyses of the canonical setup delivered by the founders of cognitive film theory in the humanities, such as Bordwell ( 1985 , 2008 ), and Anderson ( 1996 ). Bordwell’s extensive analyses of classical film narrative and his account of the viewer’s mental activity in the comprehension of the film’s story-world suggest a film-psychological hypothesis on the experience of continuity: Classical Hollywood film style serves smooth progress of the narrative. Continuity editing ensures fluency across shot transitions. Shot A cues cognitive schema-based or narrative expectations that are subsequently matched in shot B. Expectations can be perceptual or cognitive, i.e., requiring inferences supported by event schemas. Anderson added a Gibsonian perspective, arguing that the perception of film scenes mimics the perception of real world scenes. Continuity shooting and editing closely follow the constraints of the human perceptual systems that have evolved to 'extract' continuity from changing views of scenes in the real world. Recent research into the experience of smooth development of events and scenes across shot transitions draws on these principles of continuity narration. Footnote 32 Framing, editing and sound finetune the viewer’s top-down search to focus on candidate target stimuli. A quite complete and accurate explanation was offered by Tim Smith. His Attentional Theory of Cinematic Continuity ( 2012 ) explains the viewer’s sense of smooth progress by the continuity editing principles that mainstream filmmakers tend to adhere to. AToCC breaks away from Hochberg’s analyses to the degree that it holds that viewers do not need intricate spatial or semantic schemas to construct continuous events from separate shots. Rather it is built on the Gibsonian principle that perceiving continuity in film scenes derives from the continuity that we experience in perceiving scenes in the natural world. The ecology of the cinema renders it sufficient to follow a number of simple spatiotemporal guidelines. Continuity editing film style guides viewers’ attention in seamlessly following action across cuts. Attention, that is the focused selection of objects in a shot by the viewer, i.e., what and where the viewer directs their gaze, is led by the filmmaker. The viewers’ gaze in shot A is directed to the part of the screen where the target of interest in shot B, that is after the cut, will be. The shift of attention from one portion to another of the screen in shot A is shortly followed by the cut, and because the gaze 'lands' in the right place in shot B, the cut has become invisible. Footnote 33 The theory of continuity perception adds precise levels of analysis to the construction of mental scene spaces that Hochberg proposed. It distinguishes higher level and lower level control of attention. Higher-level ones include 'perceptual inquiries' as Hochberg and Brooks ( 1978a ) called them. The expectations or questions that guide the gaze may be minimally articulated, e.g., 'what or whom are these characters looking at' as in gaze following, but the operation of higher level cognitive schemas are not excluded. The best demonstration to date of the control of focus of attention by the narrative is given in research on suspense and its effects on film viewer gazes by Bezdek et al. ( 2015 ) and Bezdek and Gerrig ( 2017 ). Footnote 34 Their results can be taken to imply that suspense, a state of high absorption, is associated with focal attention to story-world details supervised by expectations created by the narrative (see also Doicaru, 2016 ).

The study of film viewers' attention has delivered a firm account of the role of the ubiquitous Hollywood continuity film style in the typical experience of smoothly flowing film scenes and stories that audiences allover the world have. (See for a review Smith, Levin & Cutting, 2012 ).

A lead role in perception for cinematic low-level features?

Experimental psychology has always aspired basic explanations of perceptual responses, preferably through transparent mechanistic associations with physically observable stimulus conditions. The role of high-level narrative schema-based attention in smooth film experiences discussed in the previous section, is subject to debates in which experimental data support arguments pro and con. To begin with, AToCC emphasises the role of leading expectations in following cuts, but more akin to the Gibsonian approach of visual perception than to Hochberg’s schema position as it is, it tends to stress lower level features as directing attention bottom-up, too or even more so. One lower level is given by film-stylistic devices, for instance the use of sound that can orient viewers to direct their gazes to the next shot’s portion of the screen where the sound’s origin will be shown. Another are lower level stimulus features in a narrower and technical sense, such as bright lights and movements with sudden onset that automatically attract attention due to the make-up of the senses and the brain. Especially movement was shown by Smith to be an extraordinary low level attentional cue. The power of low level feature control of attentional shifts has inspired Loschky et al. ( 2015 ) to speak of the 'tyranny of film'. They start from research findings suggesting that the use of low-level stylistic features can result in attentional synchrony across film audiences, that is individual viewers of a scene gaze at exactly the same portions of the screen at exactly the same time. Footnote 35 Remarkable degrees of inter-viewer synchronization of visual attention has also been established in studies of localisations of brain activity in film viewers (e.g., Hasson et al., 2003 ). However, Stephen Hinde’s research has recently shown that the distraction effect of inserted low-level attention triggers is quite limited (Hinde et al., 2017 ) In line with this notion of top-down attention control overriding bottom-up attention triggers, Magliano and Zacks ( 2011 ) demonstrated that the perception of cuts is suppressed by higher order processes related to the construction of complex events.

Gibson’s idea of invariants in optical arrays can now be made concrete, enabling the prediction of bottom-up controlled attention and perception from objectively identified features. Developments in computer vision, image and sound analysis have paved the way for automated extraction of features and patterns in visual and auditory stimuli in terms of multiple dimensions. For example, machine extraction of saliency as a feature predictive of bottom-up attention has been developed and applied in numerous computer vision applications. A much-cited article by Itti and Koch ( 2001 ) illustrates the idea for static images. Specialised neural network algorithms detect features such as colour, intensity, orientations, etc. in parallel over the entire visual field. Each feature is represented in a feature map, in which neurons compete for saliency. Feature maps are combined into a saliency map. A last network sequentially scans the saliency map, moving from the most salient location to the next less salient one and so on. Footnote 36 An excellent explanation of how to obtain saliency maps is given at a Matlab page. Footnote 37

Psychologists of film in their attempts to explain the extraordinary smooth and intense perceptual experience that mainstream film typically provides, currently seek to join forces with computer vision scientists. In a next step, they may seek collaboration with vision labs in the world that attempt to link their low-level film image feature analyses with film narrative structures and viewer responses. Footnote 38

figure 3

Examples of computational film analyses. Number of shot transitions as a function of acts. Cutting ( 2016 ), Fig. 2 . Under Creative Commons License ( http://creativecommons.org/licenses/by/4.0/ ). Note that ordinates are inverted; lower positions of titles mean larger number of shots and decreased shot durations. Normalised time bins refer to units of duration standardised in view of variable film length of separate titles. Left panel displays distribution of cuts over time and acts, right panel of non-cut transitions such as dissolves, fades and wipes.

The work of perception researcher James Cutting has carried the psychology of the film into the next stage of the Gibsonian ecological approach, while also linking it with insights in the structure of film narrative from humanities scholarship. Footnote 39 In an interesting essay on the perception of scenes in the real world and in film Cutting ( 2005 ) summarised the ecological perspective on perception stating that understanding how we perceive the real world helps to grasp how we perceive film and vice versa. Footnote 40 In the last decade Cutting developed powerful computational content analysis methods that reveal the patterning of low-level features in relation to dimensions of film style and technology, in representative samples of Hollywood films of well over a hundred titles. The theoretical starting point of the approach is that movies exhibit reality. The psychologist Cutting subscribes to the analytical distinctions made in literary and film theories between plot, form and style of a narrative on the one hand, and the represented story-world on the other. The Gibsonian proposal is that analyses of the fabula or story-world (i.e., the action, events, characters and so on) should lead to identification of syuzhet features (i.e., formal and stylistic features that are physically given in the film stimulus or can be perceived without substantial instruction) functional in the perception and understanding of that story-world; vice versa, variations in form and style reflect variations in the portrayed story-world. Cutting’s definition of low-level film features used in the analyses was informed by analyses of narrative, style and technology by David Bordwell, and methods for statistical style analysis by Barry Salt ( 2009 ).

Low-level features analysed by Cutting and co-workers are physically and quantitatively determinable elements or aspects occurring in moving images, regardless of the narrative. They include shot duration, temporal shot structure, colour, contrast and movement. The value of each feature can be expressed as an index for an entire film, or for some segment targeted in an analysis. Footnote 41 Inspection by an analyst complements machine vision analyses, but I would qualify the indexing approach as computational (objective) film analysis , because of intensive tallying and numerical operations developed by specialists in psychological data-processing. The features do not constitute events or scenes, but they accentuate these. A recording of their measurements for an entire film would constitute an abstract backbone to be filled with scenes and events. One possible comparison is with the rhythmic score of a song without melodies and words. In the hands of capable film-makers they are indispensable for conveying the narrative, due to their direct, predictable and automated effects on the visual system.

The primary use of the approach is in film analysis. The multi-feature configurations of indices can be used to reliably 'fingerprint' films or sections. Reliably because the indices are derived from large numbers of measurements. Computational film analysis uses a historical corpus of films and has been deployed over the past decade to corroborate and enrich historical analyses of film style. Footnote 42 The climax so far of efforts to integrate computational content analysis with film theory and analysis is Cutting’s ( 2016 ) report on narrative theory and the dynamics of popular movies. The corpus consisted of 160 English language films released between 1935 and 2010, ten for each year. As Figure 3 illustrates a typical course obtained of the number of shot transitions over film presentation time, interpretable as to mark the acts and the pace of narration, see Figure 3 . An important outcome of the analyses is that clear physical support was obtained for the four-act structure proposed by film historian Thompson ( 1999 ) across the entire period. It should be noted that Thompson’s act structure was identified largely on the basis of higher level narrative segmentation. Footnote 43 Shot scale was unrelated to the act structure. Cutting added analyses of higher order level film features that can be interpreted to co-vary with narration. Footnote 44 Cutting then ventured upon a multi-feature analysis of the entire corpus. Associations among all indices across all titles could be reduced to four dimensions: motion, framing, editing and sound. They correlated in a meaningful way. For example, shot scale was inversely related to shot duration; in classical narration close-ups tend towards briefer durations than wide shots. Each dimension represented polar opposites between features, e.g., music vs. conversation for sound and close-ups vs long shots for framing. Computational content analysis can explore the dynamics of the dimensional representations over subsequent acts of movies. Figure 4 reproduces Cuttings findings for prolog, setup, complication, development, climax, and epilog. Footnote 45 It would seem that the analysis winds up in a level of cinematic content representation that is grounded in directly given stimulus features, integrated with film-analytical features that can be readily indexed and seem relevant as production tools in regular filmmaking.

figure 4

Five movie dimensions in narrational space. Reproduced from Cutting ( 2016 ) Fig. 9. under Creative Commons License ( http://creativecommons.org/licenses/by/4.0/ ). The displayed representation is obtained from dimensional reduction of the numerous associations between film titles in terms of their feature profiles. The results of the first stage of the analysis are not displayed here, see Fig. 8 in Cutting ( 2016 ). In that stage, the number of associations between all titles regarding all features was reduced to four dimensions (see main text) using principal component analysis. In the next stage the analysis was applied to the features and films for each separate act, to result in the configurations shown here. Arrows vary in length, correspondingly to differences in the range of values on the dimensions. Black dots indicate median values of the acts on the dimensions. Considering for example the sound dimension, it can be seen that the set-up tends to have more conversation and the climax has more music. The red bars indicate the dispersion of values on the dimension and the degree it is skewed towards one or the other end

What does computational content analysis mean psychologically, that is how do indices and dimensions function in the viewer’s perceiving and comprehending events? Patterns of features trigger changes in viewers’ physiological, attention, perception and emotion systems, according to Cutting ( 2016 , p. 27). Typical low-level configurations may correlate with possible effects on the viewer’s perception and experience of events. For example, shot duration may support interpretations of pace, mood and tension, think of drama’s long takes; temporal shot structure is functional for sustaining attention or suspense (e.g., when a sequence of brief shots abruptly merges into long duration shots), e.g., in thrillers; movement (of camera and objects on screen) serves arousal in the viewer, as in action movies; low luminance signals possible threat as in horror movies, while high luminance may lend 'a sense of other worldliness' (Brunick et al., 2013 , p. 141). All low-level features can help viewers in categorising films as to genre, and changes in these will support segmentation of events and scenes, which is at the basis of smooth narrative understanding. Combinations of indices enable more interesting interpretations of possible experience effects. Footnote 46 However, because the studies that the overarching computational content analysis was based on do not involve response measurement, a direct connection between cinematic form (especially narrative procedures) and cinematic meaning that Cutting argues for is open to further elaboration. Even in the face of the richness of directly given information that has been extracted using computers, Cutting sees room for the use of cognitive schemas. The very narrative acts that are underlined by immediately given information may be schematic in nature, but he finds it more likely that their functioning is less dependent on memory-processes than the very high-level cognitive structures implied in cognitive scripts and TOM reasoning.

To conclude the sections on the cognition of film scenes, we seem to have made important progress in understanding how movies construct events in film viewers' minds an brains, as put it in his state of the art review. Movies in part "dictate" events, actions and scenes to viewers' brains using an "alphabet" of visual and auditive features; viewers in turn contribute to the construction of story-worlds by developing and matching higher-order structural anticipations using embodied cognitive event, character and narrative schemas. Since 1916, the film units that have been analysed increased from paired single stimuli (as apparent motion experiments) to whole film acts (as in computational film analysis). Analyses of narrative structure from film theory have become for the psychology of film what harmonics and counterpoint analysis signify to the psychology of music or the theories of syntax and semantics to psycholinguistics. They inform psychological notions of film structure and organization.

The awareness of narrative film

The third part of The Photoplay deals with issues other than the psychological mechanisms or the psychology of film form namely the awareness offered by the photoplay. It was only natural to Münsterberg as a child of his time to designate the special awareness that film creates as the explanandum in psychological research, the mechanisms of film stimuli impinging on attention, perception and memory being the explanans . His characterisations of this conscious awareness, what it is like to watch theatrical films, or in other words the phenomenology of the film experience remains in my view as yet unparalleled. Apart from the sense of freedom that we have already discussed, they include attentional and affective experiences.

Münsterberg described enjoyment as the immediate effect of theatrical film, explaining it from the exceptional freedom of the imagination: "The massive outer world has lost its weight, it has been freed from space, time, and causality, and it has been clothed in the form of our consciousness. The mind has triumphed over matter and the pictures roll on with the ease of musical tones. It is a superb enjoyment which no other art can furnish us" (Münsterberg, 1916 , p. 95). Light has been thrown on the remarkable fluency of the film experience noted by Münsterberg by current research in narrative procedures, and the mechanisms of continuity perception discussed in the previous section. Münsterberg also stressed that the enjoyment of photoplays depends on our experience of the film’s story as an emotionally meaningful world separate from reality: 'The photoplay shows us a significant conflict of human actions … adjusted to the free play of our mental experiences and which reach complete isolation from the practical world …' (p. 82). And finally, he singled out the role of focused attention in enjoyment. 'It is as if that outer world were woven into our mind and we were shaped not through its own laws but by the acts of our attention, …' (Münsterberg, 1916 , p. 39).

Twentieth century academic psychology did not develop much of a body of theory and research on human consciousness. Hence it is not surprising that alongside research into perception and comprehension one doesn’t find much work on the conscious experience of film. Measurements of perceptual, attentional, cognitive and affective responses in experimental psychology are extremely limited with regards to the contents of consciousness that they tap. Lab tasks enabling measurement are must be simple, e.g., identification, comparison or categorisation of visual stimuli, rather than free description or recall. Self-reports associated with such tasks must be quantifiable and take the shape of choice responses, simple intensity ratings or readily codifiable reports. Behavioural measures are farther removed from any contents of experience because these need to be inferred. Here, too, simple objective coding is a must. Descriptive and interpretative reports of the qualia and meaning of experiences afforded by film have been largely left to hermeneutic film criticism and phenomenologically oriented film philosophy in the humanities. Scholarship in these fields follows in the footsteps of Münsterberg. The present overview of the psychology of the film cannot go into it further; I refer to Sobchack’s ( 1992 ) volume on the phenomenology of the film experience. It opens with the proposition that film directly expresses perceptions, a proposition coming close to the observation in The Photoplay that the contents of the audience’s experience are perceptions, attention, thinking and emotion that are projected before them on the screen.

Absorption in film

Meanwhile, progress can be reported in understanding one aspect of the rich and complex film experience namely its intensity. Münsterberg observed that the film audience’s enjoyment is due to prolonged states of attention strongly focused on a fictional story-world, so strong in fact that the here and now escapes consciousness and it seems instead as if an 'outer world were woven into our mind'. Elsewhere we have proposed to refer to the experience of intense attention as absorption in a story-world (Tan et al., 2017 ), following Nell's ( 1988 ) groundbreaking description of "being lost in a book". Media psychologists specialised in research on media entertainment (Vorderer et al., 2004 , Bilandzic & Bussele, 2011 ) have developed a variety of measures capturing enjoyable absorption-like states afforded by narrative, television drama and video-gaming. We discuss four of these.

a. Narrative engagement (Bussele and Bilandzic, 2008 , 2009 ) is a pleasant state of being engrossed or entranced by the narrative as a whole as it is presented in a book or film, including the activity of reading or viewing it. Footnote 47 (Tele-)Presence (Schubert et al., 2001 ; Wirth et al., 2007 ; and others) refers to the embodied awareness of being in a virtual world: being there with your body, in other words absorption in a story-world. Footnote 48 The concept has its origin in research into the experience of virtual realities. Footnote 49 Attempts have been made to ground mechanisms of film-induced emotion on presence that is the audience’s basic and embodied awareness of being in the middle of the story-world as a witness to events befalling characters Anderson ( 1996 ); Tan (1994, 1996 ).

b. Green and Brock’s ( 2000 ) definition of transportation is the most frequently used conceptualisation of absorption in media-psychological research. It is considered a major gratification offered to readers of narrative and film viewers alike. It overlaps with presence in that it features a sense of being in the story-world, as well as a realistic and attentive imagery of details. The difference may be that as a metaphor transportation evokes associations with transition to or travel into the film’s story-world. Footnote 50 More than presence, the operationalisations of transportation entail personal relevance and participatory sympathetic feeling, amplifying the emotional quality of the experience.

c. Empathy is the common denominator for concepts referring to absorption in the inner life of fictional characters. Like transportation, it is seen as a major gratification in reading stories and watching drama and movies. Viewer empathy has been defined as perceiving, understanding and emotionally responding to character feeling in the seminal work on the subject by Zillmann (Zillmann, 1991 , 1996). Perceived similarity and sympathy for the character (grounded in moral attitudes) have been suggested and tested as determinants of spectator empathy in drama (e.g., Zillmann, 1996; 2000 ; 2003 ; 2006 ). Footnote 51 There is still a need to sort out possible forms of empathy specific to the canonical conditions of the cinema which may be quite different from situations in real life where we observe other persons. Footnote 52 Moreover, empathy with film characters can be less or more cognitively demanding. Footnote 53 Identification (e.g., Cohen, 2001 ) seems to stand for complete absorption of the viewer’s self by a represented character. Footnote 54 It can be argued that empathy is the rule in film viewing while identification is the exception (e.g., Zillmann, 1995; Tan, 1996 , 2013a , b ), as most mainstream film narratives are mainly geared towards provoking the former rather than the latter. According to Smith ( 1995 ) they use 'alignment' techniques that promote perspective taking and allegiance strategies that foster viewer sympathy for the character while the distinction between self and character is unaffected.

d. Finally, flow (Csikszentmihalyi, 1997 ) is the odd person out in the series of absorption-like experience concepts reviewed here, because it applies not only to absorption in movies, narratives or games, but to any activities that stand out for a certain intensity and intrinsic reward as well. The rather simple idea supporting the concept is that a pleasurable state is experienced when the challenges inherent in an activity just match the person’s capacities. In the canonical setup of mainstream film (and mainstream audiences) this balance is generally realised due to filmmakers’ skilful presentation of interesting story-events, and the overlap of it with attentional, perceptual and cognitive routines that film viewers have acquired in the real world. Mainstream movie continuity film style facilitates flow a great deal as it tedns to minimize challenges posed by transitions from one view or perspective to another. Smith's ( 2012 ) studies were discussed above as relevant to smooth continuity of visual attention, and I would also mention the research on comprehension of events by Schwann (2013; Garsofsky & Schwan, 2009 )

Obviously, these and other varieties of absorption are not mutually exclusive. Elsewhere we have presented qualitative empirical support for a dynamic interplay among the varieties of absorption (Bálint and Tan, 2015 ). Footnote 55

From the overview we may conclude that Münsterberg’s introspective psychology of the film experience is in large part echoed in the empirical observations gathered one century later. Viewers feel absorbed in another, exceptionally vivid reality, 'clothed in the [embodied] forms of our consciousness' (presence and transportation). Empathy is mentioned by Münsterberg as a prominent experience, and his notion of an unhampered stream of the imagination may correspond with the experience of flow. Focused attention is already in The Photoplay a major component of the film experience, that would later be investigated in research on bottom-up vs. top-down attention discussed above. Absorption, empathy and intensely focused attention can easily substantiate the enjoyability of watching films as Münsterberg already would have it. However, compared to Münsterberg’s conceptualisation of the typical film awareness, insights into how acts of imagination on the part of the spectatorcontribute to it have not advanced that much in the psychology of film. Footnote 56

A narrative simulation account of emotion in film viewing

Absorption is an affective state characteristic of the film expeirience. However, a description of the typical experience of narrative films is incomplete if more specific affective states are not considered. Watching movies has been identified with emotions. We go to the cinema to experience mirth, compassion, sadness, bittersweet emotions, thrill, horror, and soon in response to what we see and hear happening to characters and ourselves. Emotions of movie audiences have not received much attention since Münsterberg’s Photoplay . Twenty-first century film psychology has taken up where he left off, and a major step forward has been to regard the narrative structure of films as a fundamental starting point for explaining film viewer emotions. The narrative simulation account is, I think, dominant in today’s psychological approaches to the issue of why the cinema offers the intense and remarkable emotional experience that Münsterberg’s photoplays induced a century ago. Important work on emotion in media users has been done in media psychology, most on empathy with characters, but narrative induced emotion has not received much attention, as can be seen from a complete overview by Konijn ( 2013 ). Cognitive scholars in the humanities have highlighted different aspects of film narratives that induce perceptions of fictional events associated with intense emotional experiences (e.g., genre-typical film style: Grodal, 1997 , 2009 , 2017 ; Visch and Tan, 2009 ; narrative procedures, e.g., Smith, 1995 ; Plantinga, 2009 ; Berliner, 2017 ). I hope the reader will allow me to use my own work on the subject as an illustration. It is closely related to the cognitive - theoretical analyses just referred to. I have found a cognitive approach to emotion in general psychology fruitful for narrative modelling of emotion in film viewing. Footnote 57 Investigations of film-induced emotion have raisedthe issue of apparent realism : how can a clearly fictional world be taken for real to the effect of intensely moving emoting viewers? Oatley introduced a cognitive theory of narrative fiction as simulation ( 1999 , 2012 , 2013 ) that applies to film as a stimulus for possibly complex emotions. Narrative runs simulations on the embodied mind just as programs run simulations on computers. Footnote 58 I would add that filmviewers take part in a playful simulation in which the film leads them to imagine they are present in a fictional world, where they witness fictional events that film characters are involved in (Tan, 1995 , 1996 , 2008 ). Being a witness involves embodied perceptions of what happens in a fictional world, as well as in the imagination constructing and participating in events, without acting on these. In the process, events are taken for real for the sake of playful entertainment. This position is related to Walton’s ( 1990 ) well-known account of fiction as make-believe.

Frijda’s cognitive theory of the emotions (Frijda, 1986 , 2007) is the starting point for further explanation of emotional experiences in response to film. The theory posits that the emotion system has evolved for adaptive action in the first place. For example, the sight of a monster will spawn a strong urge to flee due to a basic concern for safety being jeopardised. Of course, film audiences do not run out of the auditorium. According to the cognitive theory of emotion, action responses are not fixed responses to emotional stimuli, but the result of appraisals of what they mean for a person’s concerns in light of the situational context. Playful simulation provides the contextual frame for the complex appraisal of apparent realism of film events. The appraisal has three stages: perceptual, imagination based and self-involved. Footnote 59

1. Many popular film stimuli provoke immediate and automated appraisals of concern relevance and ensuing emotional responses, due for instance to their nature of unconditioned stimuli in the real world. A snake popping out from the bush would be an example. Emotional appraisals in the cinema can be and often are empathetic. That is they include perspectives on events taken by film characters. Film technology in mainstream movies is used to emphasise emotional triggers; editing could strengthen the suddenness of the snake’s appearance, and photography could render fear releasers such as the typical movements of the snake more salient. Footnote 60 But popular films also present us with emotional stimuli that are immediately perceived as fake, for example a rubber prop snake. Due to the playful simulation frame further cognitive processing of perceptions takes place. In the first case, film viewers realise that just perceived events are not real but must be held true for the sake of a playful simulation. In the second, they realise that the fake stimulus is only a prompt, and comply with its invitation to hold the stimulus true and allow it to appeal to their concerns, also for the sake of playful simulation.

2. Once imagination takes over from perception, the reality status of stimuli is traded for believability. As part of the imagination fictional events are matched with higher order genre-specific narrative schemas, and then dealt with as possibilities in a particular world . As Frijda ( 1989 ) argued when he discussed the apparent reality of fiction: 'Seeing a fake snake approach a real person is not scary. But watching an imaginary snake approach an imaginary Jane is. The first is seen as unreal in a real word, and the second as real in an imaginary world. And this is how we appraise events in fiction. The fun of art is in the play with the duality' (p. 1546). Play with the possibility of events in the imagined world and entertaining as-if emotions can suffice for genuine emotion to arise. As I argued elsewhere (Tan, 1996 ) the appraisal of the possibility of events in a particular fictional world can and usually does lead to genuine emotion, because humans have been equipped with a capacity to have emotions in response to mental representations of counterfactual and imaginary events. Footnote 61

3. The genuine emotion can—but does not need to—open up considerations of the believability of fictional events in the real world. Moreover, it can lead to imaginations in which the viewer’s self is involved in the events or their ramifications. The appraisal of fictional film events is treated in more detail in Tan and Visch (2018). The search for film style and technology features that are conducive to particular emotional appraisals has only slowly lifted off. Cutting's computational content analyses were already mentioned There are scattered empirical studies e.g. of camera angle and editing pace by Kraft (1987) and Lang et al. 1995, respectively. Film technique manuals and critical anayles provide abundant intuitively convincing examples of how to produce emotionally appealing sequences. It is to be expected that computational film analysis will soon enable large scale studies of the use of style and technology in emoting scenes.

