Examines the relationship between agressive attitudes and violence on television, concluding that there is a positive correlation. (RB)

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)

Assesses the prevalence and context of violence in prime-time television programming using a random, representative sample. Shows that, regardless of the time of day, viewers are likely to encounter violence in roughly 2 out of 3 programs. Identifies specific channel types and genres that feature potentially harmful depictions of violence during…

This paper outlines the use of confirmatory factor analytic techniques to assess the reliability of television program checklists as indicators of television exposure, to estimate the stability of television exposure over time, and to detect patterns of television content preference. A causal model incorporating these three properties was…

This report, the third in a series of six reports on television advertising and children, describes a study designed to determine how the massive exposure to television affects children's language development. A total of 153 children in grades K-6 were interviewed about the entertainment, informational, and advertising content of 24 programs…

Videotapes of elementary school children watching a standard 15-minute television presentation were analyzed for attention to television, viewing patterns, and alternate activities. Recognition memory of auditory and visual content of the commercials and of the products was tested. Children's behavior during the program and during the commercials…

Describes the adaptation and testing of a curriculum designed to mediate the effects of television. Curriculum included lessons on special effects, violence, commercials, audio and video aspects. Results of the testing indicate that children in kindergarten through second grade made significant gains in their knowledge of how television works. (PD)

Investigates the nature and extent of violence contained in television programming that targets children aged 12 and younger. Notes that the violence itself is just as likely to be glamorized in children's as in nonchildren's shows, but it is even more sanitized and more likely to be trivialized. Documents five subgenres of children's programming…

Explores the possibility that "make-believe" violence on television affects children less than "real" violence, concluding that children's perceptions of violence differ from those of adults. (RB)

A sample of 422 students from grades three through eight in Vermillion, South Dakota, schools completed a questionnaire about their television-viewing habits, including a day-by-day record of the amount of television viewed over a two-week period. Analysis of results indicated that the school population had an average of two television sets per…

Concludes that first-, third-, and fifth-grade students' beliefs about whether television characters were representative of real-life people related to their mothers' statements. (FL)

Explores how children's preschool television watching experiences relate to their academic success and social integration in the first grade. (PD)

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)