Concludes that television cannot do the entire job of educating children. (JH)

Updates earlier reviews of the research investigating how television viewing and reading might be related. Points out new directions in the research, focusing on research after 1980. Discusses implications for professionals in the field of reading. (SR)

Results of a study conducted with 721 fourth, sixth, and eighth graders were not supportive of the assumed role of children's perceived reality of television in determining the impact of exposure to television on children's social behavior. (GT)

Presents a model of the way children process television advertising. (Author/RL)

The portrayal of reading, writing, and other selected behaviors on prime-time network television was examined in this two-part study. First, an interest inventory was administered to a sample of 301 elementary students (i.e., grades 1-5) in South Carolina, Virginia, and Pennsylvania to determine their favorite television shows, books, and school…

Children's learning from television was studied in 343 fourth, sixth, seventh, and eighth grade students who viewed an edited version of a television program and took a posttest. It was hypothesized that children would learn more plot-relevant information (central learning material) as they moved from concrete operational to formal operational…

Discusses two studies to teach children to be more critical of commercial appeals by showing them instructional films that teach how commercials attempt to persuade. Indicates that those who view the most television gain most from the films. (JMF)

Descriptions of television's typical good and bad guys as seen by first, third, and fifth graders demonstrate that television offers a limited repertoire of good guy characteristics, and indicate important age related differences in judgments on television characters. Emphasizing relationships could provide more multidimensional information on…

The evidence in behalf of the power of parents and others to modify TV's impact is, in fact, evidence that educators have an equally great--or even greater--role to perform. (Author)

The purpose of this study was to identify the effect of television advertising on different types of children--specifically, the cognitive responses and extra-product expectations fostered by television commercials in both white and black children. The subjects, 52 middle-class white children and 30 inner-city black children ranging in age from…

Based on previous research findings and original data from school children in grades 3-6, this study examines children's perceptions of reality in television as an intervening variable between exposure to the medium and the effect of television messages. The specific focus of the current research was to isolate and identify factors which have…

Reviews studies of the relationship between television viewing and children's interest and achievement in reading; points out that the relationship is complex and that further research studies using more sophisticated measures of viewing and reading behavior need to be conducted before conclusions are made. (ET)

Assesses children's cognitive and emotional responses to negative emotions in family-formatted situation comedies. Tests children from two grade levels who viewed a sitcom that featured negative emotions. Reveals that inclusion of a humorous subplot distorted perceptions. Discusses children's social learning from television. (PA)

This study reviews the literature on the effects of television viewing on children, examines the preferences of children for television programs and commercials, and analyzes selected characteristics of these programs. A stratified sample of 1,416 students in grades 1-6 in six eastern states was polled on their viewing preferences in November of…