Back to emotion and action. As film viewers perceive film scenes to be projections on screen of a fictional world, they understand they cannot act, and their action tendencies are suppressed. Footnote 62 As importantly, one’s inability to act upon a fictional world is a strong trigger for emotional responses involving the imagination of action. Driven by sympathy, viewers desire that protagonists escape from a horrific situation. In their imagination they anticipate and hope that the protagonist is saved by someone or something and if need be by a fictional miracle. Footnote 63 Thus, they experience or exhibit a virtual form of action readiness (Frijda, 1986 ). Footnote 64 This readiness for action can be directly observed in film viewers from their "participatory responses" (Bezdek, Foy & Gerrig, 2013 ) - such as overt expressions of sympathy for a character (see also Tan, 2013b ). However, there is one thing that film-viewers as witnesses invariably do when properly emoted: eagerly watch the events on screen.

Following cognitive film theory further, I consider the emotional experience of film as the sum total of experience of the appraisal, internal and external bodily expressions and changes in action readiness integrated in consciousness in accompanying the sensory intake of units of film.

Film, interest and enjoyment

An account of `film - audience emotion is incomplete if it does not go into the question why we actually take the trouble of watching movies. Münsterberg already wondered how mature people can become so emotionally absorbed in fantasy worlds. Narrative films can be argued to address two basic emotional concerns in particular, curiosity and sympathy (Tan, 1996 ). All sorts of narrative fiction, including film provoke interest by presenting events with uncertain consequences. Thus, they address a basic curiosity , that is a need for novelty, knowing and exploration. Interest is the emotion that responds to appeals involving this concern. Interest in film viewing does have a real action readiness to it referred to above: watch eagerly. Because the response in interest includes spending and focussing attention to specific story-world events, its experience goes hand in hand with absorption. Mainstream film’s narrative is perfectly designed to support a characteristic systematic unfolding of interest as an emotion. Movies continuously present cognitive challenges that viewers know they can meet. Footnote 65 Silvia ( 2006 ) has shown in a greater number of studies that this is the condition for optimal interest. I have referred to the core appraisal of narrative interest as promise of rewarding outcomes , in terms either of desirability for a protagonist or mankind in general, or of coherence, completeness or elegance of a narrative’s structure, or both (Tan, 1996 ). In addition, the prospect of sought emotions, such as excitement, enjoyment and appreciation is as well part of the promise that ongoing film narratives constantly offer. Footnote 66 Interest is closely linked with enjoyment, the primary gratification that movies offer their audience. In the cinema interetst is pleasant because it is fun to entertain anticipations of as yet uncertain story-outcomes. Moreover, every outcome, even if it is unanticipated or unfavorable, is greeted with enjoyment because it answers one's curiosity. (In the case of sad, horrific or otherwise hedonically negative or mixed outcomes, "enjoyment" is not the proper label for the rewarding emotion. We return to the fun of unpleasant emotion in a later section).On a final note, interest in film viewing is a case of narrative interest as a broader category of emotions, but the sensory qualities of the medium are relevant for how interest feels. Curiosity to know is in part a desire for the closure of a propositional narrative structure, but in the cinema we do not only want to know but also to see and hear . The enjoyment of seeing a couple kiss or a heroine return after an odyssee of some sort is in the cinema incomplete when it is not shown. In the cinematic appraisal of interest, an anticipation of embodied completion of our narrative-led imagination is a major ingredient of the promise of reward.

Emotional responses to fiction film worlds

The second concern that movies touch upon is sympathy . That this concern is active throughout the reception of all traditional movies answers the question why film viewers care about damsels, hobbits or gorilla’s in distress. There is a fundamental human need for bonding with others and recognising whatever fictional character as someone 'like us' supposedly suffices for sympathy to arise. Footnote 67 Mainstream films activate the concern to the full as their sympathetic protagonists meet with ups and downs in on the way to their goals. Sympathy-based emotions like disappointment, regret, awe, mirth, suspense, hopes and fears, compassion and sadness occur in response to obstacles or their removal on the way to protagonists realising their projects. Footnote 68 Because these emotions arise in response to events (appraised as desirable or undesirable) in a fictional world, we refer to these emotions as responding emotions . Footnote 69 Some frequently experienced sympathetic responding emotions such as fear, sadness, compassion and being moved, can be empathetic , that is require mentalising a character’s inner life. Said more precisely, empathetic emotion requires that the viewer’s appraisal of any fictional events reflects the perspective of a character; the event is understood from a character’s imagined point of view and with her concerns, and feelings. In its most intense forms, sympathy can look and feel like self-indulgent sentiment . However, there is no point in condemning tears of sadness or joy as silly. The term sentiment is not necessarily pejorative. The appraisal of a character’s suffering or good doing can involve an acknowledgment of its superior measure, notably in relation to the self’s suffering or good doing. In my compassion with or admiration for a beloved character I can feel that her fate is really woeful compared to mine, or that her altruistic achievements make mine totally insignificant. Being moved , awe and having goose bumps are emotional responses accompanying such appraisals (Tan and Frijda, 1997 ; Tan, 2009 ; Wassiliwizky et al., 2017 ; Schubert et al., 2018 ) Footnote 70

However, not every responding emotion requires empathy or sympathy. Footnote 71 The sympathy concern does not only drive our siding with characters and responding emotionally to the ups and downs in their projects. As I proposed (Tan, 1996 ) it can make us invest affectively 'film-long' in characters, on top of going along in their hopes and fears, successes and failures. We are also witnesses of characters’ slower and more profound development into personae we would want them to be. The share of action or plot development relative to that of character differs from one genre to another. Footnote 72 Generally, action movies and especially comedies tend to allow for only minimal character development, whereas the drama genres may indulge into it. In these genres, viewer interest may depend in larger part on characterisation and character development.

Another class of emotions responding to the fictional world are 'spectacular' that is spectacle based . The spectacle of landscapes, buildings, natural objects and artifices, human or animal figures in motion, can surprise us and touch on a sense of beauty and invoke appraisals of harmony, elegance, or serenity. In some genres the spectacle of explosions, injury, cruelty disfiguration, etc. may incite disgust, fear raise emotions. Spectacle-based emotions do not rely on empathy of any depth, their stimulus being the mere view or sound of a fictional scene; they are neither dependent on sympathy. In more traditional terms, image and sound combinations of objects, events, and figures in the fictional world can be emotionally appraised as spectacular, beautiful, sublime, horrific, bizarre, absurd and so on. Amazement, enjoyment, awe (the wow-feeling), entrainment, being moved and aesthetic appreciation are apt labels for ensuing emotions. Like all emotional responses to fiction worlds, spectacle-based emotions can also arise when we read narratives, but in the cinema, they compete conspicuously with plot and character-driven interest and sympathy-based affective response. It seems like the viewer’s witness role is temporarily swapped for a spectator role. Footnote 73 The viewer can identify even further with patterns of motion or sequences of image and sound that lack reference to the film’s story-world. Viewers may contemplate lyrical associations of visuals, sounds, music and symbolic concepts in embodied consciousness as Grodal ( 1997 ) proposed. If story action imaginations give rise to emotions, lyrical associations are responded to with moods, e.g., nostalgic, tense or relaxed ones. The seemingly immediate representations on screen of emotions through camera movements and associative editing editing that Münsterberg described would be examples.

Emotion structure of narrative film

As a way to profile the dynamics of emotion across an entire film I proposed to represent these in a succinct model, the affect structure of a film (Tan, 1996 ). The model represents the course of interest and of responding emotions in time as predicted by theevents as they are subsequently presented by the film. Footnote 74 Generalising across titles, a most general hypothesis is that the level of interest during mainstream movies tends to rise globally. This is because on the way to protagonists’ goals, stakes tend to go up every novel complication. This will lead to increasing promise of reward roughly between the prologue and climax acts. Locally though, interest peaks and dips alternate over subsequent scenes, depending on genre and particular film. Figure 5 displays an example course of interest measured in viewers of the film In for treatment . In this study of emotions induced by a tragic drama on a terminally ill hospital patient, we found that an initial appraisal of the protagonist as increasingly suffering under the yoke of an oppressive hospital regime, was associated with a responding emotion of compassion. After the complication act, the protagonist’s acts of resistance against the hospital’s regime gave way to admiration due to an appraisal of the protagonist’s sense of self-determination. Both measures determined the level of interest measured continuously using a seven-point slider device (Tan and van den Boom, 1992). Affect structures can be more or less generic. That is, responding emotions are just like the plots, characters, and events that prompt these, characteristic for a certain genre. The study of genre-based emotion has been concentrated in research of undesirable effects of watching violence, sensation or horror in entertainment fare, see e.g. a volume edited by Bryant and Vorderer (2006). Psychological research into the role of viewer genre knowledge is on its way (e.g. Tan & Visch, 2009 ).

figure 5

Continuous interest over the course of In for treatment; N  = 21; from Tan and Van den Boom (1992). Interest was registered every second using a slider rating device. Measurement was validated by self-report interest ratings. Numbers under the abscissa represent subsequent scenes. 1–6: prolog; 7–18: complication, 19–20 development; 24: climax followed by epilog.

The appeal of unpleasant emotions

A brief glance at the success rates of films featuring sad, violent or horrific content illustrates the appeal that unpleasant emotions can have to audiences at large. Münsterberg already objected to vicious effects of violent and repulsive imagery in 1910s photoplays, contents that he observed to be worryingly attractive. The psychology of the film holds various explanations in stock, but none as yet chosen. The best documented proposal is Menninghaus et al.’s distancing-embracing model that stipulates two complmentary mechanisms. One rids painful, disgusting or otherwise unpleasant aesthetic stimuli from an impact that would prevent any enjoyment or appreciation of the stimulus. The other allows for experiences that are 'intense, more interesting, more emotionally moving, more profound, and occasionally even more beautiful' (Menninghaus et al., 2017 , p. 1). The model is meant to explain the prevalence of negative emotion in all art forms, and harbours a great many classical approaches to the issue. Media psychologists have proposed what I think are regulation accounts of the pleasures of negative emotion. An emotion such as horror results from appraisal of monsters etc. as threatening and repulsive, but the emotion itself, too, can be subject to appraisal. Likewise, your crying in the cinema may induce embarrassment upon your realising that it is only a film you are watching. Footnote 75 Serious drama, the contents of which can be appraised as poignant or thought-provoking (Oliver and Hartmann, 2010 ), and more in particular independent arthouse titles that tend to provoke appreciation and elevation rather than enjoyment seem to compensate the most painful experiences they offer by a high instruction or (self-) reflection potential (Oliver & Bartsch, 2013 ). They offer continuous promises of broadening insights or revising one’s views of the world and the self, possibly only materialising to the full long after the show. In my own work I have pointed at the modulating effects of genre schemas (Tan & Visch, 2017) and narrative interest on negative emotions. Footnote 76

In closing the sections on film-induced emotion we need to note that the account of the cognitive appraisal of emoting events given here is simplified. Even straightforward film narratives can have complexities in terms, e.g., of plot lines, or character and narrator perspective that affect the intricacies of emotional events. I refer readers to Oatley’s ( 2012 ; 2013 ) discussion of in this sense more sophisticated appraisals of fictional events. More generally, film psychological research is needed into the use of more complex TOM heuristics in the comprehension of film narrative, and in emotional appraisals of film events.

The conclusion on the psychology of film awareness must be, I think, that the gripping nature of the film experience is as astonishing today as it was to early film audiences. Media psychologists have started to measure it, and cognitive film scholars have forwarded theoretical frameworks for an account of film viewer affect and emotion. But the phenomenology of film has not been expanded by film psychologists beyond the descriptions of what it is like to watch a movie provided in The Photoplay .

The psychology of film as art

Whether or not the awareness of film entails appreciations of artistry can only be a rhetorical question, but the psychology of the film has not explicitly addressed the subject. After Münsterberg and Arnheim hardly any psychologist considered film as an art form at all. And neither have general psychological aesthetics taken film into consideration. The psychology of narrative film as it developed since the 1990’s has addressed the aesthetics of movies, but rather implicitly. We have discussed psychologists’ efforts to explain the natural fluency in the perception of story-events that Münsterberg already found characteristic for the film experience. They pointed at the conventional use of continuity film style. Mainstream cinema’s narration has been demonstrated by cognitive film theorists to be at best marginally self-conscious (Bordwell, 1985 , 2006 ). That is formal features of a film’s composition, style and use of technology are non-salient and subservient to the viewer’s reconstruction of and absorption in a fabula . The viewer’s construction of a story-world is only discretely cued by the narration, and formal or stylistic patterns that do the job tend to escape consciousness to a more than considerable degree (see Tan et al., 2017 ). We could say, I believe, that the psychological aesthetics of popular film is as it stands, first and foremost about absorption , the intense and fluent imagination of being in a fictional world. And it should be added that a psychological aesthetics of forms other than popular narrative fiction film is missing. Available knowledge suffices to propose a psychology of the thriller, the romance drama or the coming-of age film, but not for a psychology of the documentary, the expressionist, the surrealist or the postmodern film, let alone of experimental, avant-garde and other museum film art forms. After all then, at present we are not far removed from Münsterberg’s speculation on the aesthetic experience of theatrical film as intense absorption due to the inner harmony of a film’s parts and conditional on only modest deviations from realistic photo-representations of the worlds that it plays.

However, as we write, everything seems set to embark on research in the film audience’s aesthetic appraisals of movies. We can rest assured that at present 'the inner parts' of mainstream film in terms of contents, style and technology have been well-described by film theorists such as those referred to above. They can help psychologists teaming up with computer vision and hearing specialists to develop computational analyses of 'the inner harmony between the parts'. As a favourable sign of the times we also note a growing interest in the implicit knowledge that the regular film audience has of patterned uses of film style and technology in various forms and genres (see, e.g., Visch and Tan, 2009 ). Moreover, the first attempts have been made to identify the psychological dimensions that underlie film audience aesthetic tastes. Footnote 77 Dimensions of what I called the Artefact emotions , that is the affective evaluations of films as aesthetic products will soon be identifiable from reviews by critics and the film audience at large that are already available in large data repositories. Footnote 78 Large scale highly data-intensive research can be accompanied by smaller scale laboratory studies of whether and how viewers attend to aesthetically relevant patterns of formal and stylistic features. Footnote 79

Concluding remarks

The agenda that Hugo Munsterberg set for the psychology of the film, explaining the film experience through revealing psychological mechanisms underlying it, and accounting for its aesthetic functions is after a century still leading. I believe that psychologists of film have over the century not added new questions, while the ones he posed have been shown to be complex or even resilient. Nonetheless the field has gradually expanded. After the 1970's growth accelerated and today we face what in modesty may be called a surge. Two film-psychological books, Art Shimamura’s Psychocinematics (2013) and Jeffrey Zacks’ Flicker: Your brain on movies ( 2014 ), have recently filled the void left after The Photoplay .

The review of psychological studies into the film experience presented in this contribution is highly selective. It was not meant at all to cover the entire field, if only because we selected achievements from the vast research area of moving images and their perception. This is why the essay is titled 'A psychology of the film' rather than 'The etc.'. Granted its basic limitations, an overview of a century of film psychology could conclude with a comparison with research agenda that was set in Münsterberg’s Photoplay . The typical gripping experience that mainstream movies offer the audience has now come to be characterised as a sense of being absorbed by and quasi-physically present in a film scene that feels like going on as smoothly and continuously as a scene in real life. Considerable progress has been made in understanding how the basic psychological functions attention, perception and memory contribute to viewers’ comprehension of film. An understanding has developed of how attentional, perceptual and cognitive mechanisms dovetail with the solutions and norms of traditional cinemascopy. In the conventional 35 mm theatre set-up, the dark environment where high-density projections extend over the limits of the foveal acuity field, screens are big enough to allow for sufficient stimulation of the peripheral motion-sensitive visual field and the spinning projector shutter makes for smooth stroboscopic movement. Moreover, the visual system is quite resistant against perspective transformations due to less optimal viewing points, probably through extracting invariants under transformation (Cutting, 1986 ). Mainstream narrative continuity film-style ensures a fluent perception and comprehension of a film’s story-world, action, characters and their inner lives. Emotional responses can be explained from the development of the story and the progress of protagonists’ projects.

And yet, a lot less effort has been spent in theoretically elaborating further on what the film experience is. There is a general disbelief that it would involve a mere recognition of events, situations, persons etc. as we know them in the real world. But what exactly the spectator’s imagination contributes to the typical awareness of the film is still mysterious. And how filmic events, and the ways they have been staged, acted, framed, photographed and edited exactly influence and prompt acts of imagination on the part of audiences, has only in part been understood.

Meanwhile, the supply of "photoplays" has immensely multiplied and diversified since 1916, but the mainstream narrative film has by far remained the most popular form. Today’s ubiquitous access to moving images through a multiplicity of screens has made it more urgent than ever for psychologists to understand the experiences associated with extremely different cinematic devices. They range from handheld phones to giant 3-D multiplex screens and surround installations in museums. Canonical set-ups of the cinema also tend to diverge because of networked interaction technologies seeking application in the production, distribution and exhibition of motion pictures. Psychologists of the film can use their current understanding of how audiences experience mainstream cinema as a basis for differentiating what film semiologists call 'dispositives': clusters of production, exhibition and reception practices characterised by specific expectations, attitudes and competences of their end users. Footnote 80

The psychology of film is rapidly developing into an interdisciplinary field. Münsterberg’s psychological study already reflected inspiration from fields far removed from experimental psychology such as the then conventional practice of the photoplay as well as from Aristotelian poetics of the theatre play. In the same vein, current psychologists of film as we have seen, improve their understanding of the perception and cognition of film in a collaboration with experts in the analysis of narration in the fiction film. Advances in current models of film viewer attention featuring narrative cuing are profoundly informed by (historical) film analyses. Footnote 81 Scholars in cognitive film studies, such as those collaborating within the Society for the Cognitive Study of the Moving Image are steadily producing in-depth analyses of film at work conjointly with the viewer’s mind. Footnote 82 The same goes for the (more modest) advances made in psychological models of film-produced emotion. Further collaborations with specialists in machine-analysis of image and sound can be expected to add to an objective identification of formal and stylistic film structures, also beyond the domain of traditional mainstream film, 'in the wild' of cyberspace, and in experimental art cinemas.

The technology of measuring psychological responses to film structures (perception, attention, memory and affect) has also developed tremendously since Münsterberg founded the perception lab at Harvard. Gaze tracking, fMRI and TMS have been added to the psychophysical and cognitive response registrations. Integration of large scale image analysis data with behavioural measures obtained in the lab or as 'big data' is the next step in the development of film psychology. The study of integral responses to units of film extending beyond a few seconds entailing entire actions, events, scenes and acts, or even films as a whole, requires new response recording devices and data models. Perhaps it will be feasible within a decade or so to append large emotional response datasets obtained from social media and filmdatabase metadata to computational content analyses described above. We will then be able to categorise films into meaningful clusters, e.g., genres and subgenres based on relations between themes, plots, film style and emotion profiles. Small scale lab experiments can tell us more about what exactly the mind adds to the image on screen and the sound from cinema loudspeakers remains. Let me single out as the leading issue the question how bottom-up and top-down mechanisms interact in producing the film experience. Footnote 83 Diversification of the set-up of in-depth studies is also necessary following the multitude of conventional set-ups of film viewing on various screens and in on-line or 'live'(?) exhibitions.

And just as in 1916, a select but growing minority of researchers in academic, empirical psychology want to understand why and how it is we perceive and what it is like to enjoy movies. They want an understanding because first they are movie-loving psychologists and second they find film a challenging testing ground for fundamental models of attention, perception, memory, imagination, emotion and aesthetics.

A more detailed discussion of the functions in photoplay viewing can be summarised thus: As regards the perception of film scenes, Münsterberg argued that in the cinema depth is seen without spectator’s taking it for real, that movement is perceived not without the spectator’s mind adding the quality of smooth motion to merely seeing a succession of positions. For example, apparent movement of in fact stationary lines is '… superadded by the action of the mind, to motionless pictures' (1916, p. 29). Attention in the cinema concentrates the mind on details that acquire an unusual vividness and become the focus of our impulses and feelings. Close-ups objectify this weaving 'of the outer world into our minds' (p. 39). Attention is characterised by a series of subsequent shifts in its object. Shifts are provided by scene or action details made salient by spatial mise-en-scène, notably actor expression (movement and gestures), and mobile framing. Memory is used at any moment to remember events presented earlier in the film. Just as attention and perception are an instrument of the imagination, memory enables the fusing of events in our consciousness that are physically apart. Münsterberg’s view of the emotions showed similarities with James’ theory on the subject, as it stressed their embodied character; emotions cannot do without behavioural and physiological expressions. Münsterberg proposed that emotions that film audiences experience are portrayed on screen. The viewer’s imagination transforms what they see into their own felt emotion: The 'horror, pain and the joy' that spectators go through are 'really projected to the screen' (p. 53). In addition, he introduced a distinction between what we would refer to today as emotions based on empathy with characters on the one hand, and on the other emotions responding to the scenes they are in.

Münsterberg’s observation of how film expresses the basic psychological functions has been compellingly argued by Baranowski and Hecht’s ( 2017 ) in their excellent review of Münsterberg’s Photoplay .

Even if what we call today automated responses do have a place in the psychological functions, perception, attention, and memory are according to Münsterberg in the end acts of the mind, and imagination is even more so.

The aesthetic experience is grounded in a Kantian conception emphasising the completeness of the work of art in itself, and an explicit denial of the contemplant’s desires or practical needs in it.

This in turn requires that we 'enter with our own impulses into the will of every element, into the meaning of every line and colour and tone. Only if everything is full of such inner movement can we really enjoy the harmonious cooperation of the parts' (p. 73).

This probably not in the least due to the stability of the experimental and social have been on the agenda of the psychology of film ever since. The functions and mechanisms of the mind that experimental research focuses on have globally remained the same, and the interest in aesthetics has not waned.

Constancies in visual perception are disrupted due to the optical and mechanic qualities of film. Examples in point include reduced depth, absence of colour, object shape and volume distortions due to insufficient information on object size or camera’s distance.

A famous example is the ballet sequence in René Clair’s Entr’Act (1924). Filmed through a glass plate on which the dancers move, they are seen from a most unusual angle, at least compared to the canonical views that theatre audiences have, i.e., from below, and from an as unusual distance, i.e., from nearby. So close indeed that their robes fill the entire frame, and the spectator is struck by their expanding contours in the 2D plane of the screen.

To be sure, his treatment of the perception of movement, dynamics and expression in works of all arts, seem to be modelled after the organisational principles the mind uses in shaping the film experience.

Cutting has often convincingly argued that stroboscopic motion is a better label than apparent motion. His definition is 'a series of discrete static images can sometimes render the impression of motion'(Cutting, 2002 , p. 1179)

Why and how we see motion has been as basic to the study of visual perception as questions of perception of colour, depth, and shape. Helmholtz proposed that what we need to explain is how retinal images that correspond one-to one, i.e., optically with a scene in the world are transformed into mental images, or percepts that we experience. In the case of apparent motion, we need to understand in addition how a succession of retinal images are perceived as one or more objects in motion.

By smooth is meant that no transitions or flicker are seen, and no blurring of superposed images occurs. The problem of apparent motion in film has been formulated in this way by the Dutch perception psychologist and filmmaker Emile van Moerkerken in an unpublished chapter written in 1978 . The issue of why and when flickering instead of smoothly projected images are seen has been technically resolved through trial and error. Cinematic projectors need to present at least 24 frames per second if flicker is to be avoided, and higher frequencies, for instance 72 fps are even better (e.g., Anderson, 1996, pp. 54–59). These frequencies are above the human perception system’s critical fusion frequency, at least for the conventional luminance ranges in cinematic projection.

In the late nineteen sixties the organisation of the cortical cell complexes for visual perception in layered columns were identified by neurophysiologists Hubel and Wiesel ( 1959 ). Cells in Brodman areas 17 and 18 were found sensitive to different aspects of motion (e.g., orientation and spatial vs. temporal resolution), while integration into forerunners of motion perception is assumed to take place in areas V4 and MT.

Luminance and colour identification have been shown to interact with the more motion dedicated complexes in delivering impressions of motion, while the phenomenon of perceiving depth from movement has been very well documented.

For example, form-invariant apparent motion—that seems to require somewhat less elementary integration has been shown attributable to specialised MT cells for slower and faster motion (O’Keefe and Movshon, 1998 ). And as another example, Anstis (1980) discovered a system based on comparison of subsequent locations for apparent horizontal motion of a single dot, and another one for the perception of wave-form motion of an array of dots.

For example, it has been reported that test participants accurately perceive velocity of motion of a grating pattern only when they pay attention to its details (Cavanagh, 1992 ).

As another example, tension in a static work of art is perceived due to the brain’s synthesis of forces from implied movements, such as outward-directed tensions perceived in symmetrical geometric shapes. These can be observed in 'gamma movement', Arnheim, 1974 , p. 438.

The presentation times are short (flashes), say two-hundred milliseconds. The objects differ between the two presentations only in spatial position, we refer to these as A1 for object A in position 1, and A2. Depending on the interval between presentations apparent motion can be seen. With a briefest interval simultaneity of objects A1 and A2 is seen; less brief (appr. 100 Ms) makes us see 'pure motion'; that is 'objectless movement'; with still briefer intervals (appr. 60 Ms) we see 'optimal movement' of the object A1 to A2; and with briefest interval partial movement.

Wertheimer believed that perceived motion patterns reflected a short-circuiting between cells in the brain that were successively stimulated.

For example, among Korte’s laws, proposed in 1915, was a rule stating that the ratio of spatial distance between shapes and the interval between successive presentations was constant for the perception of 'good motion', clearly a Gestalt-like pattern. This coupling of the two features obtained in controlled studies, is surprising until today because purely mechanistic intuition would have it that increases in spatial distance would need 'compensation' by briefer inter-stimulus intervals to preserve smooth apparent motion. A related discovery, reported by Kolers (1972, p. 39 also militates against light-hearted use of an analogy with mechanics: Decreasing the spatial distance between successively presented shapes does not necessarily result in better movement.

First, the physiological account resting on 'prewired' neurocircuitry cannot do without integrative operations at a higher level of mental processing involving integration across separate cortical modules. Even if such operations are prewired, they represent contributions of the mind. Second, as importantly, the impact of visual stimulus features has on the perception of movement, and especially more complex forms, have been shown sensitive to control by the will within certain bounds. Third, figural processes in apparent motion appear to be extremely plastic, defying explanations by stimulus factors, as the example of induced motion illustrates.

