A study investigated the learning impact of audio, visual, and audiovisual information channels in televised messages among preschool children. The messages consisted of a half-hour videotape of "Sesame Street" episodes (presented to 48 subjects), and a videotape of an intact "Mister Roger's Neighborhood" program (presented to 50 subjects). Subjects viewed the videotapes alone in a room that simulated natural viewing conditions, with comfortable furniture, indirect lighting, and the presence of toys and books as alternative activities to viewing. During the program, subjects were observed through a one-way window. Immediately after the tapes ended, the experimenter administered a learning questionnaire, which was broken down in terms of the mode by which the information necessary to answer the question was presented. Each subject viewed all conditions and responded to three separate sets of questions, dealing with information presented on the audio track, the visual track, and both tracks congruently. Results of the questionnaire indicated that audiovisual messages and visual messages were recollected significantly better than audio ones. There were no differences between audiovisual and visual messages, however. The results supported a theory regarding the visual nature of children's cognitive processing abilities, and questioned the necessity of providing verbal labels for visual informmation (HTH)