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Background and overview; Television and reading skills; Television and cognivite development; Television and other leisure activities; Television-viewing patterns and use of other media; Television and sex-role attitudes; Television and children's aggressive behavior; Television and adults: thinking, personality, and attitudes; Summary. conclusions, and implications.
This book reports findings from a major, multidisciplinary study of the impact of broadcast television on the remote island community of St. Helena in the South Atlantic Ocean. Broadcast television was introduced to the island for the first time in March 1995. This introduction represented a major event on the island, whose only televisual experience had been through video. In the years leading up to the introduction of TV, the researchers who wrote this book collected data by observing the island's young children in classroom settings, and during free-play. In addition to these observations they asked the children's teachers to rate their students' behavior, and invited the children to explain to them what leisure time activities they engaged in. With the data they were able to amass on these key variables they have assembled and coded the results into baseline measures central to the study. Once TV had arrived, they collected data annually on the key dependent measures to determine if the introduction of broadcast TV had any discernible influence on the behavior of the children.
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Both provocative and controversial, Tuning In to Young Viewers focuses on a key area of media studies. Today, issues such as violence on television and children′s dependence on television are continually debated. This volume provides a much-needed overview of the crucial topics concerning the uses and effects of television. Designed both in style and organization as an upper-level text for courses in communication and psychology, it is written by scholars well-known to both fields and particularly recognized for their work related to media influences. Topics include diversity on television, television dependence and its diagnosis and prevention, television and the socialization of young children, children′s fear, and other indirect effects of television. For researchers and professionals interested in the effects of television, this book delves into the important topics related to television viewing. The extensive analysis provided makes this text a necessity for courses in media, communication, developmental psychology, sociology, and popular culture.
At its best, educational television can provide children with enormous opportunities and can serve as a window to new experiences, enrich academic knowledge, enhance attitudes and motivation, and nurture social skills. This volume documents the impact of educational television in a variety of subject areas and proposes mechanisms to explain its effects. Drawing from a wide variety of research spanning several disciplines, author Shalom M. Fisch analyzes the literature on the impact of educational resources. He focuses on television programs designed for children rather than for adults, although adult literature is included when it is particularly relevant. In addition, much of the discussion concerns the effects of unaided viewing by children, rather than viewing in the context of adult-led follow-up activities. The role of parent-child co-viewing and issues relevant to the use of television in school or child care also receives consideration. This volume is intended to make the disparate literature on educational television's impact more accessible, by bringing it together into a centralized resource. To that end, the volume draws together empirical data on the impact of educational television programs--both academic and prosocial--on children's knowledge, skills, attitudes, and behavior. In addition to its emphasis on positive effects, this volume addresses a gap in the existing research literature regarding children's learning from exposure to educational television. Acknowledging that little theoretical work has been done to explain why or how these effects occur, Fisch takes a step toward correcting this situation by proposing theoretical models to explore aspects of the mental processing that underlies children's learning from educational television. With its unique perspective on children's educational television and comprehensive approach to studying the topic, this volume is required reading for scholars, researchers, and students working in the area of children and television. It offers crucial insights to scholars in developmental psychology, family studies, educational psychology, and related areas.
• "TV unleashes the imagination and feeds intelligence." • "A child deprived of TV risks social isolation." • "TV dumbs you down." • "TV makes you obese." It seems that everything—and its opposite—has already been said about TV. But what is it really? How can we distinguish between the radical "No TV" of some and the supposedly entertaining virtues touted by others? Michel Desmurget, a doctor in neuroscience, has sifted through and synthesized thousands of research articles published over the last fifty years in the most rigorous international journals. The conclusion is unequivocal—we must stop watching television for good, whatever the program. All content, even that meant to teach, can never come close to any other learning method. The data is clear—television viewing is detrimental to school performance. For a child in elementary school, for example, every hour spent daily watching television increases the likelihood that he or she will one day leave the school system without any qualifications. For specialists, there is no doubt that television has a negative influence, not only on intellectual development but also on behavior. Thus, certain eating disorders (anorexia, bulimia) are related to a frantic consumption of—television programs! In short, watching television has an impact on our life expectancy. However, the harmful impact of this risk is largely underestimated, because of the large sector of the public exposed to television (more than 85% of Western households have at least one television set), and because of a debate on the subject that has become inaudible and confused. Moreover, the results of the research initiated by the big media groups on the subject remain "proprietary," i.e., closed to the general public. Believing that we is facing a real public health problem, Michel Desmurget wants to act as a responsible scientist—with a clear, concise and rigorously referenced book, the message cannot go unnoticed. Michel Desmurget is a doctor of neuropsychology. He attended several major American universities (MIT, Emory, UCSF) and is now a research director at INSERM in cognitive neuroscience. He is particularly interested in the problems of brain organization and plasticity. He is the author of the book TV Lobotomy (Max Milo, 2022), which is based in part on his personal history. Exasperated by having to constantly justify the choice not to have television at home—and to prevent his children from having access to it—and not to be seen as a sociopath in the eyes of those around him, he has done a massive job to argue his point.
Stripping away the hype, this book describes how, when, and why media violence can influence children of different ages, giving parents and teachers the power to maximize the media's benefits and minimize its harm. There are many opinions about media violence and children, but not all are supported by science. In this book, the top experts gather the latest results from 50 years of scientific study as the basis for a comprehensive, in-depth examination of the complex issues surrounding the effects of media violence of different types. Each chapter focuses on a particular issue of concern, including "hot" topics such as brain development, cyber-bullying, video games, and verbal aggression. Articles take into account factors such as economics, differences based on the ages of children, and differences between types of media violence. This book provides the information parents and those who work with families need to make the best choices. It includes chapters specifically relevant to the types of bullying schools have the most trouble identifying and controlling. Most importantly, the writing is both intelligent and accessible so that parents, educators, pediatricians, and policymakers can understand and apply the findings presented.