As an illustration, even a somewhat forgotten proposal by Van der Waals and Roelofs ( 1930 ) according to Kolers, seems to go. They proposed that in apparent motion, the intervening motion is constructively interspersed in retrospect that is, only after the second presentation of the Koler object. And after Kolers' volume on apprent motion, several proposals have been forwarded on possible mechanisms. For example Kubovy and Gepshtein ( 2007 ) demonstrated in two experiments that spatial and temporal distances act either in trade-off or coupled to one another to provide for smooth apparent motion; the one at low speeds and the other at high speeds. None of the proposals have been accepted as the final solution, also because different definitions of the factors or the criterion for motion have been used.

Michotte (1946) attempted with some success to capture configurations of moving objects that would be perceived as instances of causation , a mentally represented concept. For example, block A is seen to 'push' block B forward if A approaches B (that is standing still) with an appropriate speed, and contact time. Alternatively, B will be perceived to 'depart' if some time in contact has elapsed before B moves away from A. In fact, Michotte’s experimental phenomenology was influenced by Brentano who was a major inspiration to the early Gestalt psychologists as well. Another great contribution by Michotte to the psychology of the film was that he was one of the first to analyse the problem of the apparent reality of cinematic scenes that Münsterberg and Arnheim had signalled. His diagnosis was that we see non-real objects, that is shapes projected on the screen. However, we do perceive—physiologically—real movement of these, and this is a condition presumed to be decisive for perceiving reality. Heider and Simmel are known for their demonstration of the inevitability of event, person and story-based schema-based inferences that viewers of simple animated geometric figures tend to make (Heider and Simmel, 1944).

Note that objects are not part of an optic array, as the latter refers to the metrical organisation of patterns of light.

There are certainly limits to the likeness of the dynamical optical flow offered by film images to real world ones. First, the flow is interrupted by cuts, and second the projected image in the cinema constrains the optic flow in a variety of ways. (Thanks to one the anonymous reviewers).

The discussion of Hochberg and Brooks’ psychology of the film is based on an earlier essay (Tan, 2007 ).

Hochberg and Brooks ( 1996a ) provided wonderful examples of the intricate aesthetics of camera movement when filming a human figure in motion, examples that require frequent analyses of filmed dance, or to film dance oneself, as Brooks has done indeed. Movement may be seen where there is actually none, apparent reversals of direction or apparent stasis may all occur, even in parallel. Hochberg and Brooks ( 1996b ) demonstrated that complex movements need to be ‘parsed’ by viewers into components depending on factors such as fixation point and even viewer intentions. Direct realist explanation of the film awareness would soon stumble on degrees of stimulus complexity too high to capture in optical array invariants; input from other cognitive structure-based mechanisms capable of selecting candidates for 'pick-up' would be necessary.

Hochberg ( 1986 ) stated that in some cases only the most complex cognitive efforts could explain an understanding of shot transitions, that could only be conveyed through literary analysis. Here he was probably referring to cases in artistically highest end productions.

For example, Hayhne (2007) criticised Hochberg’s stipulation that mental schemas used in understanding shot transitions cannot be spatially precise or complete. She quoted evidence of the use of self-produced body movements following a mental map with extreme precision.

According to one such theory (the so-called Event Indexing Model, Magliano, Miller & Zwaan, 2001 ) viewers of film like readers of stories generate embodied cognitive models of (story-) situations. These mental models represent sequences of events, people and their goals, plans and actions, in spatiotemporal settings. The situation model is continuously updated while the film proceeds. Updates follow upon the identification of changes in story-entities (e.g., movement of characters or objects), time, causality and intentionality.

This synthetic response by the viewer can be taken as the actual recognition and categorisation of an event or action. Neuroscience research has identified areas of the brain involved in recognising—and 'simulating' actions such as grasping an object, or exhibiting a facial expression, e.g., Hasson et al. (2004).

As an example study, Garsoffky et al. ( 2009 ) demonstrated that the recognition of events by film viewers improved when framing objects or events across shots adheres to viewpoints that are common in real world perception. Other studies tested the notion that movies adhering to this style present viewers with simplified event views that they can readily integrate in an available event schema (e.g., Schwan, 2013 ).

The cueing of attentional shifts to the target portion of screen B can assume distinct forms, such as through match on action, establishing and shot/ reverse shots, and point shot. The attentional shift has carried the conscious experience across the discontinuity in views. The theory is documented by numerous analyses of scene perception, in which analysed shot contents are overlaid with dynamic gaze maps. The model can explain how violations of continuity principles result in less efficient gaze behaviours. Artistically motivated violations are taken seriously, but dealt with as atypical for the canonical set-up.

Bezdek et al. ( 2015 ) report a study in which participants were shown a film scene at the centre of fixation while checkerboard patterns were flashed in the periphery of vision. The results of fMRI analyses showed that activity of peripheral visual processing areas in the brain was diminished with increasing narrative suspense of the scenes, whereas activity in areas associated with central vision, attention and dynamic visual processing increased.

In one experiment, viewers were presented with a sequence from Moonraker in which James Bond jumps out of a plane and can be expected to fall 'safely' onto a circus tent. This high-level event schema-based cognitive expectation was enhanced in one condition but not in another, through providing a written context before the sequence was shown. It turned out that providing context knowledge led to the critical inference and to less surprise, pointing at the functionality of high-level attention cues. However, gaze behaviour did hardly differ between the high-level cued vs. non-cued viewers. Moreover, effects predicted from a tyranny of film analysis of the sequence—that is where viewers looked and what, were much stronger than the subtle effects of high-level cognitive processes.

The computation of visual salience can easily be extended to the case of film by replacing the input image by a series of frames and the output by an array of saliency maps. Furthermore, low-level features such as colour and orientation need to be integrated over successive images into dynamic ones, e.g., changes in orientation, and into motion features.

See: http://bitsearch.blogspot.nl/2013/05/saliency-maps-and-their-computation.html#!/2013/05/saliency-maps-and-their-computation.html (accessed 31 Jan 2018).

For example, an international group from the universities of Brescia and Teesside has recently shown able to predicts movie affect curves that is, dynamic patterns of emotional responses, from low-level features such as colour, motion and sound, while taking into account the influence of film grammar (e.g., sequences of varying shot-types) and narrative elements (e.g., script or dialogue analysis classifications). The analysis of the grammatical and narrative features can be supported by the computer but are not entirely machine-executably algorithmic. The emotional responses were measured using physiological and self-report measures (Canini et al., 2010 ).

In his earlier widely acclaimed work in general visual perception, Cutting continued the Gibsonian ecological approach to the perception of real world scenes, attempting to find formal extraction and coding principles sustaining the direct pick-up of behaviourally relvant information. See, e.g., Cutting ( 1981 ), in which ecological tenets regarding the perception of events based on invariant structures in the information offer of the visual stimulus. This line of research also included cinematic perception. An example is his study on the perception of rigid shapes when viewers are seated at extreme angles vis-à-vis the centre of projection, e.g., front row side aisle (Cutting, 1987 ).

In the essay Cutting lists the cues in the optical array that sustain the perception of distance in the real world, and then elaborates on how filmmakers manipulate depth cues in order for the audience to perceive scenes exactly the way the narrative requires them to.

Following the convenient overview in Brunick et al. ( 2013 ) they are for duration average shot duration in seconds; for temporal shot structure the distribution of shot durations; for movement the degree of difference between pixels in adjacent frames (zero when frames are identical means no movement); for luminance the degree of black vs white of images; and for colour the distribution of hues and degrees of saturation of frames.

For example, in the analyses just mentioned Cutting et al. established in their Hollywood sample an increase of movement between 1905 and 1935 and could relate this finding to film-analytic accounts of stylistic changes supporting growing emotional impact of movies. As another example, consider the well-documented finding that shot duration tends to decrease across the history of popular film. Salt (2009) reported a linear decrease of average shot length. Cutting and Candan ( 2015 ) could use his data and added nuances to the general linear decrease trend that they replicated. One was that different slopes for shot classes obtained, especially in the post 1940s’ Hollywood films, another that shot scale, in particular increasing use of wide angle shots, contributed considerably to the decrease in shot duration.

The climax works towards the minimum as the narrative tends to progress here presenting focused events without disruption, while its scope is wider and shifting in the set-up and epilogue acts. Consistently, during the climax movement is more frequent while shots also tend to be darker compared to the remaining acts. The set-up and epilogue contrast most conspicuously with the climax, while complication and development exhibit steady in-between values for the low-level feature parameters.

They do not manifest physically, but their indexing is perceptually straightforward. One is time shifts, a structural feature. It decreased over the time of a film, in line with the film-narratological notion that a film’s action thickens towards a deadline. Three other higher-level features were more semantic in nature. Character appearances dropped after the set-up. Action shots were most numerous at the end of the set-up and the beginning of the climax, while conversations levelled down during the climax.

Cutting’s ( 2016 ) interpretative qualifications illuminated the stylistic distinctions among the acts. They are most informative and any summarisation would be detrimental to the value of the analyses. To give just one example For example: 'The development also has several characteristics in contrast to the complication: its shot durations are a bit longer (Study 1), it has more noncut transitions (Study 2), and it is dimmer (Study 4) so that by its end the luminance falls to the psychological and literal “darkest moment” for the protagonist' (Cutting, 2016 , p. 24). I encourage the reader interested in the stylistic comparison of the acts to reading the original article.

An example is an analysis by Cutting et al. ( 2011 ) of 150 historical films were indexed as to movement and shot duration. They observed a decrease of movement with decreasing shot durations, and reasoned that a basic perceptual mechanism could be at the basis of this correlation: people can only follow so much movement in a duration-limited view. The researchers then analysed newer films that far exceeded the maximum movement-to- shot duration ratio, and it was found from the public discourse around the titles that viewers could not cope with the overload stimulation.

Dimensions captured in the instrument include comprehension of the narrative, a sense of being in the story-world, emotional responses to story-world events and characters, and attentional focus on story-world details. The remaining experience concepts refer to experiences of entertainment or story-worlds excluding awareness of a narrative or any other constructions underlying these.

Hinde ( 2017 ) has recently presented evidence showing that self-reported presence is positively related to response latencies in a dual attention task in which participants were required to respond to a distractor signal while watching a movie. This result supports the notion of absorption and loss of awareness of the real world.

Variants of presence stress embodied apparent reality of the portrayed world, and the loss of awareness of mediation. Loss of awareness and apparent reality point to the illusion of being absorbed by the story-world. Presence seems the most immediate experiential outcome of natural or real-world scene perception and event comprehension mechanisms. It was implied in Gibson’s summary of the awareness of film: 'We are onlookers in the situation, …, we are in it and we can adopt point of observation within its space'.

In this respect, the concept of transportation builds on Gerrig’s ( 1993 ) seminal work on the experience of narrative worlds. Transportation requires a 'deictic shift' (Segal, 1995) from the real to the story-world (Segal, 1995 in Bussele and Bilandzic, 2009 ). When the narrative ends the spell is broken and the audience returns into the previously inaccessible real world.

In line with general psychological research on empathy, a distinction has been made between embodied simulation of film character feeling and a cognitively more demanding forms of empathy with characters (e.g., Tan, 2013a , b ). Complex forms of empathy that require TOM cognition presuppose that there is an awareness of the distinction between self and other. The highest degrees of absorption by characters (measured by items such as 'I became the character') seem characterised by a complete fusion of the viewers’ self with the character and are properly referred to as identification (e.g., Cohen, 2001 ). In this case, viewer emotion is identical with character emotion.

For example, cinematic techniques of selective or emphatic framing of character expression can lead to stronger mimicry or embodied simulation on the part of the viewer than observation of a person in the real world would allow (e.g., Coplan, 2006 ; Raz et al., 2013 ).

The less demanding forms are based on automated embodied simulation or mirroring, for instance mimicry. Complex forms involve mentalising, or reasoning supported by general Theory of Mind schemas and inferencing. The most demanding occur when the film’s narration withholds information about a character’s inner life in relation to story-events as in some arthouse films (Tan, 2013a , b ). Mentalizing has like cognitively less demanding forms of empathy been shown to be affected by film style. Rooney and Bálint ( 2018 ) recently demonstrated that close-ups of the face stimulate the use of TOM in the perception of characters.

Identification has been empirically observed and isolated from other forms of absorption by Cohen (2001); Tal-Or and Cohen ( 2010) ; Bálint and Tan (in press).

In an attempt to qualify what it is like to be absorbed in a film, Bálint and Tan (2015) synthesised a summarising dynamic image schema, from a study of film viewers’ reports on their own experience of absorption while watching a film. Image schemas are culturally shared embodied cognitive structures that have been identified by cognitive linguists and are hypothesised to underlie cognition and experience and are more specifically used in metaphorical thinking and use of language. The schema entails the viewer’s self-travelling into the center of the story-world. The self exerts forces to remain inside the story-world, and is taken there in some cases notably by the author. In Bálint and Tan’s study, readers of novels turned out to use the same image schemas to describe their experience as film viewers.

It is noteworthy that Münsterberg considers the activity of the basic functional mechanisms perception, attention and memory as consisting of 'acts', rather than responses as it would become common in mainstream experimental psychology, see, e.g., p. 57. 'Imagination' refers to acts resulting in 'products of the active mind' (p. 75) in particular memories, associations and emotions added to perceptions as 'subjective supplements' (p. 46).

For an overview of current cognitive emotion theories see Oatley and Laird ( 2013 ).

Through procedures such as suggestion and juxtaposition of fictional elements and perspectives, and due to strong coherence of elements, simulations are as engaging as to allow for recipients’ explorations of social situations, involving the self. This results in emotions ranging from the more basic to the social and culturally sophisticated type.

The stages correspond to Oatley’s ( 2013 ) direct, imaginative and self-related modes of appraisal in film-induced emotion.

There is some literature on the affective potential of mainstream film techniques. See for example experiments on camera angle and image composition on emotional appraisal of objects and characters such as weakness, tenseness, dominance or strength reported in Kraft ( 1991 ), and an overview of formal and presentation features of media messages in relation to their emotional effects by Detenber and Lang ( 2011 ).

This capacity has the obvious adaptive advantage of learning proper responses to critical situations before they are met in the actual world. The same point has been made by Currie ( 1995 ); see also Currie and Ravenscroft ( 2002 ). See also Tan ( 2008 ) on pretense play as exercising emotions and adaptive responses in film viewing. My position on the issue of the authenticity of emotion in response to fictional narrative is opposed to Walton (1990) who proposed that make-believe worlds can only induce 'as-if emotions'.

Neuropsychological accounts of film viewer emotions, such as those by Grodal (2009) and Zacks’ ( 2014 ) emphasise suppression of actions such as fight or flight, by prefrontal circuits following appraisals, e.g., of threats or provocations. In my related application of the cognitive theory to film viewing, viewers can experience a tendency to flee as an initial tendency, due to automated mimicry or simulation.

An attempt to measure virtual forms of emotional action readiness in response to several film genres was reported in Tan ( 2013a , b ).

In the end virtual action responses in the cinema should be understood as an example of the situatedness of emotion in general. (See Griffith & Scarantion, 2009 ). The conventional set-up of the cinema positions spectators as witnesses to fictional events and appraisals, experiences, expressions and action readiness take shape according to the cinematic situation.

In the end, viewers know on the basis of their narrative and genre schemas, the film will provide answers to extant questions they have underway.

Needs of mood management and the occurrence of emotions that help to improve moods have been shown to explain preference for entertainment products such as movies (Zilmann, 2003).

Sympathy for mainstream protagonists is probably rather immediately induced by our felt similarity and familiarity with them, and more especially in terms of moral values (Zillmann, 2000 ).

The nature of the events and their outcomes corresponding to ups and downs in the life of a protagonist vary from one genre to another. For example, the action heroine meets with assaults on her life and deals blows to her stalker; the romance protagonist with separation and reunion. See also Zillmann’s theory of the enjoyment of drama.

I have introduced these emotions earlier (Tan, 1996) under the heading of Fictional World emotions or F emotions, because they are responses to events in a fictional world. F emotions include empathetic and non-empathetic emotions. Non-empathetic emotions can either be based on sympathy, for example, when we fear that a bomb will explode to the harm of a protagonist, or not based on sympathy. Awe induced by the sight of a sublime landscape would be an example. F-emotions are defined in opposition to A emotions. The latter category consists of responses to the film as a human-made artefact instead of a fictional world produced in the viewer’s imagination.

The point has been made in Tan and Frijda ( 1997 ) and Tan ( 2009 ), and more recently underscored in psychophysiological research using film by Wassiliwizky et al. ( 2017 ). Schubert et al. ( 2018 ) refer to the emotion as kama muta a socio-relational emotion of feeling closeness when an intensification of communal sharing relations is appraised. In the study just referred to such moments had been analysed in film fragments.

An example is the fear we have when we watch a horror monster in a view not aligned with any character’s, or without a character being in the neighbourhood of the monster.

See, for example, study of interest during character vs. action development oriented films Doicaru (2016, Ch. 2).

See for empirical comparative analyses of absorbed modes of witnessing drama and detached modes of spectatorship in watching nature documentaries Tan ( 2013b ).

Films are segmented (from larger to smaller units) in acts, scenes and events. All subsequent events induce interest. Every scene offers answers or matches to anticipations induced earlier, leading to enjoyment. Enjoyment tends to reinforce interest—as it stimulates intake and rewards past efforts. Every scene, too, induces novel questions and affective anticipations, keeping interest at least alive.

Some researchers of media entertainment refer to such regulatory reappraisals as meta-emotions (Bartsch et al., 2008). Positive gratifications may be derived from such reappraisals and associated emotions. Viewers of sad drama may appreciate their own moral stance that transpires through their experience of a character’s losses and suffering from injustice. Horror lovers may like the emotion because they explicitly seek it, and younger male audiences of extremely violent films have been shown to test, and pride themselves on their coping abilities (Hill, 1997). A related act of emotion regulation is male viewers’ display of protective attitudes towards their female company during horror shows (Zillmann and Weaver, 1997).

In Tan ( 1996 ) I proposed that, in contrast to aversive situations witnessed in real life, popular fiction scenes on separation, isolation, violence, terror and horror and so on are due to their being part of a story always signal that we are in medias res ; the narrative is to be continued, we are curious to know where it is heading, and it is virtually impossible to completely abort expectancies and imaginations of a turn to the positive. Entertaining these is in itself not unpleasant, especially when viewers are open to the possibility that they can learn from the unpleasant events.

Doicaru (2016) reviewed general models of aesthetic appreciation as to their suitability for explaining aesthetic appreciation of film. She reported a validation study of a measurement instrument in which five general factors were identified that may be used to describe dimensions of aesthetic appraisal in film viewing. They were Cognitive stimulation, Negative emotionality, Self-reference and Understanding. A corpus of films from different genres and aesthetic categories (e.g., mainstream, arthouse and experimental were used, and according audiences were involved.

Movies can move us not only in our role of witnesses of events in a fictional world, but also as artefacts made by filmmakers with some formal intention in mind; appreciation of visual beauty etc. are an example. They have the construction of the artefact as their object, and need to be distinguished, as artefact emotions from emotional responses to witnessed events in fictional worlds. They are aesthetic emotions because they involve appraisals of artefact features, such as form, style, use of technology and implied meaning. Untrained audiences can recount their artefact emotions: Professional critics can add elaborations of the appraisals they made while viewing. They have as their object the complex of film form, use of style and technology and intended or unintended meanings. We can further our understanding of appraisals in Artefact emotions using such intuitions available in critical film analyses. They are massively represented in internet user groups like Youtube and Metacritics. Machine learning algorithms are now being developed to extract and categorise emotions from film forums, and differentiate both films and target audiences, see, e.g., Buitinck et al. ( 2015) .

A few example studies on effects of foregrounding procedures in narrative film and their effects on cognitive strategies and aesthetic appreciation can be found in Hakemulder ( 2007 ) and Bálint et al. ( 2016 ).

The concept has developed over the past three decades, see Casetti ( 2015 ). I have freely summarised meanings to fit the purpose of sketching a research agenda for psychologists.

The large project started by Bordwell et al. (1985) on the historical poetics of American mainstream cinema, already have provided psychological research into the mechanisms underlying the film experience with major concepts and reference norms for conventional structuring of film narratives and their stylistic parameters. Among these are continuity, spatiotemporal segmentation and stylistic emphasis.

Interested readers should regularly consult the society’s scholarly journal Projections .

In the role of top-down influences I emphatically include the Münsterbergian acts of imagination on the part of the spectator.

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Tan ES, Frijda NH (1997) Sentiment in film viewing. In: Plantinga C, Smith G (eds) Passionate views: film, cognition, and emotion. John Hopkins University Press, Baltimore, MD, pp 46–64

Tan ES (2007) On the cognitive ecology of the cinema. In: Peterson MA, Gillam B, Sedgwick HA (eds) In the mind’s eye: Julian Hochberg’s contributions to our understanding of the perception of pictures, film, and the world. Oxford University Press, New York, NY, pp 562–571

Tan ES (2008) Entertainment is emotion. Media Psychol 11(1):28–51

Tan ES (2009) Being moved. In: Sander D, Scherer KR (eds) The oxford companion to emotion and the affective sciences. Oxford University Press, Oxford, p 74

Tan ES (2013a) The empathic animal and the inquisitive animal meet in the cinema. Notes on a psychocinematics of mindreading. In: Shimamura AP (ed) Psychocinematics. Oxford University Press, New York, NY, pp 337–368

Tan ES (2013b) Engaged and detached film viewing: exploring film viewers’ emotional action readiness. In: Nannicelli T, Taberham P (eds.) Cognitive Media Theory. Routledge, New York, NY, pp 106–123

Tan ES, Doicaru MM, Bálint K, Kuipers MM (2017) Does absorption in a movie’s story world pose a paradox? In: Tan ES, Doicaru MM, Hakemulder F, Bálint K (eds.) Narrative absorption. John Benjamins, Amsterdam, pp 98–118

Thompson K (1999) Storytelling in the new hollywood. Harvard University Press, Cambridge MA

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Visch VT, Tan ES (2017) Genre scripts and appreciation of negative emotion in the reception of film.Behavioral and Brain Sciences 40

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Acknowledgements

The research for this article has been supported in part by the Netherlands Organisation for Scientific Research (NWO), grant number 360-30-200 for the project 'Varieties of Absorption'.

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Tan, E.S. A psychology of the film. Palgrave Commun 4 , 82 (2018). https://doi.org/10.1057/s41599-018-0111-y

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Film Analysis

What this handout is about.

This handout introduces film analysis and and offers strategies and resources for approaching film analysis assignments.

Writing the film analysis essay

Writing a film analysis requires you to consider the composition of the film—the individual parts and choices made that come together to create the finished piece. Film analysis goes beyond the analysis of the film as literature to include camera angles, lighting, set design, sound elements, costume choices, editing, etc. in making an argument. The first step to analyzing the film is to watch it with a plan.

Watching the film

First it’s important to watch the film carefully with a critical eye. Consider why you’ve been assigned to watch a film and write an analysis. How does this activity fit into the course? Why have you been assigned this particular film? What are you looking for in connection to the course content? Let’s practice with this clip from Alfred Hitchcock’s Vertigo (1958). Here are some tips on how to watch the clip critically, just as you would an entire film:

  • Give the clip your undivided attention at least once. Pay close attention to details and make observations that might start leading to bigger questions.
  • Watch the clip a second time. For this viewing, you will want to focus specifically on those elements of film analysis that your class has focused on, so review your course notes. For example, from whose perspective is this clip shot? What choices help convey that perspective? What is the overall tone, theme, or effect of this clip?
  • Take notes while you watch for the second time. Notes will help you keep track of what you noticed and when, if you include timestamps in your notes. Timestamps are vital for citing scenes from a film!

For more information on watching a film, check out the Learning Center’s handout on watching film analytically . For more resources on researching film, including glossaries of film terms, see UNC Library’s research guide on film & cinema .

Brainstorming ideas

Once you’ve watched the film twice, it’s time to brainstorm some ideas based on your notes. Brainstorming is a major step that helps develop and explore ideas. As you brainstorm, you may want to cluster your ideas around central topics or themes that emerge as you review your notes. Did you ask several questions about color? Were you curious about repeated images? Perhaps these are directions you can pursue.

If you’re writing an argumentative essay, you can use the connections that you develop while brainstorming to draft a thesis statement . Consider the assignment and prompt when formulating a thesis, as well as what kind of evidence you will present to support your claims. Your evidence could be dialogue, sound edits, cinematography decisions, etc. Much of how you make these decisions will depend on the type of film analysis you are conducting, an important decision covered in the next section.

After brainstorming, you can draft an outline of your film analysis using the same strategies that you would for other writing assignments. Here are a few more tips to keep in mind as you prepare for this stage of the assignment:

  • Make sure you understand the prompt and what you are being asked to do. Remember that this is ultimately an assignment, so your thesis should answer what the prompt asks. Check with your professor if you are unsure.
  • In most cases, the director’s name is used to talk about the film as a whole, for instance, “Alfred Hitchcock’s Vertigo .” However, some writers may want to include the names of other persons who helped to create the film, including the actors, the cinematographer, and the sound editor, among others.
  • When describing a sequence in a film, use the literary present. An example could be, “In Vertigo , Hitchcock employs techniques of observation to dramatize the act of detection.”
  • Finding a screenplay/script of the movie may be helpful and save you time when compiling citations. But keep in mind that there may be differences between the screenplay and the actual product (and these differences might be a topic of discussion!).
  • Go beyond describing basic film elements by articulating the significance of these elements in support of your particular position. For example, you may have an interpretation of the striking color green in Vertigo , but you would only mention this if it was relevant to your argument. For more help on using evidence effectively, see the section on “using evidence” in our evidence handout .

Also be sure to avoid confusing the terms shot, scene, and sequence. Remember, a shot ends every time the camera cuts; a scene can be composed of several related shots; and a sequence is a set of related scenes.

Different types of film analysis

As you consider your notes, outline, and general thesis about a film, the majority of your assignment will depend on what type of film analysis you are conducting. This section explores some of the different types of film analyses you may have been assigned to write.

Semiotic analysis

Semiotic analysis is the interpretation of signs and symbols, typically involving metaphors and analogies to both inanimate objects and characters within a film. Because symbols have several meanings, writers often need to determine what a particular symbol means in the film and in a broader cultural or historical context.

For instance, a writer could explore the symbolism of the flowers in Vertigo by connecting the images of them falling apart to the vulnerability of the heroine.

Here are a few other questions to consider for this type of analysis:

  • What objects or images are repeated throughout the film?
  • How does the director associate a character with small signs, such as certain colors, clothing, food, or language use?
  • How does a symbol or object relate to other symbols and objects, that is, what is the relationship between the film’s signs?

Many films are rich with symbolism, and it can be easy to get lost in the details. Remember to bring a semiotic analysis back around to answering the question “So what?” in your thesis.

Narrative analysis

Narrative analysis is an examination of the story elements, including narrative structure, character, and plot. This type of analysis considers the entirety of the film and the story it seeks to tell.

For example, you could take the same object from the previous example—the flowers—which meant one thing in a semiotic analysis, and ask instead about their narrative role. That is, you might analyze how Hitchcock introduces the flowers at the beginning of the film in order to return to them later to draw out the completion of the heroine’s character arc.

To create this type of analysis, you could consider questions like:

  • How does the film correspond to the Three-Act Structure: Act One: Setup; Act Two: Confrontation; and Act Three: Resolution?
  • What is the plot of the film? How does this plot differ from the narrative, that is, how the story is told? For example, are events presented out of order and to what effect?
  • Does the plot revolve around one character? Does the plot revolve around multiple characters? How do these characters develop across the film?

When writing a narrative analysis, take care not to spend too time on summarizing at the expense of your argument. See our handout on summarizing for more tips on making summary serve analysis.

Cultural/historical analysis

One of the most common types of analysis is the examination of a film’s relationship to its broader cultural, historical, or theoretical contexts. Whether films intentionally comment on their context or not, they are always a product of the culture or period in which they were created. By placing the film in a particular context, this type of analysis asks how the film models, challenges, or subverts different types of relations, whether historical, social, or even theoretical.

For example, the clip from Vertigo depicts a man observing a woman without her knowing it. You could examine how this aspect of the film addresses a midcentury social concern about observation, such as the sexual policing of women, or a political one, such as Cold War-era McCarthyism.

A few of the many questions you could ask in this vein include:

  • How does the film comment on, reinforce, or even critique social and political issues at the time it was released, including questions of race, ethnicity, gender, and sexuality?
  • How might a biographical understanding of the film’s creators and their historical moment affect the way you view the film?
  • How might a specific film theory, such as Queer Theory, Structuralist Theory, or Marxist Film Theory, provide a language or set of terms for articulating the attributes of the film?

Take advantage of class resources to explore possible approaches to cultural/historical film analyses, and find out whether you will be expected to do additional research into the film’s context.

Mise-en-scène analysis

A mise-en-scène analysis attends to how the filmmakers have arranged compositional elements in a film and specifically within a scene or even a single shot. This type of analysis organizes the individual elements of a scene to explore how they come together to produce meaning. You may focus on anything that adds meaning to the formal effect produced by a given scene, including: blocking, lighting, design, color, costume, as well as how these attributes work in conjunction with decisions related to sound, cinematography, and editing. For example, in the clip from Vertigo , a mise-en-scène analysis might ask how numerous elements, from lighting to camera angles, work together to present the viewer with the perspective of Jimmy Stewart’s character.

To conduct this type of analysis, you could ask:

  • What effects are created in a scene, and what is their purpose?
  • How does this scene represent the theme of the movie?
  • How does a scene work to express a broader point to the film’s plot?

This detailed approach to analyzing the formal elements of film can help you come up with concrete evidence for more general film analysis assignments.

Reviewing your draft

Once you have a draft, it’s helpful to get feedback on what you’ve written to see if your analysis holds together and you’ve conveyed your point. You may not necessarily need to find someone who has seen the film! Ask a writing coach, roommate, or family member to read over your draft and share key takeaways from what you have written so far.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Aumont, Jacques, and Michel Marie. 1988. L’analyse Des Films . Paris: Nathan.

Media & Design Center. n.d. “Film and Cinema Research.” UNC University Libraries. Last updated February 10, 2021. https://guides.lib.unc.edu/filmresearch .

Oxford Royale Academy. n.d. “7 Ways to Watch Film.” Oxford Royale Academy. Accessed April 2021. https://www.oxford-royale.com/articles/7-ways-watch-films-critically/ .

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Articles and other writings about movies can be found in many publications. Our collection has one journal that looks exclusively at film adaptations, Adaptation . You can use Film & Television Literature Index or the Summon box below to find articles.

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Use this guide to help you learn how to correctly cite and keep track of the references you find for your research.

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A definition for 'Adaptation'

A pre-existing work that has been made into a film. Adaptations are often of literary or theatrical works, but musical theatre, best-selling fiction and non-fiction, comic books, computer games , children’s toys, and so on have also been regularly adapted for the cinema. Adaptations of well-known literary and theatrical texts were common in the silent era ( see silent cinema ; costume drama ; epic film ; history film ) and have been a staple of virtually all national cinemas through the 20th and 21st centuries. Bram Stoker’s Dracula (1897) and Arthur Conan Doyle’s Sherlock Holmes stories (1887–1927) have been adapted in a range of national contexts but probably the most adapted author is Shakespeare, whose plays have appeared in film form as a large-budget Hollywood musical ( West Side Story (Jerome Robbins and Robert Wise, US, 1961)), a historical epic set in feudal Japan ( Kumonosu-jo / Throne of Blood (Akira Kurosawa, Japan, 1957)), a Bollywood musical ( Angoor (Gulzar, India, 1982)), and a children’s animation ( The Lion King (Roger Allers and Rob Minkoff, US, 1994)), to name but a few. Adaptations often sit within cycles associated with a particular time and place, as with the British heritage film in the 1980s ( see cycle ). It is claimed that adaptations account for up to 50 per cent of all Hollywood films and are consistently rated amongst the highest grossing at the box office , as aptly demonstrated by the commercial success of recent adaptations of the novels of J.R.R. Tolkien’s Lord of the Rings trilogy and J.K. Rowling’s Harry Potter series. Other varied US adaptations include: computer games ( Resident Evil (Paul W.S. Anderson, 2002)), graphic novels ( Ghost World (Terry Zwigoff, 2001)), comic books ( The Avengers (Joss Whedon, 2012)); see also cinematic universe ; superhero film ), and children’s toys ( Transformers: The Last Knight (Michael Bay, 2017)). A number of films also display a certain level of self-reflexivity regarding the process of adaptation, as can be seen in Adaptation (Spike Jonze, US, 2002) and The LEGO Movie (Phil Lord and Christopher Miller, 2012). A property ripe for adaptation is referred to as pre-sold ; older works in particular are attractive to film producers because they are often out of copyright ( see deal, the ).

Kuhn, A., & Westwell, G. (2020). " Adaptation ." In  A Dictionary of Film Studies . Oxford University Press. Retrieved 16 Feb. 2022

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The following are useful subject headings for searching the online catalog. The books on adapting source materials for films are shelved in the call number range PN 1997.85 on Baker Level 4 .

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  • Alphaville: Journal of Film and Screen Media Alphaville is a fully peer-reviewed online journal. It offers a dynamic international forum open to the discussion of all aspects of film and screen media history, theory and criticism through multiple research methodologies and perspectives. It cultivates inspiring, cutting-edge research, and seeks work that displays a clear engagement with current debates and with methodological issues.
  • Antenna "[A] collectively authored media and cultural studies blog committed to timely yet careful analysis of texts, news, and events from across the popular culture spectrum." Closed in 2016, but archived content still available.
  • Animation Studies Animation Studies is the Society for Animation Studies’ peer-reviewed online journal. It publishes the society’s conference proceedings and is open to submissions from SAS members.
  • Film Matters Film Matters is North America's first-ever peer-reviewed film publication for undergraduates, on which undergraduates serve as the editorial committee.
  • Film-Philosophy Film-Philosophy is an open access peer-reviewed academic journal dedicated to the engagement between film studies and philosophy. The journal is interested in the ways in which films develop and contribute to philosophical discussion.
  • Flow Flow is an online journal of television and media studies. Flow’s mission is to provide a space where researchers, teachers, students, and the public can read about and discuss the changing landscape of contemporary media at the speed that media moves.
  • International Journal of Computer Games Technology International Journal of Computer Games Technology is a peer-reviewed, Open Access journal that publishes original research and review articles on both the research and development aspects of games technology covering the whole range of entertainment computing and interactive digital media.
  • In Media Res Dedicated to experimenting with collaborative, multi-modal forms of online scholarship. Their goal is to promote an online dialogue amongst scholars and the public about contemporary approaches to studying media.
  • [in]Transition: A Media Commons and Cinema Journal Project [in]Transition – a collaboration between MediaCommons and the Society for Cinema and Media Studies’ official publication, Journal of Cinema & Media Studies – is the first peer-reviewed academic journal of videographic film and moving image studies, and is fully open access with no fees to publish or read.
  • Spectator The University of Southern California Journal of Film and Television, available online 1997-present.
  • Transformative Works and Cultures (TWC) TWC is an international, peer-reviewed journal which publishes articles about transformative works, broadly conceived; articles about media studies; and articles about the fan community.
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Film research paper topics provide a rich, multifaceted canvas for critical analysis. One can explore genre theory and its evolution, scrutinizing the symbiotic relationship between society and film genres, such as sci-fi, horror, or romance. Another fruitful area lies in auteur theory, assessing the unique stylistic fingerprints of directors, like Kubrick, Hitchcock, or Miyazaki. Delving into film adaptations provides an opportunity to study narrative transformation across different media. Studying representation in film, be it racial, gender, or cultural, opens a lens into societal norms and biases. In turn, there is the exploration of film technologies and their influence on the cinematic experience. Film criticism and its role in shaping public perception can also be an intriguing topic. With every cinematic element providing a potential research topic, film studies truly cater to diverse academic interests.

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  • Influence of Film Noir on Modern Thrillers
  • Comic Book Adaptations: Success and Failure Factors
  • Cinema’s Role in Promoting Environmental Awareness
  • Portrayal of AI and Robotics in Films: A Comparative Study
  • Evolution of Special Effects in the Film Industry
  • Relationship Between Music and Narrative in Film
  • Examination of Sociopolitical Contexts in Iranian Cinema
  • Impacts of Hollywood on Global Film Cultures
  • Aesthetic Evolution in French New Wave Cinema
  • Exploring Symbolism in Stanley Kubrick’s Films
  • Influence of the Silent Era on Modern Film Techniques
  • Alien Depictions: Reflection of Societal Fears in Film
  • Use of Dreams and Subconscious in David Lynch’s Films
  • Examination of Masculinity in Clint Eastwood’s Westerns
  • Evolution of Animation: From Disney to Studio Ghibli
  • Exploring Religion and Spirituality in Indian Cinema

Easy Film Research Paper Topics

  • Interpreting Magic Realism in Guillermo del Toro’s Films
  • Analysis of Adaptation Theory in Book-to-Film Transitions
  • Modern Film Criticism: Influence of Online Review Platforms
  • Exploration of Absurdism in Coen Brothers’ Films
  • Social Media Portrayal in Contemporary Film
  • Influence of Film on Public Perception of Historical Events
  • Analysis of Horror Tropes in Japanese Cinema
  • Portrayal of Childhood and Growing Up in Animated Films
  • Impacts of Censorship Policies on Film Creativity
  • Narrative Techniques in Quentin Tarantino’s Films
  • The Role of Fashion and Costume in Period Films
  • Ethical Considerations in Documentary Filmmaking
  • Representation of Post-Apocalyptic Themes in Cinema
  • Exploring Cultural Identity in African Cinema
  • Analysis of Musical Scores in Film Noir
  • Examination of Adaptation of Video Games Into Films
  • Portrayal of Space Travel in Science Fiction Films
  • Evolution of Stop Motion Techniques in Cinema
  • Cultural Interpretations of Love and Romance in Films
  • Examination of Dystopian Themes in Animated Films
  • Analyzing the Concept of Anti-Heroes in Film
  • Exploring Satire and Parody in Comedy Films
  • Portrayal of Race and Ethnicity in Hollywood Cinema

Film Research Paper Topics & Ideas

Interesting Film Research Paper Topics

  • Depiction of Cybercrime in Contemporary Cinema
  • Influence of German Expressionism on Tim Burton’s Aesthetic
  • Use of Color and Lighting in Guillermo del Toro’s Films
  • Examination of LGBTQ+ Representation in Hollywood Cinema
  • Roles of Politics in the Cuban Film Industry
  • Portrayal of Disability in Modern Films
  • Treatment of Time Travel in Science Fiction Films
  • Analyzing the Evolution of Cinematography Techniques
  • Cultural Influences in South Korean Cinema
  • Roles of Nostalgia in Recreating Period Pieces
  • Importance of Film Score in Creating Atmosphere
  • Analysis of Propaganda Techniques in North Korean Cinema
  • Representation of Women in Action Films
  • Ethical Implications of Animal Use in Film Production
  • Impacts of Streaming Platforms on Film Distribution
  • Evolution of Film Censorship: A Comparative Study
  • Examination of Familial Relationships in Animated Films
  • Interpretation of Surrealism in Luis Buñuel’s Films
  • Examination of Biopics: Historical Accuracy vs. Dramatic License
  • Impacts of Film Festivals on Independent Cinema
  • Exploring Existentialism in Ingmar Bergman’s Films

Film Research Paper Topics About Students

  • Influence of Silent Cinema on Modern Filmmaking Techniques
  • Portrayal of Social Media’s Impact on Adolescents in Contemporary Movies
  • Bollywood vs. Hollywood: A Comparative Study of Storytelling Styles
  • Representation of Mental Health in Animation Movies
  • Foreign Language Films: Enhancing Global Cultural Understanding among Students
  • The Role of Women in Classic Film Noir: A Critical Analysis
  • Analysis of Auteur Theory in Modern Independent Cinema
  • Evaluating the Accuracy of Historical Dramas: A Fact vs. Fiction Study
  • Roles of Music in Creating Emotional Impact: A Study on Film Scores
  • Racial Stereotyping in Blockbuster Movies: A Comprehensive Study
  • Interpreting Symbolism and Metaphor in Fantasy Genre Films
  • Exploring Subliminal Messages in Advertising and Product Placement in Films
  • Understanding the Social Impact of LGBTQ+ Representation in Cinema
  • Examining the Evolution of Special Effects in the Film Industry
  • Influence of Japanese Anime on Western Animation Styles
  • Significance of Set Design in Creating Realistic Period Films
  • Ethics in Documentary Filmmaking: Truth vs. Storytelling
  • Roles of Cinematography in Enhancing Narratives in Films
  • Impacts of Sci-Fi Films on Popular Science Understanding Among Students
  • Subtext and Satire: The Power of Political Commentary in Movies
  • Narrative Techniques in Autobiographical and Biographical Films
  • Artistic Censorship: Its Impact on Creative Freedom in International Cinema

Film Research Paper Topics Made by Students

  • Transformation of Comic Books to Silver Screen: A Historical Analysis
  • Gender Representation in Oscar-Winning Films Over the Decades
  • The Evolution of Horror Films: From Psycho to Paranormal
  • Motion Capture Technology: Changing the Landscape of Animation Films
  • Examination of Propaganda in World War II Era Cinema
  • Unpacking the Influence of Music Scores in Emotional Storytelling
  • Analyzing Film Noir: The Aesthetics of Grit and Shadows
  • Impacts of Streaming Platforms on Traditional Movie Theatres
  • Silent Era to Talkies: How Did Sound Revolutionize Cinema?
  • Special Effects Techniques: The Making of Modern Sci-Fi Movies
  • The Hero’s Journey: Exploring Mythological Themes in Films
  • Ethical Dilemmas in Documentaries: A Study on Bias and Objectivity
  • Dissecting the Psychological Depth of Christopher Nolan’s Films
  • Censorship in Films: A Comparative Study Between Countries
  • The Role of the Auteur in Independent Filmmaking
  • How Disney Reinvents Fairy Tales: A Feminist Perspective
  • Bollywood vs. Hollywood: Contrasting Storytelling Techniques
  • Exploration of Coming-of-Age Themes in Teenage Films
  • Stereotyping in Movies: Assessing the Consequences on Society
  • Roles of Cinematography in Creating a Film’s Atmosphere

Film Research Paper Topics About Popular Movies

  • Influences of Classic Literature on “The Lord of the Rings” Trilogy
  • Propaganda and War-Time Politics in “Casablanca”
  • Exploring Social Alienation in “Taxi Driver”
  • Cinematography Techniques Used in “Citizen Kane”
  • Implicit Racism Portrayed in “Gone with the Wind”
  • Animation Evolution: A Study on the “Toy Story” Series
  • Gender Stereotypes in Disney Princess Films
  • Symbolism and Surrealism in “Pan’s Labyrinth”
  • Cult Status and Cultural Impact of “Pulp Fiction”
  • Examination of Crime and Morality in “The Godfather”
  • “Fight Club” and the Commentary on Consumerism
  • Psychological Analysis of the Protagonist in “A Clockwork Orange”
  • Role of Music in the Narrative of the “Star Wars” Saga
  • Concept of Love in Richard Linklater’s “Before” Trilogy
  • “The Shining” and Its Divergence From the Original Novel
  • “Inception” and the Philosophy of Dream Interpretation
  • The Relevance of “1984” in the Age of Mass Surveillance
  • Science and Fiction: A Study on “Interstellar”
  • Decoding the Metaphor of “The Matrix”
  • “The Dark Knight”: A Modern Take on Heroism and Villainy
  • Biblical Themes in Darren Aronofsky’s “Noah”
  • Investigating Historical Accuracy in “Schindler’s List”

Film Research Paper Topics on History

  • The Impact of World War II on Hollywood: Propaganda and Patriotism
  • The Rise of Film Noir: Exploring the Dark Side of Post-War America
  • Cultural Significance of Epic Historical Films: From “Gone with the Wind” to “Gladiator”
  • Uncovering Hidden Histories: Films That Shed Light on Forgotten Events
  • The Representation of Ancient Civilizations in Hollywood: Myths and Realities
  • The Birth of Cinema: Exploring the Early Pioneers and Their Historical Films
  • Propaganda in Film During the Cold War: From East to West
  • The Role of Women in Historical Films: Portrayals and Progressions
  • Depicting the Civil Rights Movement on the Silver Screen: From “Selma” to “The Help”
  • The Historical Accuracy of Biographical Films: Balancing Fact and Fiction
  • The Representation of Colonialism in Film: Perspectives and Power Dynamics
  • The Cinematic Portrayal of World War I: From “All Quiet on the Western Front” to “1917”
  • Political Upheaval and Film: Exploring Revolutionary Movements on Screen
  • The Historical Evolution of War Films: From Silent Era to Modern Blockbusters
  • The Representation of Indigenous Peoples in Historical Films: Stereotypes and Subversions
  • Holocaust’s Theme in Movies: Documenting Trauma and Commemorating History
  • The Role of Historical Films in Shaping Collective Memory: Remembering the Past
  • Film and the Civil Rights Movement: Documenting Activism and Progress
  • The Portrayal of Historical Figures: Heroes, Villains, and Complex Characters

Research Paper Topics on Music in Films

  • Musical Transformations: Exploring the Evolution of Film Scores
  • Melodic Narrative: The Role of Music in Conveying Storytelling Elements in Films
  • Harmonic Innovations: Examining the Impact of Experimental Music in Cinematic Soundtracks
  • Rhythm and Emotion: Analyzing the Connection Between Beat and Mood in Film Music
  • Melancholic Melodies: Investigating the Use of Music to Evoke Sadness in Movies
  • Orchestral Powerhouses: Unveiling the Influence of Symphonic Scores in Epic Films
  • Sonic Identity: The Significance of Musical Themes in Establishing Character Presence in Movies
  • Vocal Expressions: Exploring the Role of Singing in Enhancing Cinematic Narratives
  • Cinematic Soundscapes: Investigating the Use of Ambient Music in Establishing Atmosphere
  • Cultural Harmonies: Examining the Representation of Different Music Genres in Film Scores
  • Experimental Soundtracks: Analyzing the Use of Avant-Garde Music in Artistic Films
  • Jazzy Tones: Unveiling the Influence of Jazz Music in Enhancing the Cinematic Experience
  • Musical Archetypes: Exploring the Portrayal of Heroes and Villains through Music in Films
  • Electronic Ambience: Investigating the Role of Techno and Electronic Music in Movie Soundtracks
  • Musical Narrative Arcs: Analyzing the Structure and Development of Musical Scores in Films
  • Emotional Resonance: Examining the Connection Between Music and Audience Response in Movies
  • Historical Harmonies: Unveiling the Role of Period Music in Depicting Different Eras in Film
  • Musical Cues: Exploring the Use of Leitmotifs in Creating Musical Associations in Cinema
  • Cross-Cultural Fusion: Investigating the Incorporation of World Music in Film Scores
  • Genre-Bending Soundtracks: Analyzing the Influence of Non-Traditional Music in Different Film Genres

Horror Film Research Paper Topics

  • Evolution of Horror Cinema: From Silent Movies to CGI Monsters
  • The Role of Sound Design and Score in Creating Horror Atmosphere
  • Psychoanalysis and Fear: The Hidden Messages in Classic Horror Films
  • Ghost Stories in Film: Cultural Differences in Horror Narratives
  • Horror Tropes and Their Social Commentary: A Deep Dive
  • Relevance of Classic Monsters in Modern Horror Films
  • The Impact of Globalization on Horror Film Narratives
  • Found Footage Films: The Realism in Fear and Dread
  • Women in Horror: Representation and Character Development
  • Dissecting Cinematic Techniques in Iconic Horror Scenes
  • Psychological Horror vs. Slasher Films: A Comparative Study
  • Portrayal of Mental Illness in Horror Movies: Is It Responsible?
  • Exorcism and Religion: The Unholy Alliance in Horror Films
  • Horror Comedy: The Unique Balance of Scares and Laughs
  • Adaptation of Horror Literature into Film: Successes and Failures
  • Body Horror: Physical Mutation as a Symbol of Inner Turmoil
  • Dark Tourism in Horror Films: Spooky Locations and Their Histories
  • Post-Apocalyptic Horror Films: Reflecting Societal Anxieties
  • Creature Features: The Significance of Non-Human Antagonists
  • Examining the Unsettling Nature of Uncanny Valley in Horror Movies
  • Interplay of Light and Darkness in Horror Cinematography
  • Reception Studies: How Do Different Cultures Respond to Horror Films?
  • Queer Representation in the Horror Genre: Progress and Challenges

Film Research Paper Topics About Monster Movies

  • Evolution of Monster Depictions in Cinema: A Historical Analysis
  • Cultural Implications of Monster Symbols in Japanese Kaiju Films
  • Transcending Fear: Psychoanalytic Theory in Monster Movies
  • Dissecting the Female Monster: Gender Dynamics in Horror Films
  • Monsters as Metaphors: Environmental Themes in Monster Cinema
  • The Gaze of the Other: Racial and Ethnic Subtexts in Monster Films
  • Unveiling Monstrosity: The Role of Cinematography in Monster Reveals
  • CGI vs. Practical Effects: Creating Convincing Monsters in Modern Cinema
  • How Do Score and Sound Design Enhance the Fright Factor in Monster Movies?
  • Parallels Between Classical Mythology and Contemporary Monster Films
  • The Lure of the Lovecraftian: Cosmic Horror in Monster Movies
  • Alien Invaders: The Intersection of Monster and Science Fiction Genres
  • Transformation and Fear: The Role of Werewolves in Cinema
  • Gothic Influence on the Evolution of Vampire Movies
  • The Horror of the Familiar: Domesticity as a Setting in Monster Films
  • Monstrosity Reimagined: Postmodern Approaches in Monster Cinema
  • Archetypes and Stereotypes: Monster Character Analysis in Film
  • Sequels and Series: Examining the Longevity of Monster Movie Franchises
  • Deconstructing Zombie Cinema: Metaphors of Disease and Decay
  • Audience Reactions and Expectations: A Study on Monster Movie Reception
  • Silent Era to Sound: The Influence on Early Monster Movies
  • Comedy in the Midst of Horror: Analyzing Humor in Monster Films

To Learn More, Read Relevant Articles

484 sports research topics & good ideas, 295 criminal justice research topics & ideas.

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Research Methods in Film Studies: Challenges and Opportunities

CFP: Research Methods in Film Studies: Challenges and Opportunities

18-19 October 2019, Ghent, Belgium

Keynote speakers:

Catherine Grant (Birkbeck, University of London)

Barbara Flueckiger (Zurich University)

The academic study of film has involved looking at generic conventions, authorial features, and the use and function of different aspects of film language, including mise-en-scène, narrative, editing and sound. Film Studies has also examined the relationship between film and society, by contemplating issues such as race and gender, the on- and off-screen construction of stardom, the association between cinema, ideology and propaganda, and the way in which films mirror and shape national and transnational identities. The industrial features of film, film policy and legislation, as well as matters of film reception, distribution and exhibition, venues and audiences (cf. the New Cinema History Movement) have also been extensively considered by scholars, within and beyond the discipline.

Research questions and methodologies from the humanities and social sciences have often been used in conjunction in the analysis of this multitude of topics. The history of Film Studies is thus one of transdisciplinarity. As the discipline moves forward, and its future is called into question – both in relation to debates about the post-cinematic era (Denson and Leyda 2016) and the changing academic context (Fairfax 2017) – methodological considerations have been given greater attention in academic discussions. This is at least partly connected to the rise of the Digital Humanities, which has afforded the study of film with a variety of new digital sources, tools and methods, as well as a growing interest in quantitative data, which allows for new forms of analysis of film texts, industries, audiences and cultures. At the same time, more traditional methods, such as the multiple approaches to textual analysis, the use of interviews and surveys, as well as archival research, retain their important place within Film Studies. The wide variety of methodologies adopted by researchers of film across the globe have meant the discipline is now faced with a series of challenges and opportunities.

Aiming to explore a wide range of approaches, this conference invites contributions that engage with current methodological challenges and opportunities in Film Studies. We welcome theoretical contributions on methodological issues in Film Studies, papers or workshop sessions on specific methods, as well as research papers paying considerable attention to the methodological framework at stake.

Abstracts are invited on topics related to research methods in Film Studies, including but not limited to:

*Statistical methods for textual analysis

*Film Studies and big data

*Text mining in Film Studies

*CAQDAS and Film Studies

*Cinema and social network analysis

*Audience research

* Methods in New Cinema History

*Production analysis and film policy research

*Film and video as methodological tools

*Narrative analysis

*Archival research

*Methodological issues in specific schools of film analysis (e.g. feminism, phenomenology, neoformalism, auteurism, post-structuralism, critical theory, cultural studies, political economy …)

*Neurocinematics and neuroscience of film

The conference will also host a special panel organized by the ECREA Television Studies section. The section invites paper proposals devoted to new methodologies in the research of television fiction and non-fiction content. The section welcomes submissions that explore comparisons, international approaches and examples of concrete and innovative case studies, in order to shed light on the future of TV Studies in the new digital context. 

Please submit your abstract (max 300 words) along with key references, institutional affiliation and a short bio (max 150 words) or a panel proposal, including a panel presentation (max 300 words) along with minimum 3, maximum 4 individual abstracts.

Submission deadline: 12 May 2019.

Proposal acceptance notification: 21 June  2019.

Please send your abstract/panel proposals to the conference email address: [email protected]  

ECREA membership is not required to participate in the conference. The conference fee will not exceed 70 EUR and will include coffee breaks, lunches and receptions.

The conference takes place in Ghent and is hosted by Ghent University and the University of Antwerp. The conference is organised by the ECREA Film Studies Section in co-operation with DICIS (Digital Cinema Studies network), the Research Center for Visual Poetics at the University of Antwerp, the Centre for Cinema and Media Studies at Ghent University, the Visual and Digital Cultures Research Center at the University of Antwerp, and the Popular Communication division of NeFCA.

Conference organisers: Gertjan Willems (University of Antwerp/Ghent University), Sergio Villanueva Baselga (Universitat de Barcelona), Mariana Liz (University of Lisbon)

Conference website: https://ecreafilmstudies2019.wordpress.com/

This CFP has been submitted to UPenn by Mariana Liz. Mariana is a Postdoctoral Research Fellow at ICS-ULisboa. She moved to Portugal in 2016 after working in the UK at King's College London, Queen Mary University of London and the University of Leeds. She is the author of Euro-Visions and editor of Portugal's Global Cinema. Her current research examines the connections between cinema, city and tourism.

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Focusing on the transnational and the peripheral elements of film, we develop and expand the entire realm of film scholarship. Working on areas from Deleuze to Korean cinema, from digital cinema to Eastern Europe, from transnational auteurs to documentary and activist films, and many areas in between, we promise a vibrant and engaging research environment for students and scholars.

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150 Amazing Film Research Paper Topics for Students

Table of Contents

If you are a film student, then often you will have to work on film research papers. But for writing a research paper, you must have a good topic. Right now, do you want to prepare a film research paper? Are you looking for the top film research topics? No worries! We know how hard it is to come up with the right topic for a dissertation. So, to help you out, here, we have prepared a list of the best film research paper topics for you to consider. Continue reading this blog post and get exclusive film dissertation topic ideas.

Film Research Paper Topics

How to Find a Good Topic for a Film Research Paper?

In film studies, there are plenty of film research paper topics available. Out of those topics, you will have to identify a good topic for your assignment. The topic selection becomes easier if your professor gives a set of ideas or themes for you to choose from. Sometimes, your professor will ask you to create your own idea for research. At that time, choosing one right topic from endless topics would become hard.

Are you confused about how to identify the right film research topic? Don’t worry! Here is what you will have to do to find out a good film dissertation topic of your choice.

  • Create a list of your favorite filmmakers, films, or genres. Then, based on your interest or category, narrow down your search.
  • It is not necessary to go with topics related to your favorite filmmaker or film. You can also think about a certain film history period and research the film techniques, themes, etc. used in that period.
  • Deep research is necessary to identify the right topic. By exploring credible sources such as literature, books, media platforms, and published research papers, you can collect more research or dissertation ideas.
  • From the list of ideas gathered, you can choose a topic that matches your area of interest and has a wide research scope.
  • If the topic is too broad, make sure to narrow it down. Because the narrow topic will help you cover all the major points before the deadline and keep your readers engaged.

Also, before finalizing the topic, check whether your selected topic stands in line with your professor’s research paper writing guidelines.

List of Excellent Film Research Paper Topics

Film studies is a broad field of study where you can conduct research on any areas such as film technology, film history, film genre, music, sound design, etc. Here, we have listed some best film research paper topic ideas in various categories. Go through the whole list and pick an ideal film topic for writing your academic paper.

Film Research Paper Topics

Film History Research Paper Topics

  • Movies about the history of religions.
  • The importance of representation in movies.
  • African-Americans in cinematography.
  • Science-fiction movies- History
  • The globalization of popular culture: Hollywood vs. Bollywood.
  • Discuss the contribution of Fellini to cinematography.
  • How technology has transformed the art of filmmaking?
  • Discuss the contribution of women in the film industry.
  • Hitchcock’s sacred power.
  • The progress of animation in movie production.
  • The effect of the film industry on different generations.
  • Analyze the life before CGI.
  • War Justification in American Cinema
  • Charlie Chaplin and the Silent Movie Era.
  • Changes in Hollywood and its dominance of cinematography.
  • Evolution of Hollywood movies  
  • Discuss the cinematographic excellence of Roger Deakins  
  • History of British Cinema  
  • The Lion In Winter – A movie that nailed historical accuracy  
  • Discuss the contribution of Steven Spielberg  
  • Song of the Road – The first Indian movie at the Academic Award  
  • Analyze the impact of LGBTQ+ Representation in Contemporary Cinema.
  • War Justification in the worlds’ Moving Pictures
  • Changes in Hollywood and Its Dominance of the Cinematography

Horror Film Research Paper Topics

  • Special effects in horror films.
  • Explain the Folklore elements in the screenplay.
  • Discuss the popular fear elements used in horror films.
  • Alfred Hitchcock: The Master of Suspense.
  • Psychological and behavioral responses to horror films.
  • The fusion of comedy and horror.
  • Racial discrimination in horror films.
  • The use of religion in horror movies
  • The youngsters’ perception of horror films.
  • The idea of suspense in horror films.
  • George Romero: The greatest director of horror movies of all time  
  • Compare the works of Sam Raimi and John Carpenter  
  • Michael Myers: The most famous killer in horror movies  
  • Chucky: One of the most scariest movies have ever made  
  • Discuss the use of Psychopathy and Delusions in horror films with examples  
  • A side effect of watching horror movies  
  • The reflection of society’s fears in horror movies
  • The specific use of genre theory in the horror game
  • The human fondness for horror movies
  • Monster creatures from horror movies
  • Stephen King and his legacy in the genre of horror

Horror Film Research Paper Topics

Film Music Research Paper Topics

  • The use of music in modern movies.
  • The power of recorded nature sounds.
  • The art of sound design in movies.
  • The progress of music in films.
  • The effects of music on movie perceptions.
  • Bollywood-made musicals.
  • The art of storytelling with sound
  • Picture versus sound.
  • Broadway musicals are made into movies.
  • The development and cultural influence of musicals in the 20th century.
  • Christina Aguilera’s career in musicals.
  • Classical Opera versus Modern Music on Screen
  • Analyze the soundtrack and music in films.
  • Cradle of future pop stars.
  • The mental effects created by music in movies.
  • Theoretical aspects of studying film music.
  • Music in cinema as a director of the semantic series.

Monster Film Research Topics

  • Mythology in monster movies.
  • The aspects of human monstrosity in films.
  • The history of monster movies.
  • The science behind Hollywood’s movie monsters.
  • Explore fear in monster movies.
  • Vampires through history: The evolution of the undead cinema.
  • Examine the portrayal of aging in Cinema.
  • The Monster vs. Frankenstein: Who Is More Human?
  • The psychological appeal of movie monsters.
  • Discuss the monster movie culture in the 21st century.
  • Compare Prophecy (1979) and It Came from Beneath the Sea (1955)  
  • Discuss the first monster film  
  • Impact of monster movies on children  
  • A side effect of watching monster movies  
  • Use of VFX and Special Effects in monster films  

Outstanding Film Research Paper Topics

  • TV shows: A new film franchise.
  • Masculinity and violence in films.
  • Movies through the eyes of their directors.
  • What are the effects of censorship on films?
  • The role of colors in movies.
  • Comics and Superheroes in films.
  • The role of animals in movies.
  • Investigate the Use of AI in Film Production, Visual Effects, and Storytelling.
  • Animation: Giving life to sketches.
  • The cultural effects of war movies.
  • The power of documentary movies to change the world.
  • Walt Disney and the psychosocial implications of his characters.
  • The ethical issues involved in documentary filmmaking.
  • The effects of Hollywood stereotypes.
  • The art of creating stories using video editing.

Unique Film Research Paper Topics

  • The role of film directors in giving life to stories.
  • The important qualities of a successful movie director.
  • The role of film critics and reviews on box office performances.
  • Transitions and visual effects in movie editing.
  • The social and cultural effects of movies .
  • Contribution of Arthur Conan Doyle to detective movies  
  • Good versus Evil: A classing theme of the movie  
  • Discuss the cinematic innovations that have changed the movie industry  
  • Discuss the most important inventions the movie industry experienced within the past two decades  
  • The directorial debut of Tom Hanks  
  • How depression years are depicted in American movies?
  • Discuss the technological evolution of the global film industry from 1975 to 2022
  • The Works of Christopher Edward Nolan and Sam Raimi: A comparative analysis
  • Evolution of Indian cinema from 1950 to 2022
  • Discuss the contribution of Edgar Allan Poe to detective movies
  • Compare and contrast European and Asian horror movies
  • Discuss the comparative mythology and dark side in screenwriting
  • Critical analysis of the silent era of the movie industry
  • How African-Americans get represented in American movies
  • Analyze the evolution of the zombie in contemporary cinema

Interesting Film Dissertation Topics

  • The importance of a character in a film.
  • The influence of the digital revolution on the film industry?
  • Drama as a cultural phenomenon.
  • Diverse film elements are needed for creative writing.
  • The evolution of urban filmmaking.
  • Difference between commercial cinema and non-commercial cinema.
  • The usage of irony in films.
  • Discuss the popular cinema genres in the world.
  • Analyze the localization efforts of Hollywood films.
  • The relationship between literature and film.
  • Explore the role of men and women in blockbuster movies.
  • Assess the importance of global film awards in improving the quality of filmmaking.
  • Analyze the roles given to black actors and white actors in Hollywood movies.
  • Study the key differences between theater performances and film shooting.
  • Analyze the principles of filmmaking with respect to casting and editing.
  • Discuss the impact of online streaming services on the quality of traditional cinema content.
  • Study the impact of film in a rural area.
  • Explain the role of a short film in making a feature film.
  • Research the cultures of theater and film in the big city of a country.
  • Explain the economics of cinema.

Read more: Demonstration Speech Topics and Ideas That Will Impress the Audience

Brilliant Film Research Topics

  • The art of cinematography.
  • Indie Movies: An attitude or a genre?
  • Good versus Evil concept in movies.
  • The cinema of shortcuts.
  • Multiple actors play a single role.
  • The influence of social media on movie results.
  • What makes a great film director?
  • Humanity versus technology in modern films.
  • The role of fashion design in the film industry.
  • Video streaming platforms and the future of cinema.
  • Success factors of the American film industry.
  • The influence of movie genres on different audiences.
  • Film Noir: A style expanding through genres.
  • Comics in the film industry.
  • The persuasive effectiveness of shortcuts.
  • Freudian Practice in Cinematography.
  • The effects of streaming platforms on cinematography.
  • The idea of drama in movies.
  • The psychological aspects of filmmaking.
  • The art of storytelling in modern movies.

Impressive Film Research Questions

  • Different Types of Narrative Structures in Screenplays and Books
  • Violence and Masculinity in Hollywood Blockbusters.
  • Looking for Truth in Film: Observational vs. Direct Cinema.
  • Reconstructing atmospheres using ambient sounds: Recorded Nature Sounds.
  • Comedy and horror combined in a chaotic genre mashup.
  • History of the Vampire: The Cinematic Evolution of the Dead
  • Using the content of documentaries, kids may develop their interethnic tolerance.
  • The Cultural and Educational Project of the Cinema Museum and Its Importance in Historical Education.
  • The history of development and current status of the post-apocalyptic storyline in American movies.
  • The characteristics of contemporary cinema in relation to the development of historical politics.

Awesome Ideas for Film Research Paper

  • Digital Storytelling: Narrative Elements from Hollywood.
  • Analyze the Personality Traits of the Best Film Directors.
  • Musicals: from stage to screen.
  • Analyze the animation in the Movies Frozen and Zootopia.
  • Share your viewpoints about the use of mythology in horror movies.
  • Analyze the hidden elements in Disney movies and their effects on children.
  • Write about the history of the Japanese animation industry and new technology.
  • Historical and Mythical Time in the Marvel and DC Series.
  • Analyze the new developments in the area of illustrations.
  • Explore the phenomenon of visiting film locations and the economic impact on local communities.

The Bottom Line

Film studies basically approach movies from historical, theoretical, and critical perspectives. To write a brilliant film research paper, from the list of 150+ topics recommended above, choose the best topic that matches your interest. In case, you are not sure what film research topic to select or how to write an informative film research paper, then contact us for help.

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Impact of Films: Changes in Young People’s Attitudes after Watching a Movie

Nowadays films occupy a significant portion of the media products consumed by people. In Russia, cinema is being considered as a means of individual and social transformation, which makes a contribution to the formation of the Russian audience’s outlook, including their attitudes towards topical social issues. At the same time, the question of the effectiveness of films’ impact remains an open question in psychological science. According to the empirical orientation of our approach to the study of mass media influence, our goal was to obtain new data on the positive impact of films based on specific experimental research. The task was to identify changes in the attitudes of young people, as the most active viewers, towards topical social issues after watching a specifically selected film. Using a psychosemantic technique that included 25 scales designed to identify attitudes towards elderly people, respondents evaluated their various characteristics before and after watching the film. Using a number of characteristics related to the motivational, emotional and cognitive spheres, significant changes were revealed. At the same time, significant differences were found in assessments of the elderly between undergraduate students and postgraduate students. After watching the film, postgraduate students’ attitudes towards elderly people changed in a positive way, while undergraduate students’ negative assessments only worsened. The revealed opposite trends can be explained by individual differences of respondents, which include age, educational status as an indicator of individual psychological characteristics, the experience of interaction with elderly people and, as a result, attitudes towards elderly people at the time before watching the movie. The finding that previous attitudes mediate the impact of the film complements the ideas of the contribution of individual differences to media effects. Most of the changes detected immediately after watching the movie did not remain over time. A single movie viewing did not have a lasting effect on viewers’ attitudes, and it suggests the further task of identifying mechanisms of the sustainability of changes.

1. Introduction

With the development of information technology, a person’s immersion in the field of mass media is steadily increasing. A significant portion of consumed media products is occupied by cinema. According to sociological surveys, going to the cinema is the most popular way of spending leisure time in Russia today ( http://www.fond-kino.ru/news/kto-ty-rossijskij-kinozritel/ ); the audiences of cinemas are growing, the core of which are 18-24 years olds, as well as the frequency of visits—every tenth Russian goes to the cinema several times a month ( https://wciom.ru/index.php?id=236&uid=1785 ; https://wciom.ru/fileadmin/file/reports_conferences/2018/2018-04-03_kino.pdf ; http://www.fond-kino.ru/news/portret-kinoauditorii-rezultaty-monitoringa-za-i-kvartal-2019-goda/ ), the opportunities and frequency of Internet viewings is expanding, while interest in TV shows is also increasing. The importance of the role that cinema plays in Russia is also confirmed by the close attention currently being paid to the development of the cinema industry: the priority topics of state financing are defined (e.g., “Law and order: the heroes of modern society in the fight against crime terror, extremism and corruption”, “On the continuity of military generations, on the successors of military traditions”, "Images, patterns of behavior and creative motivation of our contemporary—a man of labor, in the military or a scientist"), while state programs are being launched to open new cinema theatres in small towns. Сinema becomes a “tool for broadcasting state ideology to the masses” (according to S. Zizek [ 1 ]), and is also being considered as a “means of individual and social transformation” (according to T. Kashani [ 2 ]) [ 3 ]. As a result, films are expected to form beliefs, influence opinions and change attitudes, including towards topical social issues.

However, the question of the efficiency of films remains open in psychology. In general, this is a key issue for mass communication research: how much emotion, cognition and behavior are changed under the influence of mass media [ 4 , 5 ]. There are various concepts about this: from “theories of a minimal effect” to “theories of a strong effect” [ 6 ]. Thus, for example, cultivation theory considers that mass communication contributes to the assimilation of commonly accepted values, norms and forms of behavior [ 7 ]; and a meta-analysis of studies leads to the conclusion that there is a relationship between the broadcast mass media image of reality and people’s attitudes towards it [ 8 , 9 ]. Despite criticisms, cultivation theory is currently being developed [ 10 , 11 , 12 , 13 ]. On the other hand, supporters of the opposite viewpoint point out the weak effects of mass communication, caused, for example, by the fact that people are becoming more and more subject of their mass media activity as a result of a wider variety of sources of information now and expanding their choices [ 14 , 15 ].

It seems difficult to identify a single mechanism of mass media impact on the human psyche and behavior and to obtain an unambiguous answer to the question about its efficiency [ 6 ]. This is due to the interconnection of various factors that mediate the influence of mass media (personal experience, realistic content, depth of identification with heroes, personality traits, etc.) [ 16 , 17 , 18 ], as well as those factors that constantly impact persons besides those in the media. Therefore, our thoughts and ideas about this issue are largely based on empirical research data, and are not limited to one theory [ 19 ].

When referring to research of cinema, we can find data on the diverse effects of film exposure. It should be noted that the effectiveness of the impact is determined by what it is directed at: it is more difficult to change human behavior than to influence opinions or attitudes [ 4 , 6 ]. In this regard, there is still a debatable problem on the influence of the media on the aggressive behavior of people [ 20 ]. This research focuses on the potential of pro-social, "humanistic" impact of films and their effectiveness in solving topical social issues. The studies reveal the influence of films on people’s beliefs and opinions, stereotypes and attitudes. Movies can have a significant impact on gender and ethnic stereotypes [ 21 , 22 ], change attitudes towards certain groups of people and cause newly formed opinions on various issues. For example, HIV films contributed to sympathy to people living with HIV [ 4 ], TV series with transgender characters contributed to positive attitudes towards transgender persons [ 23 ]; the portrayal of mental disorders in movies had an effect on people’s knowledge about and attitudes toward the mentally ill [ 24 , 25 ]. Also, viewing an empathy-arousing film about immigrants induced more positive attitudes toward them [ 26 ], and watching a movie offering a positive depiction of gay men reduced homophobia [ 27 ]. Other films influenced people’s attitude towards smoking and their intentions to quit [ 28 , 29 ], while a series with a positive donation message helped viewers to make decisions about their own donation [ 30 ]. It has been shown that emotional involvement in viewing, evaluated using surveys drawing on theories of social learning and social representations, increases the effectiveness of influence [ 30 ]; immersion in narrative, that correlates with the need for cognition, and is characterized by a shift of focus from the real world to the depicted one, explains the power of impact within the framework of transportation theory [ 31 , 32 ].

Cinema can change people’s opinions on specific issues without affecting more stable constructs: for example, the film “JFK” dedicated to the Kennedy assassination influenced judgments about the causes of this crime, but generally did not change the political beliefs of the audience [ 33 ]; at the same time, the movies “Argo” and “Zero Dark Thirty” changed viewers’ opinions about the U.S. government that reflected in an improvement in sentiments about this government and its institutions [ 34 ]. Movies create images of other countries and stimulate interest in them. For example, European films shaped young viewers’ ideas about other European countries—such results were obtained in a study of the role of films and series in the daily life of young Germans through interviews and focus groups [ 35 ]. Another study showed that whether the movies were violent, scary or happy, the more the viewers were immersed in the stories, the more favorable impressions they had of the places featured in them [ 36 ].

Various positive effects of films on children and adolescents were revealed. Dramatic films taught teenagers about social interaction with the opposite sex and adults [ 37 ], had a positive impact on their self-concept [ 38 ], and, as shown by experiments, increased ethnic tolerance [ 39 ]; humanistically oriented movies improved skills of children in communicating with peers, increased their desire to help and understand others [ 40 , 41 ].

One of the prime examples of positive impact is Cli-fi movies, which clearly show what we can expect in the near future, and offers ways to think about what can be done to avoid the darkest predictions. Thus, after watching the film “The Day After Tomorrow” (2004), viewers recognized their responsibility for the Earth’s ecology and the need to change consumer attitudes towards nature [ 42 ]. In general, the screening of films on climate issues increases the number of online requests and media discussions on these issues [ 43 ].

It should be noted that when analyzing the impact of films, conclusions about their effectiveness are the result of different methodological approaches, which have varying advantages and limitations. Content analysis reveals the images, attitudes, stereotypes broadcast by films (e.g., stereotypical portrayals of India [ 44 ], or images of scientists and current scientific ideas [ 45 ]) on large data sets; however, questions remain about effectiveness, strength and sustainability of the impact on the audience. The influence of films can be investigated through a survey of viewers; based on this, conclusions are drawn about the links between a person’s attitudes and his/her viewer experience, such as in the study of gender attitudes and their correlations with teen movie-viewing habits [ 21 ]. In experimental studies, exposure effects are detected using pre- and post-film questionnaires; however, the time interval between testing and a film screening, such as a few weeks before viewing the film or a several days after [ 26 , 27 , 29 ], can lead to distortion of the results that are caused by the influence on the viewers’ attitudes of other factors besides the film; moreover, usually it is not investigated whether new attitudes are retained over time. Often the effects of films are analyzed in experimental conditions where participants watch only short cut scenes from existing films [ 24 ], which limits the extrapolation of the results.

According to the empirical orientation of our approach, the goal was to obtain new data on the positive impact of films based on a specific experimental study. The task was to identify changes in young people’s attitudes towards topical social issues after watching a specifically selected film. Participants had to watch the full version of an existing fiction film. They were tested just before and immediately after watching the movie in order to avoid the influence of other variables on viewers’ attitudes. Repeated testing (two weeks after the first viewing) was intended to reveal the sustainability of the changes caused by the film.

In the process of developing the design of the work, it was specified what attitudes would be studied. The choice was determined, first of all, by the social relevance of the topic, but outside the focus of the media in order to reduce the impact of other media sources, and on the other hand, by the availability of a suitable film. Important topics as ethnic stereotypes, attitudes toward people with disabilities, etc. were considered. However, the choice of the topics had to be restricted for various reasons. For example, identifying attitudes toward certain professions (e.g., engineer), whose prestige has significantly declined in Russia in recent decades, was difficult due to the lack of relevant films popularizing them. At the same time, despite the availability of humanistically oriented films dedicated to people with disabilities, the identification of changes in attitudes to them was complicated by the need to take into account additional factors caused by increased attention to the topic and active discussion in various media, which could distort the influence of a film.

Given the limitations and opportunities for the implementation of research tasks, the subject of this study the attitudes towards elderly people. At present, attention to the topic concerning elderly people is growing in Russia, but there is still a prevalence of negative stereotypes [ 46 ]. A characteristic manifestation of age discrimination against the elderly—ageism—is a biased attitude towards them, especially among young people, as well as a low assessment of their intellectual abilities, activity and "usefulness" for society.

Studies show that the mass media have a significant impact on negative attitudes towards the elderly [ 47 ]: children have already demonstrated the same stereotypes of the elderly that were depicted in the media [ 48 ], while young people at large viewed the elderly in general as ineffective, dependent, lonely, poor, angry and disabled, which corresponded to the negative representations of elderly people in the most popular teen movies that cultivated their stereotypes [ 49 ]. Research of TV films from the 1980s–1990s revealed the stereotypes of elderly people as being social outsiders [ 50 ], but at the same time a display of positive prejudice contributed to an increase in tolerance towards them within society.

Improving the attitudes of young people towards elderly people is an important social and educational task, the solution of which involves the use of diverse opportunities. Various social projects can be implemented for this purpose, for example, "friendly visitor" types of programs in which young people visit the elderly [ 51 , 52 ], but also mass media, including films, which have a high potential for impact [ 53 , 54 ]. It was found that watching documentary films had a positive effect on both knowledge about aging and attitudes towards the elderly [ 55 ]; these films significantly improved empathy towards elderly people among university students [ 56 ].

We suggested that fiction movies, popular especially among young people, could contribute to changing existing biased attitudes towards elderly people. Based on this, the hypothesis states that there is a connection between watching a positive film about the elderly and changes in young people’s attitudes towards them in a positive way.

2.1. Participants

A total of 70 individuals participated in this study. Group one contained 40 students of The State Academic University for Humanities (25% male and 75% female). The average age was 19 (M = 19, standard deviation SD = 2.4). Group two consisted of 30 postgraduate students from Russian Academy of Sciences (47% male and 53 % female). The average age was 24 (M = 24, standard deviation SD = 1.6).

All subjects gave their informed consent for inclusion before they participated in the study. The study was conducted in accordance with the Declaration of Helsinki and was approved by the local ethics committee (Review Board).

2.2. Materials

2.2.1. film.

The film—“The Best Exotic Marigold Hotel” (2011), the main characters of which were elderly people, was chosen to be shown to the respondents ( https://www.imdb.com/title/tt1412386/ ). Prior to this, a qualitative analysis of empirical material revealed the impact of this film on the attitudes towards elderly people among Russian viewers of different ages. Their reviews on the film, taken from Internet resources devoted to cinema, indicated cognitive effects, expressed in positive changes of ideas about the elderly; the film was perceived quite optimistically and gave hope [ 19 ]. It was supposed that the movie that humorously shows various situations happening to the elderly heroes would also affect the opinion of young people about elderly people, as it allowed to look at them from new viewpoints, to see that age is not an obstacle to having a full life, and even, conversely, open up new prospects.

2.2.2. Measures

To achieve the goal of the study, a psychosemantic approach is used, which is the most appropriate for studying a person’s attitudes towards various objects of reality by reconstructing individual meanings [ 57 ]. This approach allows us to determine the differences in evaluations of the same object (caused by mass media as well), made by different groups of respondents at different times. For example, changes in the stereotypes of viewers were revealed in relation to representatives of another nation (Russians about the Japanese) during viewing of a TV show [ 57 ]. In this work, the psychosemantic technique was used, developed specifically to identify attitudes towards the elderly (based on the Kelly’s Repertoire lattice method) [ 46 ]. The technique included 25 7-point scales, according to which respondents rated elderly people. For comparative analysis, the modern youth were evaluated by participants with the same scales.

The respondents also noted the frequency of watching movies ("every day"/"several times a week"/"several times a month"/"several times a year and less"), and evaluated the level of enjoying the film shown ("did not like"/"rather did not like than liked"/"rather liked than disliked"/"liked").

2.3. Procedure

The study was conducted in three stages: the respondents filled out the psychosemantic test before watching the film, then immediately after viewing and again in 2 weeks. During stage 3, only group one participated in the study.

The respondents did not see the film before participating in the study.

2.4. Statistical Methods

In accordance with the data characteristics, non-parametric comparative methods were used. To determine the differences in the assessments before and after watching the movie, the Wilcoxon signed-rank test was used. To determine the differences in the assessments between different groups of respondents, the Mann-Whitney U test was used. The IBM SPSS Statistics 20 statistical software package was used for data processing.

3. Results and Discussion

As a result of the preliminary data analysis of the group one (students), significant differences were obtained in the assessments given by them to the elderly before and immediately after watching the movie (Wilcoxon signed-rank test, p < 0.05). However, the analysis of the combined sample (students and postgraduate students) did not reveal such significant differences. Therefore, it was decided to compare the assessments of these two groups of respondents. It appeared that the evaluation of elderly people differed among students and postgraduate students before the film was shown (18 of 25 scales, Mann—Whitney test, p < 0.05). This result could be explained by the individual differences of the participants (students and postgraduates), which led to the necessity to correct the hypothesis and form additional research tasks, including the comparison of groups. Further analysis was carried out separately for each group of respondents, but not for the united group.

Significant differences shown by respondents of the group one before and immediately after watching the film (students) were found in 12 out of the 25 scales ( Table 1 ).

Changes in assessments of the elderly people after watching the film (students).

Wilcoxon signed-rank test. Only the significant differences are represented: b—based on negative ranks, c—based on positive ranks. * inversive scales: a higher rating means a more negative attitude

The group of students revealed changes associated with ideas about activities. The respondents saw the elderly as having less initiative, and being purposeless and weak. Moreover, they defined elderly people’s way of life as more passive, having no desire for knowledge or for living a full life. The results immediately after watching the film demonstrated that the audience perceived the elderly as being those who strived less to learn new things and perceived them to be less positive and more limited in their interests. Also, the changes of assessments related to the emotional sphere were discovered. The elderly were characterized as even more unrestrained and conflict-prone with a tendency towards depression and showing no emotions.

Comparative analysis of assessments of elderly people before and after watching the film, given by respondents of the group two (postgraduate students), showed significant differences on 14 of the 25 scales ( Table 2 ). Postgraduate students evaluated the elderly, unlike students, more positively after watching the film. Changes on 9 common scales (purposeless - purposeful, cheerful - prone to depression, passive - initiative, conflict - peaceful, traditional - modern, etc.) for students and postgraduate students turned out to be of different directions. After watching the film, the elderly seemed to be more purposeful, active and successful, responsible and with a good sense of humor. There were changes in assessments of the emotional sphere (more cheerful, peaceful) and cognitive (more intelligent) in references to novelty and life in general (the strive to learn new things, the desire for a full life).

Changes in assessments of elderly people after watching the film (postgraduates).

Wilcoxon signed-rank test. The significant differences are only represented: b—based on positive ranks, c—based on negative ranks. * inversive scales: higher rating means more negative attitude.

Thus, the data revealed changes in attitude towards the elderly people after watching the film. According to a number of their characteristics related to motivational aspects—regulatory, emotional and cognitive spheres—significant changes were revealed, but the tendency of these changes was unexpected. After group one (students) watched the film, a tendency of worsening assessments was found. It was also determined that before the film, students described the elderly more negatively as being less intelligent and interesting, more conflict prone, angry and aggressive than young people (Wilcoxon signed-rank test, p < 0.01). This generally negative attitude can be explained by a special view of quite young people on the "old age". But why, despite the attempt of the filmmakers to make the image of the elderly positive enough, did the film fail to change students’ attitude? Instead, it made the image of elderly persons even less attractive. Meanwhile, there was an opposite trend in group two (postgraduate students). Their assessments of elderly people after watching the film changed for the better. The postgraduate students, unlike undergraduate students, had already demonstrated a more "adequate" view on the elderly before watching the film. Despite a number of negative assessments, the elderly were seen by them as smart and striving for a full life, sociable and interesting.

Comparison of the two groups of respondents confirmed significant differences between students and postgraduate students in the evaluation of the elderly after watching the film ( Table 3 ). The assessments given by undergraduate students and postgraduates differed significantly on 21 out of 25 scales.

Comparison of groups of undergraduate students and postgraduates by assessments after watching the film.

Mann-Whitney U test. The significant differences are only represented.

The opposite tendencies found in assessments after watching the film could be explained by differences in individual characteristics of respondents, which were not initially considered in our study as factors mediating the impact of the film: age of respondents (more subtle differentiation), educational status, as an indicator of individual psychological characteristics and experiences of interactions with elderly people. The suggestion of differences between students and postgraduates by personality is consistent with the results of other studies [ 58 ], and is indirectly confirmed by the fact that only about 1 out of 40 students become postgraduate students (data for Russia). In our study, differences between students and postgraduate students already manifested in differences in their attitudes towards the elderly before watching the film.

Then the film, which showed some negative aspects of life for elderly people (loneliness, needlessness, diseases, fears, physical limitations “comic” behavior), despite the optimistic ending, could strengthen the negative attitudes of very young people (students) towards the elderly, whose images might not yet be fully formed. On the other hand, postgraduate students might have a more complex view on elderly people, because of age and more diverse interactions with the elderly, for example, in scientific work. In this case, their perceptions of the film could be focused on its positive ideas, strengthening their previously formed positive image of an elderly person. In addition, postgraduate students, who have chosen the scientific career path, most likely have a high level of analytical skills that contributed to more complex perceptions of the world and a deep assessment of the phenomena that could affect their attitudes towards the older generation and the interpretation of their images in the movies. At the same time, the characteristics of the film itself, as well as the cultural differences between its creators and viewers, might cause additional negative impacts on students’ perceptions. Comedy, as a genre, could have an opposite effect. Younger people perceived the desire of older characters to give their lives new meanings in their own way and they saw a futility in these attempts. Respondents with more experience could be more tolerant to the specifics of the genre, and their perception of the film was more complicated and implemented in a broader context.

Thus, comparison of the results of the analysis for both groups of respondents suggests that the different changes in viewers’ attitudes towards objects of reality that occur after watching a movie can be explained by differences in the attitudes before watching the film. This effect can also be explained by the degree of identification with the characters [ 31 , 59 , 60 ], which is influenced by the previous attitudes of the viewers. For example, a study of the impact of films on attitudes towards migrants showed that greater identification with the characters induced more positive attitudes toward immigration, but only when previous prejudice was low or moderate [ 26 ]. In this regard, the various effects of the film on students and postgraduate students could be caused by the different degrees of their identification with the characters of the film, despite the fact that a large difference in age with the characters could complicate this process for all participants in the study. The conclusion that previous attitudes mediate the impact of the film complements the ideas of the contribution of individual differences to media effects [ 61 ]. In addition, this conclusion has practical value: in order to achieve the desired impact of films, it is necessary to identify the viewers’ individual attitudes before a screening.

At the third stage of the study, it was examined whether changes remained over time. Two weeks after watching the movie, respondents (group one) re-took the test.

Significant differences were found only on 4 scales (strives to a full life - lost the meaning of life, craving for spirituality - limited interests, quickly tired – high in stamina, traditional - modern) ( Table 4 ). The continuing changes in the characteristics related to the inferiority and limitations of elderly people’s lives may indicate the most striking and memorable moments in the film that had the greatest impact on viewers. The assessments of the other characteristics did not differ significantly from those that were identified before watching the film. That leads to the conclusion that a single movie viewing, in general, did not have a lasting effect on the viewers’ attitudes toward the elderly. Most of the changes discovered immediately after watching the movie did not remain over time. Studying the mechanisms of the formation of sustainable changes is a task for future research. One of the directions of such research could be to investigate the influence of additional cognitive processing (e.g., discussion after watching the movie) on the viewers’ attitudes towards objects and the sustainability of changes over time.

Changes in assessments of the elderly people 2 weeks after watching the film (students).

Wilcoxon signed-rank test. Only the significant differences are represented: b—based on negative ranks, c—based on positive ranks. * inversive scales: a higher rating means a more negative attitude.

The correlation between the gender of the respondents and changes in attitudes after watching the film was determined by comparing the assessments separately for males and females in each group. As a result, in group one, women were found to have significant differences in ratings on 13 scales, and men in three, two of which were common (no desire to learn anything - the desire to learn new skills, traditional - modern, Wilcoxon signed-rank test, p < 0.05). The data showed greater changes in the attitudes among women than among men after watching the film. At the same time, a comparison of the male and female participants in the group two did not reveal such results. The analysis found an equal number of significant differences in assessments (on 10 scales) before and after watching the film (Wilcoxon signed-rank test, p < 0.05). Thus, it can be assumed that gender had a lower impact on changes in attitudes after watching a film than other individual characteristics of respondents.

The data on the frequency of watching movies was obtained: 56% of respondents watch movies several times a week and more often, 44%—several times a month and less often. However, there were no differences between these viewers in the assessments before and after watching the film (Mann-Whitney U test, p < 0.05). The degree of general interest in cinema did not affect the change of viewers’ attitudes after watching the film.

It was not possible to determine the connection between liking the film and the changes in attitudes, since the differentiation of respondents by this factor was not found. Only six young people noted they did not like the film, while the others gave it a positive evaluation.

The study has limitations caused due to an assumption of no significant differences between students and postgraduates in the effectiveness of the film’s impact on them. The revealed differences between undergraduate students and postgraduate students led to the initial sample of young people being divided into two samples with smaller sizes already used during the research. In addition, for the same reason, some variables that could more accurately demonstrate the differences between students and postgraduate students and explain the effects of the film were not considered. The respondents’ attitudes before watching the film were taken into account, as well as additional factors on the impact effectiveness, such as the degree of general interest in cinema and liking of the viewed film, which could presumably increase its impacts. But a deeper study, for example, of the processes of identifying viewers with the film characters, probably linked to the viewers’ attitudes before watching, could reinforce these findings.

4. Conclusions

As a result of the study, changes in the viewers’ attitudes after watching the film were identified. Young people changed their assessments of regulatory, cognitive and emotional characteristics of the elderly people after watching a film about the elderly. At the same time, significant differences were found between students and postgraduate students in their assessments of the elderly. After watching the film, students’ negative attitudes towards elderly people got worse, while postgraduate students’ assessments, on the contrary, changed for the better. The revealed opposite trends can be explained by individual differences between the respondents, which include age, educational status as an indicator of individual psychological characteristics, experience of interaction with elderly people and, as a result, attitudes towards elderly people at the time before watching the film. Most of the changes in the viewers’ attitudes detected immediately after watching the movie did not remain over time.

In general, the study confirms the potential for a positive impact, as in the case of improving the postgraduates’ attitudes, but at the same time demonstrates the need to take into account the individual differences of viewers to achieve desired results. In particular, differences in attitudes before watching a movie are probably causes of differences in the effectiveness of the film’s impact. The initially negative attitude towards elderly people among students could contribute to the negative influence of the film on them. The obtained results form the basis of further research and pose the important questions: clarifying the contribution of individual differences to the effectiveness of the impact, forecasting the positive influence of movies on different groups of people and determining the mechanisms of the sustainability of changes.

Acknowledgments

We would like to thank the engagement and involvement of the research participants.

The research was carried out within a state assignment of the Ministry of Science and Higher Education of the Russian Federation, project №0159-2019-0005.

Conflicts of Interest

There is no conflict of interest.

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174 Film Research Paper Topics To Inspire Your Writing

174 Film Research Paper Topics

Also known as a moving picture or movie, the film uses moving images to communicate or convey everything from feelings and ideas to atmosphere and experiences. The making of movies, as well as the art form, is known as cinematography (or cinema, in short). The film is considered a work of art. The first motion pictures were created in the late 1880s and were shown to only one person at a time using peep show devices. By 1985, movies were being projected on large screens for large audiences.

Film has a rich and interesting history, as well as a bright future given the current technological advancements. This is why many professors will really appreciate it if you write a research paper on movies. However, to write a great paper, you need a great topic.

In this blog post, we will give you our latest list of 174 film research paper topics. They should be excellent for 2023 and should get you some bonus points for originality and creativity. As always, our topics are 100% free to use as you see fit. You can reword them in any way you like and you are not required to give us any credit.

Writing Good Film Research Paper

Before we get to the film topics for research papers in our list, you need to learn how you can write the best possible film research paper. It’s not overly complicated, don’t worry. Here are some pointers to get you started:

Start as early as possible Start your project with an outline that will keep you focused on what’s important Spend some time to find a great topic (or just use one of ours) Research every angle of the topic Spend some time composing the thesis statement Always use information from reliable sources Make sure you cite and reference properly Edit and proofread your work to make it perfect. Alternatively, you can rely on our editors and proofreaders to help you with this.

Now it’s time to pick your topic. We’ve made things easy for you, so all you have to do is go through our neatly organized list and select the topic you like the most. If you already know something about the topic, writing the paper shouldn’t take you more than 1 or 2 days, however if you have no desire to spend a lot of time on your assignment, thesis writing help from our professionals is on its way. Pick your topic now:

Easy Film Research Topics

We know most students are not too happy about spending days working on their research papers. This is why we have compiled a list of easy film research topics just for our readers:

  • What was the Electrotachyscope?
  • Research the history of film
  • Describe the first films ever made
  • Talk about the Kinetoscope
  • Who were Auguste and Louis Lumière?
  • An in-depth look at film during World War I
  • Talk about the evolution of sound in motion pictures
  • Most popular movie actors of all time
  • The life and works of Charles Chaplin
  • The life and works of Sergei Mikhailovich Eisenstein
  • Discuss the Mutoscope device
  • Talk about the introduction of natural color in films

Film Topics To Write About In High School

If you are a high school student, you probably want some topics that are not overly complicated. Well, the good news is that we have plenty of film topics to write about in high school. Check them out below:

  • An in-depth analysis of sound film
  • Research the shooting of Le Voyage dans la Lune
  • Talk about the Technicolor process
  • Research the film industry in India
  • The growing popularity of television
  • Discuss the most important aspects of film theory
  • The drawbacks of silent movies
  • Cameras used in 1950s movies
  • The most important cinema movie of the 1900s
  • Research the montage of movies in the 1970s
  • The inception of film criticism
  • Discuss the film industry in the United States

Interesting Film Paper Topics

Are you looking for the most interesting film paper topics so that you can impress your professor and your fellow students? We are happy to say that you have arrived at just the right place. Here are our latest ideas:

  • Are digital movies much different from films?
  • Research the evolution of cinematography
  • Research the role of movies in Indian culture
  • The principles of a cinema camera
  • Technological advancements in the film industry
  • The use of augmented reality in movies
  • Talk about the role of film in American culture
  • An in-depth look at the production cycle of a film
  • The role of the filming crew on the set
  • Latest cameras for cinematography
  • An in-depth look at the distribution of films
  • How are animated movies made?

Controversial Movie Topics

Why would you be afraid to write your paper on a controversial topic? Perhaps you didn’t know that most professors really appreciate the effort and the innovative ideas. Below, you can find a whole list of controversial movie topics for students:

  • An in-depth look at Cannibal Holocaust
  • Controversies behind Fifty Shades of Gray
  • A Clockwork Orange: the banned movie
  • All Quiet on the Western Front: a controversial war movie
  • Discuss The Texas Chain Saw Massacre movie
  • Apocalypse Now: one of the most banned movies
  • Brokeback Mountain and the controversies surrounding it
  • Talk about The Last Temptation of Christ
  • The Birth of a Nation: the movie that was banned in America

Movie Topics Ideas For College

As you probably know already, college students should choose topics that are a bit more complex than those picked by high school students. The good news is that we have compiled a list of the best movie topics ideas for college students below:

  • Methods to bring your sketches to life
  • Discuss problems with documentary filming
  • War movies and their impact on society
  • What does a director actually do on the set?
  • Talk about state-sanctioned movies in China
  • Research cinematography in North Korea
  • Talk about psychological reactions to films
  • Research the good versus evil theme
  • African Americans in the 1900s cinematography in the US
  • Discuss the creation of sound for films

Hottest Film Topics To Date

Our writers and editors did their best to compile a list of the hottest film topics to date. You can safely pick any of the topics below and write your essay or research paper on it. You should be able to find plenty of information online about each and every topic:

  • The life and works of Alfred Hitchcock
  • Talk about racial discrimination in war movies
  • The psychology behind vampire movies
  • The life and works of Samuel L. Jackson
  • Classic opera versus modern movie soundtracks
  • Hollywood versus Bollywood
  • The life and works of tom Hanks
  • Research the Frankenstein character
  • Major contributions by women in cinematography
  • The life and works of Harrison Ford
  • The 3 most popular topics for a moving picture

Good Movie Topics For 2023

We know, you probably want some topics that relevant today. You want to talk about something new and exciting. Well, we’ve got a surprise for you. This list of good movie topics for 2023 has just been added to the blog post, and you can use it for free:

  • The life and works of Will Smith
  • Why do people love movie monsters?
  • Talk about the popularity of fan movies
  • The life and works of Morgan Freeman
  • Gender inequality in UK films
  • Research movies that were produced because of video games
  • The life and works of Anthony Hopkins
  • The importance of the Golden Raspberry Award
  • Outer space: the future of cinematography
  • Compare today’s filming techniques to those in the 1950s
  • The importance of winning a Golden Globe Award

Fascinating Film Topics

Are you looking for some of the most fascinating film topics one can ever find online? Our experts have outdone themselves this time. Check out our list of ideas below and choose the topic you like the most:

  • Talk about the development of Star Wars
  • Talk about spaghetti western movies
  • Discuss the filming of Pride and Prejudice
  • Research fantasy films
  • The most popular movie genre in 2023
  • What makes a movie a blockbuster?
  • Filming for the Interstellar movie
  • Peculiarities of Bollywood cinema
  • Talk about the era of Hitchcock
  • Discuss the role of motion pictures in society
  • Talk about Neo-realism in Italian movies
  • Research the filming of A Fistful of Dollars

The History Of Film Topics

Writing about the history of film and cinematography can be a good way to earn some bonus points from your professor. However, it’s not an easy thing to do. Fortunately, we have a list of the history of film topics right here for you, so you don’t have to waste any time searching:

  • Research the first ever motion picture
  • Discuss the idea behind moving images
  • Research the Pioneer Era
  • Talk about the introduction of sound in movies
  • Talk about the Silent Era
  • Who created the first ever movie?
  • Discuss the Golden Era of cinematography
  • The era of changes in 2023
  • The rise of Hollywood cinematography
  • Discuss the first color movie
  • Research the first horror movie
  • Discuss the phrase “No one person invented cinema”

Famous Cinematographers Topics

You can, of course, write your next research paper on the life and works of a famous or popular cinematographer. You have plenty to choose from. However, we’ve already selected the best famous cinematographers topics for you right here:

  • The life and works of Sir Roger Deakins
  • Research the cinematographer Vittorio Storaro
  • An in-depth look at Bill Pope
  • Research the cinematographer Gordon Willis
  • The life and works of Wally Pfister
  • An in-depth look at Robert Burks
  • Research the cinematographer Stanley Cortez
  • The life and works of Conrad Hall
  • An in-depth look at Rodrigo Prieto
  • The life and works of Claudio Miranda
  • Emmanuel Lubezki
  • An in-depth look at Jack Cardiff
  • Research the cinematographer Michael Ballhaus
  • The life and works of Kazuo Miyagawa

Famous Films Topic Ideas

The easiest and fastest way to write an essay or research paper about movies is to write about a famous movie. Take a look at these famous films topic ideas and start writing your paper today:

  • Research A Space Odyssey
  • Research the movie Seven Samurai
  • Cinematography techniques in There Will Be Blood
  • Discuss the film The Godfather
  • An in-depth look at La Dolce Vita
  • Research the movie Citizen Kane
  • Cinematography techniques in Goodfellas
  • An in-depth look at the Aliens series
  • Cinematography techniques in Singin’ in the Rain
  • Research the movie Mulholland Drive
  • An in-depth look at In The Mood For Love
  • Research the movie City Lights

The Future Of Movies Topic Ideas

Did you ever wonder what the movies of the future will look like? We can guarantee that your professor has thought about it. Surprise him by writing your paper on one of these the future of movies topic ideas:

  • The future of digital films
  • Discuss animation techniques of the future
  • The future of cinematography cameras
  • How do you view the actors of the future?
  • Will digital releases eliminate the need for DVDs?
  • The role of streaming services in the future
  • Talk about the direct-to-consumer distribution concept
  • Is cinematography a good career for the future?
  • Will movie theaters disappear?
  • Virtual reality in future films
  • The rise of Pixar Studios

Awesome Cinema Topic Ideas

Our experts have just finished completing this section of the topics list. Here, you will find some of the most awesome cinema topic ideas. These should all work great in 2023, so give them a try today:

  • The concept of the Road Movie
  • Review the film “Donnie Brasco”
  • The popularity of musical movies
  • A comprehensive history of cinematography
  • Discuss the A Beautiful Mind movie
  • Compare watching movies now and in the 1990s
  • Talk about film narrative
  • The importance of the main characters in a movie
  • The process of selecting the right actor for the role
  • Well-known produces in the United States
  • The most popular actors in 2023
  • Research Nazi propaganda films

Simple Cinema Essay Ideas

If you want to write about cinematography but don’t want to spend too much time researching the topic, you could always choose one of our simple cinema essay ideas. New ideas are added to this list periodically:

  • Discuss the concept of limited animation
  • War movies during World War II
  • The importance of James Bond for Americans
  • What is docufiction?
  • The traits of a filmophile
  • The success of early crime movies
  • An in-depth look at Hanna-Barbera
  • The transition from VHS tape to DVD
  • Best comedy movies ever made
  • Discuss the Film Noir genre
  • What is a Blaxploitation?
  • The best samurai film ever produced

Movies And The Internet Topics

  • How does piracy affect the movie industry?
  • An in-depth look at Netflix
  • Research the top 3 movie streaming websites
  • Compare and contrast Netflix and Amazon Prime
  • Should movies be shared for free online?
  • The effects of online streaming on piracy
  • Is pirating movies illegal everywhere?
  • Illegal downloads of movies in North Korea
  • Piracy: a form of film preservation
  • The most pirated movies of the 21st century
  • Research the best ways to stop film piracy
  • The economic impact of movie piracy in the United States

Rely On The Best Thesis Writing Service

Are you preparing to start working on your thesis? Or perhaps you just need some help with a research paper or an essay related to films and the movie industry. Our thesis writing service is exactly what you have been looking for! We have the writers and the experts you need if you want to do a great job on your next academic writing project. And remember, you will get assistance fast and cheap from a team of ENL writers, editors and proofreaders. We are a reliable academic writing agency with years of industry experience, so collaborating with us is 100% secure. Over the years, we have helped thousands of high school, college and university students with their writing projects. We have always delivered the high quality professors were expecting from their students. In other words, our customers get top grades in 99.6% of the cases. We have an expert for every class, so you don’t have to worry about your project being too complex for us. If you are a student who is searching for top quality custom content online, custom dissertation writing online from our expert helpers. We have just added new offers and discounts, so don’t forget to ask our customer support specialist about them. Get in touch with us now and save!

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research paper on film studies

A film studies approach in architectural research:

Urban space in three iranian films.

  • Sara Khorshidifard

Architecture and film studies are interrelated disciplines, and architects can take advantage of existent commercial, dramatic, comedic or documentary films for inspiration and historical research. As examples of how existent films can be utilized innovatively in architectural research, this paper critically examines three contemporary Iranian films: "Ten” (2002), a realist docudrama directed by Abbas Kiarostami, "Chaharshanbe-soori” (2006), a melodrama directed by Asghar Farhadi, and "Dayere Zangi” (2008), a comedic urban drama directed by Parisa Bakhtavar. Through this examination, the paper argues that the lens through which a filmmaker looks at buildings and urban settings is unique, and that in every film, from the most abstract to the least, and whether the film maker is actually conscious of it or not, there is an underlying exploration and documentation of the way architecture affects and (re)shapes society. In Iran, film has always been one of the few poetic, enlightening, and powerful ways to explore, among other social and cultural phenomena, the issue of power in urban public space. Contemporary Iranian cinema has proven itself able to depict the natural and built environments as the loci for both private and public presentations of self, and these films reveal many suppressed, typically unexamined, issues surrounding the multiple meanings of place and identity. This research shows the aptitude of these filmmakers, or any filmmakers, to present views of contemporary society, supporting a broader understanding of contemporary urban life than is officially permitted or can be academically achieved. Hitherto, no other media has been found to be as great a resource as film to "freeze frame” the flow of life in an urban setting, or time in a space. With their unique lens, filmmakers are architects' fellows, making possible the observation of potential topics of inquiry; for instance, ethical and socio-political themes related to space and power.

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  • Sara Khorshidifard, A paradigm in architectural education: Kolb's Model and learning styles in studio pedagogy , ARCC Conference Repository: 2011: Reflecting upon Current Themes in Architectural Research | Lawrence Tech

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WR 151 - Gael Garcia Bernal Filmography and Latin America

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Screen Studies Collection

A comprehensive survey of current publications related to film scholarship alongside detailed and expansive filmographies. This collection includes the specialist index FIAF International Index to Film Periodicals Database and the detailed and complementary filmographies created by the American Film Institute and the British Film Institute; AFI Catalog and Film Index International.

research paper on film studies

Digital Hispanica - Cinema Studies

Digitalia Hispánica is a multidisciplinary database of e-resources in Spanish. Digitalia Hispánica contains 21 thematic collections of e-books; e-journals as well as international collection of streaming feature films and documentaries, and ostly films are from Spain or Latin America. The films are n the original language,and some  are dubbed into English or with English subtitles. 

research paper on film studies

Student's Guide to Writing College Papers

Turabian 's popular guide, the team behind Chicago's widely respected The Craft of Research has reconceived and renewed this classic for today's generation. Designed for less advanced writers than  Turabian 's Manual of Writers of Research Papers, Theses, and Dissertations, Seventh Edition, Gregory G. Colomb and Joseph M. Williams here introduce students to the art of defining a topic, doing high-quality research with limited resources, and writing an engaging and solid college paper. The Student's Guide is organized into three sections that lead students through the process of developing and revising a paper. Part 1, "Writing Your Paper," guides students through the research process with discussions of choosing and developing a topic, validating sources, planning arguments, writing drafts, avoiding plagiarism, and presenting evidence in tables and figures. Part 2, "Citing Sources," begins with a succinct introduction to why citation is important and includes sections on the three major styles students might encounter in their work - Chicago, MLA, and APA - all with full coverage of electronic source citation. Part 3, "Style," covers all matters of style important to writers of college papers, from punctuation to spelling to presenting titles, names, and numbers." -- Publisher description.

Third cinema in the third world : the aesthetics of liberation

Although Third Cinema began as a movement of, by, and for the colonized, Gabriel argued passionately for its transnationalist possibilities. In his seminal work  Third Cinema in the Third World: The Aesthetics of Liberation , for example, he  writes that “the principal characteristic of Third Cinema is really not so much where it is made, or even who makes it, but, rather, the ideology it espouses and the consciousness it displays.” 

research paper on film studies

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Harvard’s Black Film Project will spotlight Black history and culture through documentary, narrative stories

Dr. Henry Louis Gates Jr., founding director of the Black Film Project, and Jacqueline Glover, executive director.

Harvard University recently announced the creation of the Black Film Project, which is designed to support filmmakers of any race who illuminate Black history and culture through nonfiction films.

The project, founded by Henry Louis Gates Jr., director of the Hutchins Center for African & African American Research, will be housed at the Hutchins Center in partnership with Harvard’s Department of Art, Film, and Visual Studies.

“I conceived of the Black Film Project as a way of contributing to the growing momentum of filmmaking about the Black experience, and as a way of honoring the field that has given me my second career,” said Gates, who is also the executive producer, host, and writer of the four-part docu-series “Making Black America,” in a press release. “We want the Black Film Project to identify, celebrate, and seed the work of talented artists of any ethnicity and, in doing so, to create an environment in which this renaissance can continue for many years to come.”

Jacqueline Glover, former head of documentary programming for Onyx Collective and ABC News and previous senior vice president of HBO Documentary Films, has been appointed the project’s executive director.

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Gates and Glover’s working relationship began nearly 20 years ago, when Gates was brought in as a consultant for “Unchained Memories: Readings from the Slave Narratives,” a documentary Glover was producing. They both later served as executive producers on another documentary, “Black Art: in the Absence of Light.”

The Black Film Project has established two prizes, meant to be “finishing funds,” according to Glover. Each is meant to support filmmakers in the completion of their projects, in partnership with the Smithsonian Institute. The inspiration for the prizes, she said, came directly from The Library of Congress Lavine/Ken Burns Prize for Film award, which is a grant presented annually to filmmakers creating independent documentaries.

Named for the filmmaker of the docu-series “Eyes on the Prize,” the Henry Hampton Prize for Documentary Filmmaking on Black History and Culture will support makers of full-length documentaries exploring stories and histories about Black Americans, Africans, or Afro-Latin Americans. It will award $200,000 annually to a first-place winner.

“Part of [Gates’s] legacy as a filmmaker is really to expand the field of filmmakers who tell Black stories on the screen,” Glover said. “The Black Film Project is really an homage to his dear friend Henry Hampton, who passed away.”

Gates toured Hampton’s production company, Blackside Inc., a number of years ago and “was completely inspired to make documentaries and to expand his scholarly work and become a filmmaker to tell stories that he felt were important,” she said.

The second award, the Baldwin Richardson Foods Prize, funded by philanthropist Eric G. Johnson, will grant a second-place filmmaker of any genre a $50,000 prize to finish their project. An internal review committee and national jury, selected by Harvard and the Smithsonian, will select the recipients of both prizes.

“When we say Black stories, we’re really talking about all kinds of Black stories, including outside of this country,” Glover said in an interview. “Certainly Black history in America is a focus, but it’s not the only area that we are interested in. It really can be from anywhere in the world.”

Additionally, the Black Film Project will support three annual paid fellowships as part of the Hutchins Center’s W.E.B. Du Bois Research Institute Fellowship Program. The three fellows will make use of Harvard’s extensive research and filmmaking resources through joint appointments in its department of Art, Film, and Visual Studies and Film Studies Center. They will also visit with Harvard classes, meet with faculty and students, present their films to the public, and connect with Boston and New York exhibition opportunities.

Adri Pray can be reached at [email protected] . Follow her @adriprayy .

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Stanford Medicine study identifies distinct brain organization patterns in women and men

Stanford Medicine researchers have developed a powerful new artificial intelligence model that can distinguish between male and female brains.

February 20, 2024

sex differences in brain

'A key motivation for this study is that sex plays a crucial role in human brain development, in aging, and in the manifestation of psychiatric and neurological disorders,' said Vinod Menon. clelia-clelia

A new study by Stanford Medicine investigators unveils a new artificial intelligence model that was more than 90% successful at determining whether scans of brain activity came from a woman or a man.

The findings, published Feb. 20 in the Proceedings of the National Academy of Sciences, help resolve a long-term controversy about whether reliable sex differences exist in the human brain and suggest that understanding these differences may be critical to addressing neuropsychiatric conditions that affect women and men differently.

“A key motivation for this study is that sex plays a crucial role in human brain development, in aging, and in the manifestation of psychiatric and neurological disorders,” said Vinod Menon , PhD, professor of psychiatry and behavioral sciences and director of the Stanford Cognitive and Systems Neuroscience Laboratory . “Identifying consistent and replicable sex differences in the healthy adult brain is a critical step toward a deeper understanding of sex-specific vulnerabilities in psychiatric and neurological disorders.”

Menon is the study’s senior author. The lead authors are senior research scientist Srikanth Ryali , PhD, and academic staff researcher Yuan Zhang , PhD.

“Hotspots” that most helped the model distinguish male brains from female ones include the default mode network, a brain system that helps us process self-referential information, and the striatum and limbic network, which are involved in learning and how we respond to rewards.

The investigators noted that this work does not weigh in on whether sex-related differences arise early in life or may be driven by hormonal differences or the different societal circumstances that men and women may be more likely to encounter.

Uncovering brain differences

The extent to which a person’s sex affects how their brain is organized and operates has long been a point of dispute among scientists. While we know the sex chromosomes we are born with help determine the cocktail of hormones our brains are exposed to — particularly during early development, puberty and aging — researchers have long struggled to connect sex to concrete differences in the human brain. Brain structures tend to look much the same in men and women, and previous research examining how brain regions work together has also largely failed to turn up consistent brain indicators of sex.

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Vinod Menon

In their current study, Menon and his team took advantage of recent advances in artificial intelligence, as well as access to multiple large datasets, to pursue a more powerful analysis than has previously been employed. First, they created a deep neural network model, which learns to classify brain imaging data: As the researchers showed brain scans to the model and told it that it was looking at a male or female brain, the model started to “notice” what subtle patterns could help it tell the difference.

This model demonstrated superior performance compared with those in previous studies, in part because it used a deep neural network that analyzes dynamic MRI scans. This approach captures the intricate interplay among different brain regions. When the researchers tested the model on around 1,500 brain scans, it could almost always tell if the scan came from a woman or a man.

The model’s success suggests that detectable sex differences do exist in the brain but just haven’t been picked up reliably before. The fact that it worked so well in different datasets, including brain scans from multiple sites in the U.S. and Europe, make the findings especially convincing as it controls for many confounds that can plague studies of this kind.

“This is a very strong piece of evidence that sex is a robust determinant of human brain organization,” Menon said.

Making predictions

Until recently, a model like the one Menon’s team employed would help researchers sort brains into different groups but wouldn’t provide information about how the sorting happened. Today, however, researchers have access to a tool called “explainable AI,” which can sift through vast amounts of data to explain how a model’s decisions are made.

Using explainable AI, Menon and his team identified the brain networks that were most important to the model’s judgment of whether a brain scan came from a man or a woman. They found the model was most often looking to the default mode network, striatum, and the limbic network to make the call.

The team then wondered if they could create another model that could predict how well participants would do on certain cognitive tasks based on functional brain features that differ between women and men. They developed sex-specific models of cognitive abilities: One model effectively predicted cognitive performance in men but not women, and another in women but not men. The findings indicate that functional brain characteristics varying between sexes have significant behavioral implications.

“These models worked really well because we successfully separated brain patterns between sexes,” Menon said. “That tells me that overlooking sex differences in brain organization could lead us to miss key factors underlying neuropsychiatric disorders.”

While the team applied their deep neural network model to questions about sex differences, Menon says the model can be applied to answer questions regarding how just about any aspect of brain connectivity might relate to any kind of cognitive ability or behavior. He and his team plan to make their model publicly available for any researcher to use.

“Our AI models have very broad applicability,” Menon said. “A researcher could use our models to look for brain differences linked to learning impairments or social functioning differences, for instance — aspects we are keen to understand better to aid individuals in adapting to and surmounting these challenges.”

The research was sponsored by the National Institutes of Health (grants MH084164, EB022907, MH121069, K25HD074652 and AG072114), the Transdisciplinary Initiative, the Uytengsu-Hamilton 22q11 Programs, the Stanford Maternal and Child Health Research Institute, and the NARSAD Young Investigator Award.

About Stanford Medicine

Stanford Medicine is an integrated academic health system comprising the Stanford School of Medicine and adult and pediatric health care delivery systems. Together, they harness the full potential of biomedicine through collaborative research, education and clinical care for patients. For more information, please visit med.stanford.edu .

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Reproductive rights in America

Research at the heart of a federal case against the abortion pill has been retracted.

Selena Simmons-Duffin

Selena Simmons-Duffin

research paper on film studies

The Supreme Court will hear the case against the abortion pill mifepristone on March 26. It's part of a two-drug regimen with misoprostol for abortions in the first 10 weeks of pregnancy. Anna Moneymaker/Getty Images hide caption

The Supreme Court will hear the case against the abortion pill mifepristone on March 26. It's part of a two-drug regimen with misoprostol for abortions in the first 10 weeks of pregnancy.

A scientific paper that raised concerns about the safety of the abortion pill mifepristone was retracted by its publisher this week. The study was cited three times by a federal judge who ruled against mifepristone last spring. That case, which could limit access to mifepristone throughout the country, will soon be heard in the Supreme Court.

The now retracted study used Medicaid claims data to track E.R. visits by patients in the month after having an abortion. The study found a much higher rate of complications than similar studies that have examined abortion safety.

Sage, the publisher of the journal, retracted the study on Monday along with two other papers, explaining in a statement that "expert reviewers found that the studies demonstrate a lack of scientific rigor that invalidates or renders unreliable the authors' conclusions."

It also noted that most of the authors on the paper worked for the Charlotte Lozier Institute, the research arm of anti-abortion lobbying group Susan B. Anthony Pro-Life America, and that one of the original peer reviewers had also worked for the Lozier Institute.

The Sage journal, Health Services Research and Managerial Epidemiology , published all three research articles, which are still available online along with the retraction notice. In an email to NPR, a spokesperson for Sage wrote that the process leading to the retractions "was thorough, fair, and careful."

The lead author on the paper, James Studnicki, fiercely defends his work. "Sage is targeting us because we have been successful for a long period of time," he says on a video posted online this week . He asserts that the retraction has "nothing to do with real science and has everything to do with a political assassination of science."

He says that because the study's findings have been cited in legal cases like the one challenging the abortion pill, "we have become visible – people are quoting us. And for that reason, we are dangerous, and for that reason, they want to cancel our work," Studnicki says in the video.

In an email to NPR, a spokesperson for the Charlotte Lozier Institute said that they "will be taking appropriate legal action."

Role in abortion pill legal case

Anti-abortion rights groups, including a group of doctors, sued the federal Food and Drug Administration in 2022 over the approval of mifepristone, which is part of a two-drug regimen used in most medication abortions. The pill has been on the market for over 20 years, and is used in more than half abortions nationally. The FDA stands by its research that finds adverse events from mifepristone are extremely rare.

Judge Matthew Kacsmaryk, the district court judge who initially ruled on the case, pointed to the now-retracted study to support the idea that the anti-abortion rights physicians suing the FDA had the right to do so. "The associations' members have standing because they allege adverse events from chemical abortion drugs can overwhelm the medical system and place 'enormous pressure and stress' on doctors during emergencies and complications," he wrote in his decision, citing Studnicki. He ruled that mifepristone should be pulled from the market nationwide, although his decision never took effect.

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Matthew Kacsmaryk at his confirmation hearing for the federal bench in 2017. AP hide caption

Matthew Kacsmaryk at his confirmation hearing for the federal bench in 2017.

Kacsmaryk is a Trump appointee who was a vocal abortion opponent before becoming a federal judge.

"I don't think he would view the retraction as delegitimizing the research," says Mary Ziegler , a law professor and expert on the legal history of abortion at U.C. Davis. "There's been so much polarization about what the reality of abortion is on the right that I'm not sure how much a retraction would affect his reasoning."

Ziegler also doubts the retractions will alter much in the Supreme Court case, given its conservative majority. "We've already seen, when it comes to abortion, that the court has a propensity to look at the views of experts that support the results it wants," she says. The decision that overturned Roe v. Wade is an example, she says. "The majority [opinion] relied pretty much exclusively on scholars with some ties to pro-life activism and didn't really cite anybody else even or really even acknowledge that there was a majority scholarly position or even that there was meaningful disagreement on the subject."

In the mifepristone case, "there's a lot of supposition and speculation" in the argument about who has standing to sue, she explains. "There's a probability that people will take mifepristone and then there's a probability that they'll get complications and then there's a probability that they'll get treatment in the E.R. and then there's a probability that they'll encounter physicians with certain objections to mifepristone. So the question is, if this [retraction] knocks out one leg of the stool, does that somehow affect how the court is going to view standing? I imagine not."

It's impossible to know who will win the Supreme Court case, but Ziegler thinks that this retraction probably won't sway the outcome either way. "If the court is skeptical of standing because of all these aforementioned weaknesses, this is just more fuel to that fire," she says. "It's not as if this were an airtight case for standing and this was a potentially game-changing development."

Oral arguments for the case, Alliance for Hippocratic Medicine v. FDA , are scheduled for March 26 at the Supreme Court. A decision is expected by summer. Mifepristone remains available while the legal process continues.

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A Columbia Surgeon’s Study Was Pulled. He Kept Publishing Flawed Data.

The quiet withdrawal of a 2021 cancer study by Dr. Sam Yoon highlights scientific publishers’ lack of transparency around data problems.

Supported by

Benjamin Mueller

By Benjamin Mueller

Benjamin Mueller covers medical science and has reported on several research scandals.

  • Feb. 15, 2024

The stomach cancer study was shot through with suspicious data. Identical constellations of cells were said to depict separate experiments on wholly different biological lineages. Photos of tumor-stricken mice, used to show that a drug reduced cancer growth, had been featured in two previous papers describing other treatments.

Problems with the study were severe enough that its publisher, after finding that the paper violated ethics guidelines, formally withdrew it within a few months of its publication in 2021. The study was then wiped from the internet, leaving behind a barren web page that said nothing about the reasons for its removal.

As it turned out, the flawed study was part of a pattern. Since 2008, two of its authors — Dr. Sam S. Yoon, chief of a cancer surgery division at Columbia University’s medical center, and a more junior cancer biologist — have collaborated with a rotating cast of researchers on a combined 26 articles that a British scientific sleuth has publicly flagged for containing suspect data. A medical journal retracted one of them this month after inquiries from The New York Times.

A person walks across a covered walkway connecting two buildings over a road with parked cars. A large, blue sign on the walkway says "Columbia University Irving Medical Center."

Memorial Sloan Kettering Cancer Center, where Dr. Yoon worked when much of the research was done, is now investigating the studies. Columbia’s medical center declined to comment on specific allegations, saying only that it reviews “any concerns about scientific integrity brought to our attention.”

Dr. Yoon, who has said his research could lead to better cancer treatments , did not answer repeated questions. Attempts to speak to the other researcher, Changhwan Yoon, an associate research scientist at Columbia, were also unsuccessful.

The allegations were aired in recent months in online comments on a science forum and in a blog post by Sholto David, an independent molecular biologist. He has ferreted out problems in a raft of high-profile cancer research , including dozens of papers at a Harvard cancer center that were subsequently referred for retractions or corrections.

From his flat in Wales , Dr. David pores over published images of cells, tumors and mice in his spare time and then reports slip-ups, trying to close the gap between people’s regard for academic research and the sometimes shoddier realities of the profession.

When evaluating scientific images, it is difficult to distinguish sloppy copy-and-paste errors from deliberate doctoring of data. Two other imaging experts who reviewed the allegations at the request of The Times said some of the discrepancies identified by Dr. David bore signs of manipulation, like flipped, rotated or seemingly digitally altered images.

Armed with A.I.-powered detection tools, scientists and bloggers have recently exposed a growing body of such questionable research, like the faulty papers at Harvard’s Dana-Farber Cancer Institute and studies by Stanford’s president that led to his resignation last year.

But those high-profile cases were merely the tip of the iceberg, experts said. A deeper pool of unreliable research has gone unaddressed for years, shielded in part by powerful scientific publishers driven to put out huge volumes of studies while avoiding the reputational damage of retracting them publicly.

The quiet removal of the 2021 stomach cancer study from Dr. Yoon’s lab, a copy of which was reviewed by The Times, illustrates how that system of scientific publishing has helped enable faulty research, experts said. In some cases, critical medical fields have remained seeded with erroneous studies.

“The journals do the bare minimum,” said Elisabeth Bik, a microbiologist and image expert who described Dr. Yoon’s papers as showing a worrisome pattern of copied or doctored data. “There’s no oversight.”

Memorial Sloan Kettering, where portions of the stomach cancer research were done, said no one — not the journal nor the researchers — had ever told administrators that the paper was withdrawn or why it had been. The study said it was supported in part by federal funding given to the cancer center.

Dr. Yoon, a stomach cancer specialist and a proponent of robotic surgery, kept climbing the academic ranks, bringing his junior researcher along with him. In September 2021, around the time the study was published, he joined Columbia, which celebrated his prolific research output in a news release . His work was financed in part by half a million dollars in federal research money that year, adding to a career haul of nearly $5 million in federal funds.

The decision by the stomach cancer study’s publisher, Elsevier, not to post an explanation for the paper’s removal made it less likely that the episode would draw public attention or affect the duo’s work. That very study continued to be cited in papers by other scientists .

And as recently as last year, Dr. Yoon’s lab published more studies containing identical images that were said to depict separate experiments, according to Dr. David’s analyses.

The researchers’ suspicious publications stretch back 16 years. Over time, relatively minor image copies in papers by Dr. Yoon gave way to more serious discrepancies in studies he collaborated on with Changhwan Yoon, Dr. David said. The pair, who are not related, began publishing articles together around 2013.

But neither their employers nor their publishers seemed to start investigating their work until this past fall, when Dr. David published his initial findings on For Better Science, a blog, and notified Memorial Sloan Kettering, Columbia and the journals. Memorial Sloan Kettering said it began its investigation then.

None of those flagged studies was retracted until last week. Three days after The Times asked publishers about the allegations, the journal Oncotarget retracted a 2016 study on combating certain pernicious cancers. In a retraction notice , the journal said the authors’ explanations for copied images “were deemed unacceptable.”

The belated action was symptomatic of what experts described as a broken system for policing scientific research.

A proliferation of medical journals, they said, has helped fuel demand for ever more research articles. But those same journals, many of them operated by multibillion-dollar publishing companies, often respond slowly or do nothing at all once one of those articles is shown to contain copied data. Journals retract papers at a fraction of the rate at which they publish ones with problems.

Springer Nature, which published nine of the articles that Dr. David said contained discrepancies across five journals, said it was investigating concerns. So did the American Association for Cancer Research, which published 10 articles under question from Dr. Yoon’s lab across four journals.

It is difficult to know who is responsible for errors in articles. Eleven of the scientists’ co-authors, including researchers at Harvard, Duke and Georgetown, did not answer emailed inquiries.

The articles under question examined why certain stomach and soft-tissue cancers withstood treatment, and how that resistance could be overcome.

The two independent image specialists said the volume of copied data, along with signs that some images had been rotated or similarly manipulated, suggested considerable sloppiness or worse.

“There are examples in this set that raise pretty serious red flags for the possibility of misconduct,” said Dr. Matthew Schrag, a Vanderbilt University neurologist who commented as part of his outside work on research integrity.

One set of 10 articles identified by Dr. David showed repeated reuse of identical or overlapping black-and-white images of cancer cells supposedly under different experimental conditions, he said.

“There’s no reason to have done that unless you weren’t doing the work,” Dr. David said.

One of those papers , published in 2012, was formally tagged with corrections. Unlike later studies, which were largely overseen by Dr. Yoon in New York, this paper was written by South Korea-based scientists, including Changhwan Yoon, who then worked in Seoul.

An immunologist in Norway randomly selected the paper as part of a screening of copied data in cancer journals. That led the paper’s publisher, the medical journal Oncogene, to add corrections in 2016.

But the journal did not catch all of the duplicated data , Dr. David said. And, he said, images from the study later turned up in identical form in another paper that remains uncorrected.

Copied cancer data kept recurring, Dr. David said. A picture of a small red tumor from a 2017 study reappeared in papers in 2020 and 2021 under different descriptions, he said. A ruler included in the pictures for scale wound up in two different positions.

The 2020 study included another tumor image that Dr. David said appeared to be a mirror image of one previously published by Dr. Yoon’s lab. And the 2021 study featured a color version of a tumor that had appeared in an earlier paper atop a different section of ruler, Dr. David said.

“This is another example where this looks intentionally done,” Dr. Bik said.

The researchers were faced with more serious action when the publisher Elsevier withdrew the stomach cancer study that had been published online in 2021. “The editors determined that the article violated journal publishing ethics guidelines,” Elsevier said.

Roland Herzog, the editor of Molecular Therapy, the journal where the article appeared, said that “image duplications were noticed” as part of a process of screening for discrepancies that the journal has since continued to beef up.

Because the problems were detected before the study was ever published in the print journal, Elsevier’s policy dictated that the article be taken down and no explanation posted online.

But that decision appeared to conflict with industry guidelines from the Committee on Publication Ethics . Posting articles online “usually constitutes publication,” those guidelines state. And when publishers pull such articles, the guidelines say, they should keep the work online for the sake of transparency and post “a clear notice of retraction.”

Dr. Herzog said he personally hoped that such an explanation could still be posted for the stomach cancer study. The journal editors and Elsevier, he said, are examining possible options.

The editors notified Dr. Yoon and Changhwan Yoon of the article’s removal, but neither scientist alerted Memorial Sloan Kettering, the hospital said. Columbia did not say whether it had been told.

Experts said the handling of the article was symptomatic of a tendency on the part of scientific publishers to obscure reports of lapses .

“This is typical, sweeping-things-under-the-rug kind of nonsense,” said Dr. Ivan Oransky, co-founder of Retraction Watch, which keeps a database of 47,000-plus retracted papers. “This is not good for the scientific record, to put it mildly.”

Susan C. Beachy contributed research.

Benjamin Mueller reports on health and medicine. He was previously a U.K. correspondent in London and a police reporter in New York. More about Benjamin Mueller

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  • Systematic review
  • Open access
  • Published: 19 February 2024

‘It depends’: what 86 systematic reviews tell us about what strategies to use to support the use of research in clinical practice

  • Annette Boaz   ORCID: orcid.org/0000-0003-0557-1294 1 ,
  • Juan Baeza 2 ,
  • Alec Fraser   ORCID: orcid.org/0000-0003-1121-1551 2 &
  • Erik Persson 3  

Implementation Science volume  19 , Article number:  15 ( 2024 ) Cite this article

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The gap between research findings and clinical practice is well documented and a range of strategies have been developed to support the implementation of research into clinical practice. The objective of this study was to update and extend two previous reviews of systematic reviews of strategies designed to implement research evidence into clinical practice.

We developed a comprehensive systematic literature search strategy based on the terms used in the previous reviews to identify studies that looked explicitly at interventions designed to turn research evidence into practice. The search was performed in June 2022 in four electronic databases: Medline, Embase, Cochrane and Epistemonikos. We searched from January 2010 up to June 2022 and applied no language restrictions. Two independent reviewers appraised the quality of included studies using a quality assessment checklist. To reduce the risk of bias, papers were excluded following discussion between all members of the team. Data were synthesised using descriptive and narrative techniques to identify themes and patterns linked to intervention strategies, targeted behaviours, study settings and study outcomes.

We identified 32 reviews conducted between 2010 and 2022. The reviews are mainly of multi-faceted interventions ( n  = 20) although there are reviews focusing on single strategies (ICT, educational, reminders, local opinion leaders, audit and feedback, social media and toolkits). The majority of reviews report strategies achieving small impacts (normally on processes of care). There is much less evidence that these strategies have shifted patient outcomes. Furthermore, a lot of nuance lies behind these headline findings, and this is increasingly commented upon in the reviews themselves.

Combined with the two previous reviews, 86 systematic reviews of strategies to increase the implementation of research into clinical practice have been identified. We need to shift the emphasis away from isolating individual and multi-faceted interventions to better understanding and building more situated, relational and organisational capability to support the use of research in clinical practice. This will involve drawing on a wider range of research perspectives (including social science) in primary studies and diversifying the types of synthesis undertaken to include approaches such as realist synthesis which facilitate exploration of the context in which strategies are employed.

Peer Review reports

Contribution to the literature

Considerable time and money is invested in implementing and evaluating strategies to increase the implementation of research into clinical practice.

The growing body of evidence is not providing the anticipated clear lessons to support improved implementation.

Instead what is needed is better understanding and building more situated, relational and organisational capability to support the use of research in clinical practice.

This would involve a more central role in implementation science for a wider range of perspectives, especially from the social, economic, political and behavioural sciences and for greater use of different types of synthesis, such as realist synthesis.

Introduction

The gap between research findings and clinical practice is well documented and a range of interventions has been developed to increase the implementation of research into clinical practice [ 1 , 2 ]. In recent years researchers have worked to improve the consistency in the ways in which these interventions (often called strategies) are described to support their evaluation. One notable development has been the emergence of Implementation Science as a field focusing explicitly on “the scientific study of methods to promote the systematic uptake of research findings and other evidence-based practices into routine practice” ([ 3 ] p. 1). The work of implementation science focuses on closing, or at least narrowing, the gap between research and practice. One contribution has been to map existing interventions, identifying 73 discreet strategies to support research implementation [ 4 ] which have been grouped into 9 clusters [ 5 ]. The authors note that they have not considered the evidence of effectiveness of the individual strategies and that a next step is to understand better which strategies perform best in which combinations and for what purposes [ 4 ]. Other authors have noted that there is also scope to learn more from other related fields of study such as policy implementation [ 6 ] and to draw on methods designed to support the evaluation of complex interventions [ 7 ].

The increase in activity designed to support the implementation of research into practice and improvements in reporting provided the impetus for an update of a review of systematic reviews of the effectiveness of interventions designed to support the use of research in clinical practice [ 8 ] which was itself an update of the review conducted by Grimshaw and colleagues in 2001. The 2001 review [ 9 ] identified 41 reviews considering a range of strategies including educational interventions, audit and feedback, computerised decision support to financial incentives and combined interventions. The authors concluded that all the interventions had the potential to promote the uptake of evidence in practice, although no one intervention seemed to be more effective than the others in all settings. They concluded that combined interventions were more likely to be effective than single interventions. The 2011 review identified a further 13 systematic reviews containing 313 discrete primary studies. Consistent with the previous review, four main strategy types were identified: audit and feedback; computerised decision support; opinion leaders; and multi-faceted interventions (MFIs). Nine of the reviews reported on MFIs. The review highlighted the small effects of single interventions such as audit and feedback, computerised decision support and opinion leaders. MFIs claimed an improvement in effectiveness over single interventions, although effect sizes remained small to moderate and this improvement in effectiveness relating to MFIs has been questioned in a subsequent review [ 10 ]. In updating the review, we anticipated a larger pool of reviews and an opportunity to consolidate learning from more recent systematic reviews of interventions.

This review updates and extends our previous review of systematic reviews of interventions designed to implement research evidence into clinical practice. To identify potentially relevant peer-reviewed research papers, we developed a comprehensive systematic literature search strategy based on the terms used in the Grimshaw et al. [ 9 ] and Boaz, Baeza and Fraser [ 8 ] overview articles. To ensure optimal retrieval, our search strategy was refined with support from an expert university librarian, considering the ongoing improvements in the development of search filters for systematic reviews since our first review [ 11 ]. We also wanted to include technology-related terms (e.g. apps, algorithms, machine learning, artificial intelligence) to find studies that explored interventions based on the use of technological innovations as mechanistic tools for increasing the use of evidence into practice (see Additional file 1 : Appendix A for full search strategy).

The search was performed in June 2022 in the following electronic databases: Medline, Embase, Cochrane and Epistemonikos. We searched for articles published since the 2011 review. We searched from January 2010 up to June 2022 and applied no language restrictions. Reference lists of relevant papers were also examined.

We uploaded the results using EPPI-Reviewer, a web-based tool that facilitated semi-automation of the screening process and removal of duplicate studies. We made particular use of a priority screening function to reduce screening workload and avoid ‘data deluge’ [ 12 ]. Through machine learning, one reviewer screened a smaller number of records ( n  = 1200) to train the software to predict whether a given record was more likely to be relevant or irrelevant, thus pulling the relevant studies towards the beginning of the screening process. This automation did not replace manual work but helped the reviewer to identify eligible studies more quickly. During the selection process, we included studies that looked explicitly at interventions designed to turn research evidence into practice. Studies were included if they met the following pre-determined inclusion criteria:

The study was a systematic review

Search terms were included

Focused on the implementation of research evidence into practice

The methodological quality of the included studies was assessed as part of the review

Study populations included healthcare providers and patients. The EPOC taxonomy [ 13 ] was used to categorise the strategies. The EPOC taxonomy has four domains: delivery arrangements, financial arrangements, governance arrangements and implementation strategies. The implementation strategies domain includes 20 strategies targeted at healthcare workers. Numerous EPOC strategies were assessed in the review including educational strategies, local opinion leaders, reminders, ICT-focused approaches and audit and feedback. Some strategies that did not fit easily within the EPOC categories were also included. These were social media strategies and toolkits, and multi-faceted interventions (MFIs) (see Table  2 ). Some systematic reviews included comparisons of different interventions while other reviews compared one type of intervention against a control group. Outcomes related to improvements in health care processes or patient well-being. Numerous individual study types (RCT, CCT, BA, ITS) were included within the systematic reviews.

We excluded papers that:

Focused on changing patient rather than provider behaviour

Had no demonstrable outcomes

Made unclear or no reference to research evidence

The last of these criteria was sometimes difficult to judge, and there was considerable discussion amongst the research team as to whether the link between research evidence and practice was sufficiently explicit in the interventions analysed. As we discussed in the previous review [ 8 ] in the field of healthcare, the principle of evidence-based practice is widely acknowledged and tools to change behaviour such as guidelines are often seen to be an implicit codification of evidence, despite the fact that this is not always the case.

Reviewers employed a two-stage process to select papers for inclusion. First, all titles and abstracts were screened by one reviewer to determine whether the study met the inclusion criteria. Two papers [ 14 , 15 ] were identified that fell just before the 2010 cut-off. As they were not identified in the searches for the first review [ 8 ] they were included and progressed to assessment. Each paper was rated as include, exclude or maybe. The full texts of 111 relevant papers were assessed independently by at least two authors. To reduce the risk of bias, papers were excluded following discussion between all members of the team. 32 papers met the inclusion criteria and proceeded to data extraction. The study selection procedure is documented in a PRISMA literature flow diagram (see Fig.  1 ). We were able to include French, Spanish and Portuguese papers in the selection reflecting the language skills in the study team, but none of the papers identified met the inclusion criteria. Other non- English language papers were excluded.

figure 1

PRISMA flow diagram. Source: authors

One reviewer extracted data on strategy type, number of included studies, local, target population, effectiveness and scope of impact from the included studies. Two reviewers then independently read each paper and noted key findings and broad themes of interest which were then discussed amongst the wider authorial team. Two independent reviewers appraised the quality of included studies using a Quality Assessment Checklist based on Oxman and Guyatt [ 16 ] and Francke et al. [ 17 ]. Each study was rated a quality score ranging from 1 (extensive flaws) to 7 (minimal flaws) (see Additional file 2 : Appendix B). All disagreements were resolved through discussion. Studies were not excluded in this updated overview based on methodological quality as we aimed to reflect the full extent of current research into this topic.

The extracted data were synthesised using descriptive and narrative techniques to identify themes and patterns in the data linked to intervention strategies, targeted behaviours, study settings and study outcomes.

Thirty-two studies were included in the systematic review. Table 1. provides a detailed overview of the included systematic reviews comprising reference, strategy type, quality score, number of included studies, local, target population, effectiveness and scope of impact (see Table  1. at the end of the manuscript). Overall, the quality of the studies was high. Twenty-three studies scored 7, six studies scored 6, one study scored 5, one study scored 4 and one study scored 3. The primary focus of the review was on reviews of effectiveness studies, but a small number of reviews did include data from a wider range of methods including qualitative studies which added to the analysis in the papers [ 18 , 19 , 20 , 21 ]. The majority of reviews report strategies achieving small impacts (normally on processes of care). There is much less evidence that these strategies have shifted patient outcomes. In this section, we discuss the different EPOC-defined implementation strategies in turn. Interestingly, we found only two ‘new’ approaches in this review that did not fit into the existing EPOC approaches. These are a review focused on the use of social media and a review considering toolkits. In addition to single interventions, we also discuss multi-faceted interventions. These were the most common intervention approach overall. A summary is provided in Table  2 .

Educational strategies

The overview identified three systematic reviews focusing on educational strategies. Grudniewicz et al. [ 22 ] explored the effectiveness of printed educational materials on primary care physician knowledge, behaviour and patient outcomes and concluded they were not effective in any of these aspects. Koota, Kääriäinen and Melender [ 23 ] focused on educational interventions promoting evidence-based practice among emergency room/accident and emergency nurses and found that interventions involving face-to-face contact led to significant or highly significant effects on patient benefits and emergency nurses’ knowledge, skills and behaviour. Interventions using written self-directed learning materials also led to significant improvements in nurses’ knowledge of evidence-based practice. Although the quality of the studies was high, the review primarily included small studies with low response rates, and many of them relied on self-assessed outcomes; consequently, the strength of the evidence for these outcomes is modest. Wu et al. [ 20 ] questioned if educational interventions aimed at nurses to support the implementation of evidence-based practice improve patient outcomes. Although based on evaluation projects and qualitative data, their results also suggest that positive changes on patient outcomes can be made following the implementation of specific evidence-based approaches (or projects). The differing positive outcomes for educational strategies aimed at nurses might indicate that the target audience is important.

Local opinion leaders

Flodgren et al. [ 24 ] was the only systemic review focusing solely on opinion leaders. The review found that local opinion leaders alone, or in combination with other interventions, can be effective in promoting evidence‐based practice, but this varies both within and between studies and the effect on patient outcomes is uncertain. The review found that, overall, any intervention involving opinion leaders probably improves healthcare professionals’ compliance with evidence-based practice but varies within and across studies. However, how opinion leaders had an impact could not be determined because of insufficient details were provided, illustrating that reporting specific details in published studies is important if diffusion of effective methods of increasing evidence-based practice is to be spread across a system. The usefulness of this review is questionable because it cannot provide evidence of what is an effective opinion leader, whether teams of opinion leaders or a single opinion leader are most effective, or the most effective methods used by opinion leaders.

Pantoja et al. [ 26 ] was the only systemic review focusing solely on manually generated reminders delivered on paper included in the overview. The review explored how these affected professional practice and patient outcomes. The review concluded that manually generated reminders delivered on paper as a single intervention probably led to small to moderate increases in adherence to clinical recommendations, and they could be used as a single quality improvement intervention. However, the authors indicated that this intervention would make little or no difference to patient outcomes. The authors state that such a low-tech intervention may be useful in low- and middle-income countries where paper records are more likely to be the norm.

ICT-focused approaches

The three ICT-focused reviews [ 14 , 27 , 28 ] showed mixed results. Jamal, McKenzie and Clark [ 14 ] explored the impact of health information technology on the quality of medical and health care. They examined the impact of electronic health record, computerised provider order-entry, or decision support system. This showed a positive improvement in adherence to evidence-based guidelines but not to patient outcomes. The number of studies included in the review was low and so a conclusive recommendation could not be reached based on this review. Similarly, Brown et al. [ 28 ] found that technology-enabled knowledge translation interventions may improve knowledge of health professionals, but all eight studies raised concerns of bias. The De Angelis et al. [ 27 ] review was more promising, reporting that ICT can be a good way of disseminating clinical practice guidelines but conclude that it is unclear which type of ICT method is the most effective.

Audit and feedback

Sykes, McAnuff and Kolehmainen [ 29 ] examined whether audit and feedback were effective in dementia care and concluded that it remains unclear which ingredients of audit and feedback are successful as the reviewed papers illustrated large variations in the effectiveness of interventions using audit and feedback.

Non-EPOC listed strategies: social media, toolkits

There were two new (non-EPOC listed) intervention types identified in this review compared to the 2011 review — fewer than anticipated. We categorised a third — ‘care bundles’ [ 36 ] as a multi-faceted intervention due to its description in practice and a fourth — ‘Technology Enhanced Knowledge Transfer’ [ 28 ] was classified as an ICT-focused approach. The first new strategy was identified in Bhatt et al.’s [ 30 ] systematic review of the use of social media for the dissemination of clinical practice guidelines. They reported that the use of social media resulted in a significant improvement in knowledge and compliance with evidence-based guidelines compared with more traditional methods. They noted that a wide selection of different healthcare professionals and patients engaged with this type of social media and its global reach may be significant for low- and middle-income countries. This review was also noteworthy for developing a simple stepwise method for using social media for the dissemination of clinical practice guidelines. However, it is debatable whether social media can be classified as an intervention or just a different way of delivering an intervention. For example, the review discussed involving opinion leaders and patient advocates through social media. However, this was a small review that included only five studies, so further research in this new area is needed. Yamada et al. [ 31 ] draw on 39 studies to explore the application of toolkits, 18 of which had toolkits embedded within larger KT interventions, and 21 of which evaluated toolkits as standalone interventions. The individual component strategies of the toolkits were highly variable though the authors suggest that they align most closely with educational strategies. The authors conclude that toolkits as either standalone strategies or as part of MFIs hold some promise for facilitating evidence use in practice but caution that the quality of many of the primary studies included is considered weak limiting these findings.

Multi-faceted interventions

The majority of the systematic reviews ( n  = 20) reported on more than one intervention type. Some of these systematic reviews focus exclusively on multi-faceted interventions, whilst others compare different single or combined interventions aimed at achieving similar outcomes in particular settings. While these two approaches are often described in a similar way, they are actually quite distinct from each other as the former report how multiple strategies may be strategically combined in pursuance of an agreed goal, whilst the latter report how different strategies may be incidentally used in sometimes contrasting settings in the pursuance of similar goals. Ariyo et al. [ 35 ] helpfully summarise five key elements often found in effective MFI strategies in LMICs — but which may also be transferrable to HICs. First, effective MFIs encourage a multi-disciplinary approach acknowledging the roles played by different professional groups to collectively incorporate evidence-informed practice. Second, they utilise leadership drawing on a wide set of clinical and non-clinical actors including managers and even government officials. Third, multiple types of educational practices are utilised — including input from patients as stakeholders in some cases. Fourth, protocols, checklists and bundles are used — most effectively when local ownership is encouraged. Finally, most MFIs included an emphasis on monitoring and evaluation [ 35 ]. In contrast, other studies offer little information about the nature of the different MFI components of included studies which makes it difficult to extrapolate much learning from them in relation to why or how MFIs might affect practice (e.g. [ 28 , 38 ]). Ultimately, context matters, which some review authors argue makes it difficult to say with real certainty whether single or MFI strategies are superior (e.g. [ 21 , 27 ]). Taking all the systematic reviews together we may conclude that MFIs appear to be more likely to generate positive results than single interventions (e.g. [ 34 , 45 ]) though other reviews should make us cautious (e.g. [ 32 , 43 ]).

While multi-faceted interventions still seem to be more effective than single-strategy interventions, there were important distinctions between how the results of reviews of MFIs are interpreted in this review as compared to the previous reviews [ 8 , 9 ], reflecting greater nuance and debate in the literature. This was particularly noticeable where the effectiveness of MFIs was compared to single strategies, reflecting developments widely discussed in previous studies [ 10 ]. We found that most systematic reviews are bounded by their clinical, professional, spatial, system, or setting criteria and often seek to draw out implications for the implementation of evidence in their areas of specific interest (such as nursing or acute care). Frequently this means combining all relevant studies to explore the respective foci of each systematic review. Therefore, most reviews we categorised as MFIs actually include highly variable numbers and combinations of intervention strategies and highly heterogeneous original study designs. This makes statistical analyses of the type used by Squires et al. [ 10 ] on the three reviews in their paper not possible. Further, it also makes extrapolating findings and commenting on broad themes complex and difficult. This may suggest that future research should shift its focus from merely examining ‘what works’ to ‘what works where and what works for whom’ — perhaps pointing to the value of realist approaches to these complex review topics [ 48 , 49 ] and other more theory-informed approaches [ 50 ].

Some reviews have a relatively small number of studies (i.e. fewer than 10) and the authors are often understandably reluctant to engage with wider debates about the implications of their findings. Other larger studies do engage in deeper discussions about internal comparisons of findings across included studies and also contextualise these in wider debates. Some of the most informative studies (e.g. [ 35 , 40 ]) move beyond EPOC categories and contextualise MFIs within wider systems thinking and implementation theory. This distinction between MFIs and single interventions can actually be very useful as it offers lessons about the contexts in which individual interventions might have bounded effectiveness (i.e. educational interventions for individual change). Taken as a whole, this may also then help in terms of how and when to conjoin single interventions into effective MFIs.

In the two previous reviews, a consistent finding was that MFIs were more effective than single interventions [ 8 , 9 ]. However, like Squires et al. [ 10 ] this overview is more equivocal on this important issue. There are four points which may help account for the differences in findings in this regard. Firstly, the diversity of the systematic reviews in terms of clinical topic or setting is an important factor. Secondly, there is heterogeneity of the studies within the included systematic reviews themselves. Thirdly, there is a lack of consistency with regards to the definition and strategies included within of MFIs. Finally, there are epistemological differences across the papers and the reviews. This means that the results that are presented depend on the methods used to measure, report, and synthesise them. For instance, some reviews highlight that education strategies can be useful to improve provider understanding — but without wider organisational or system-level change, they may struggle to deliver sustained transformation [ 19 , 44 ].

It is also worth highlighting the importance of the theory of change underlying the different interventions. Where authors of the systematic reviews draw on theory, there is space to discuss/explain findings. We note a distinction between theoretical and atheoretical systematic review discussion sections. Atheoretical reviews tend to present acontextual findings (for instance, one study found very positive results for one intervention, and this gets highlighted in the abstract) whilst theoretically informed reviews attempt to contextualise and explain patterns within the included studies. Theory-informed systematic reviews seem more likely to offer more profound and useful insights (see [ 19 , 35 , 40 , 43 , 45 ]). We find that the most insightful systematic reviews of MFIs engage in theoretical generalisation — they attempt to go beyond the data of individual studies and discuss the wider implications of the findings of the studies within their reviews drawing on implementation theory. At the same time, they highlight the active role of context and the wider relational and system-wide issues linked to implementation. It is these types of investigations that can help providers further develop evidence-based practice.

This overview has identified a small, but insightful set of papers that interrogate and help theorise why, how, for whom, and in which circumstances it might be the case that MFIs are superior (see [ 19 , 35 , 40 ] once more). At the level of this overview — and in most of the systematic reviews included — it appears to be the case that MFIs struggle with the question of attribution. In addition, there are other important elements that are often unmeasured, or unreported (e.g. costs of the intervention — see [ 40 ]). Finally, the stronger systematic reviews [ 19 , 35 , 40 , 43 , 45 ] engage with systems issues, human agency and context [ 18 ] in a way that was not evident in the systematic reviews identified in the previous reviews [ 8 , 9 ]. The earlier reviews lacked any theory of change that might explain why MFIs might be more effective than single ones — whereas now some systematic reviews do this, which enables them to conclude that sometimes single interventions can still be more effective.

As Nilsen et al. ([ 6 ] p. 7) note ‘Study findings concerning the effectiveness of various approaches are continuously synthesized and assembled in systematic reviews’. We may have gone as far as we can in understanding the implementation of evidence through systematic reviews of single and multi-faceted interventions and the next step would be to conduct more research exploring the complex and situated nature of evidence used in clinical practice and by particular professional groups. This would further build on the nuanced discussion and conclusion sections in a subset of the papers we reviewed. This might also support the field to move away from isolating individual implementation strategies [ 6 ] to explore the complex processes involving a range of actors with differing capacities [ 51 ] working in diverse organisational cultures. Taxonomies of implementation strategies do not fully account for the complex process of implementation, which involves a range of different actors with different capacities and skills across multiple system levels. There is plenty of work to build on, particularly in the social sciences, which currently sits at the margins of debates about evidence implementation (see for example, Normalisation Process Theory [ 52 ]).

There are several changes that we have identified in this overview of systematic reviews in comparison to the review we published in 2011 [ 8 ]. A consistent and welcome finding is that the overall quality of the systematic reviews themselves appears to have improved between the two reviews, although this is not reflected upon in the papers. This is exhibited through better, clearer reporting mechanisms in relation to the mechanics of the reviews, alongside a greater attention to, and deeper description of, how potential biases in included papers are discussed. Additionally, there is an increased, but still limited, inclusion of original studies conducted in low- and middle-income countries as opposed to just high-income countries. Importantly, we found that many of these systematic reviews are attuned to, and comment upon the contextual distinctions of pursuing evidence-informed interventions in health care settings in different economic settings. Furthermore, systematic reviews included in this updated article cover a wider set of clinical specialities (both within and beyond hospital settings) and have a focus on a wider set of healthcare professions — discussing both similarities, differences and inter-professional challenges faced therein, compared to the earlier reviews. These wider ranges of studies highlight that a particular intervention or group of interventions may work well for one professional group but be ineffective for another. This diversity of study settings allows us to consider the important role context (in its many forms) plays on implementing evidence into practice. Examining the complex and varied context of health care will help us address what Nilsen et al. ([ 6 ] p. 1) described as, ‘society’s health problems [that] require research-based knowledge acted on by healthcare practitioners together with implementation of political measures from governmental agencies’. This will help us shift implementation science to move, ‘beyond a success or failure perspective towards improved analysis of variables that could explain the impact of the implementation process’ ([ 6 ] p. 2).

This review brings together 32 papers considering individual and multi-faceted interventions designed to support the use of evidence in clinical practice. The majority of reviews report strategies achieving small impacts (normally on processes of care). There is much less evidence that these strategies have shifted patient outcomes. Combined with the two previous reviews, 86 systematic reviews of strategies to increase the implementation of research into clinical practice have been conducted. As a whole, this substantial body of knowledge struggles to tell us more about the use of individual and MFIs than: ‘it depends’. To really move forwards in addressing the gap between research evidence and practice, we may need to shift the emphasis away from isolating individual and multi-faceted interventions to better understanding and building more situated, relational and organisational capability to support the use of research in clinical practice. This will involve drawing on a wider range of perspectives, especially from the social, economic, political and behavioural sciences in primary studies and diversifying the types of synthesis undertaken to include approaches such as realist synthesis which facilitate exploration of the context in which strategies are employed. Harvey et al. [ 53 ] suggest that when context is likely to be critical to implementation success there are a range of primary research approaches (participatory research, realist evaluation, developmental evaluation, ethnography, quality/ rapid cycle improvement) that are likely to be appropriate and insightful. While these approaches often form part of implementation studies in the form of process evaluations, they are usually relatively small scale in relation to implementation research as a whole. As a result, the findings often do not make it into the subsequent systematic reviews. This review provides further evidence that we need to bring qualitative approaches in from the periphery to play a central role in many implementation studies and subsequent evidence syntheses. It would be helpful for systematic reviews, at the very least, to include more detail about the interventions and their implementation in terms of how and why they worked.

Availability of data and materials

The datasets used and/or analysed during the current study are available from the corresponding author on reasonable request.

Abbreviations

Before and after study

Controlled clinical trial

Effective Practice and Organisation of Care

High-income countries

Information and Communications Technology

Interrupted time series

Knowledge translation

Low- and middle-income countries

Randomised controlled trial

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Acknowledgements

The authors would like to thank Professor Kathryn Oliver for her support in the planning the review, Professor Steve Hanney for reading and commenting on the final manuscript and the staff at LSHTM library for their support in planning and conducting the literature search.

This study was supported by LSHTM’s Research England QR strategic priorities funding allocation and the National Institute for Health and Care Research (NIHR) Applied Research Collaboration South London (NIHR ARC South London) at King’s College Hospital NHS Foundation Trust. Grant number NIHR200152. The views expressed are those of the author(s) and not necessarily those of the NIHR, the Department of Health and Social Care or Research England.

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Boaz, A., Baeza, J., Fraser, A. et al. ‘It depends’: what 86 systematic reviews tell us about what strategies to use to support the use of research in clinical practice. Implementation Sci 19 , 15 (2024). https://doi.org/10.1186/s13012-024-01337-z

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    This guide provides an introduction to resources that support research in film and media studies, primarily through a humanities lens. It includes links and tools for articles, books, films, dissertations, and more! ... Film International focuses on longer essays with in-depth-analysis, but it also features interviews, festival reports and an ...

  14. 217 Film Research Paper Topics & Ideas

    10 min read Wr1ter team 18 January 2024 last updated Film research paper topics provide a rich, multifaceted canvas for critical analysis. One can explore genre theory and its evolution, scrutinizing the symbiotic relationship between society and film genres, such as sci-fi, horror, or romance.

  15. cfp

    Film Studies has also examined the relationship between film and society, by contemplating issues such as race and gender, the on- and off-screen construction of stardom, the association between cinema, ideology and propaganda, and the way in which films mirror and shape national and transnational identities.

  16. Film and Media Studies Research Papers

    Film and Media Studies Research Papers - Academia.edu. Academia.edu no longer supports Internet Explorer. To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to. We're Hiring! Help Center. View Film and Media Studies Research Papers on Academia.edu for free.

  17. Film Studies Theses

    When the place speaks : an analysis of the use of venues and locations in the international film festival circuit . Li, Peize (2023-11-30) - Thesis. This thesis examines how film festival venues participate in shaping broader film cultures. It proposes an approach to studying film festivals that is founded on looking at their physical spaces ...

  18. 90 Popular Film Research Paper Topics to Inspire You

    Updated 14 Feb 2024 The most challenging part of writing a research paper might be picking the right topic. Choosing one that's interesting, compelling, and thought-provoking is critical for engaging the reader and showcasing your knowledge.

  19. 150 Amazing Film Research Paper Topics for Students

    In film studies, there are plenty of film research paper topics available. Out of those topics, you will have to identify a good topic for your assignment. The topic selection becomes easier if your professor gives a set of ideas or themes for you to choose from. Sometimes, your professor will ask you to create your own idea for research.

  20. Impact of Films: Changes in Young People's Attitudes after Watching a

    1. Introduction With the development of information technology, a person's immersion in the field of mass media is steadily increasing. A significant portion of consumed media products is occupied by cinema.

  21. 174 Film Research Paper Topics

    Research the film industry in India. The growing popularity of television. Discuss the most important aspects of film theory. The drawbacks of silent movies. Cameras used in 1950s movies. The most important cinema movie of the 1900s. Research the montage of movies in the 1970s. The inception of film criticism.

  22. A film studies approach in architectural research:

    Architecture and film studies are interrelated disciplines, and architects can take advantage of existent commercial, dramatic, comedic or documentary films for inspiration and historical research. As examples of how existent films can be utilized innovatively in architectural research, this paper critically examines three contemporary Iranian films: "Ten" (2002), a realist docudrama ...

  23. Research: WR 151

    Student's Guide to Writing College Papers. Turabian 's popular guide, the team behind Chicago's widely respected The Craft of Research has reconceived and renewed this classic for today's generation. Designed for less advanced writers than Turabian 's Manual of Writers of Research Papers, Theses, and Dissertations, Seventh Edition, Gregory G. Colomb and Joseph M. Williams here introduce ...

  24. Producing/The Film Industry

    Center for Research & Study The Center gathers three scholarly departments at Tisch whose main focus lies on the creation of theory, historical research, and critical and social analysis in areas relevant to art making: Art & Public Policy, Cinema Studies, and Performance Studies.

  25. Harvard's Black Film Project will spotlight Black history and culture

    The three fellows will make use of Harvard's extensive research and filmmaking resources through joint appointments in its department of Art, Film, and Visual Studies and Film Studies Center.

  26. Stanford Medicine study identifies distinct brain organization patterns

    A new study by Stanford Medicine investigators unveils a new artificial intelligence model that was more than 90% successful at determining whether scans of brain activity came from a woman or a man.. The findings, published Feb. 20 in the Proceedings of the National Academy of Sciences, help resolve a long-term controversy about whether reliable sex differences exist in the human brain and ...

  27. The abortion pill case on its way to the Supreme Court cites a

    Sage, the publisher of the journal, retracted the study on Monday along with two other papers, explaining in a statement that "expert reviewers found that the studies demonstrate a lack of ...

  28. A Columbia Surgeon's Study Was Pulled. He Kept Publishing Flawed Data

    Over time, relatively minor image copies in papers by Dr. Yoon gave way to more serious discrepancies in studies he collaborated on with Changhwan Yoon, Dr. David said. The pair, who are not ...

  29. 'It depends': what 86 systematic reviews tell us about what strategies

    To identify potentially relevant peer-reviewed research papers, we developed a comprehensive systematic literature search strategy based on the terms used in the Grimshaw et al. ... However, this was a small review that included only five studies, so further research in this new area is needed. Yamada et al. draw on 39 studies to explore the ...