Television and behavior: Research conclusions of the 1982 NIMH report and their policy implications.

Research on TV and behavior in the 1970's has recently been reviewed and evaluated in a 2-volume report from the National Institute of Mental Health (NIMH). The most widely publicized conclusion of the report was that violence on TV does lead to aggressive behavior by children. The TV networks' response to this conclusion has been one of denial. Research also documented that young children are often unable to relate a series of complex actions to their final consequence. Another area in the cognitive and affective aspects of TV concerns the effects of TV viewing on child development and on academic achievement. Findings suggest a need for increased emphasis on teaching children critical TV viewing skills. TV also has the potential to affect social beliefs and behaviors, such as beliefs about sex roles, minorities, prosocial behavior, and products advertised on TV. The impact of TV on social relations, especially familial relations, and on health is also addressed. The NIMH report demonstrates a need to see TV viewing as a continuing form of informal education. What is needed is more creativity on the part of the industry and more discrimination on the part of the viewer. The teaching of critical viewing skills and parental interest in what children watch are especially important. (2 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reading comprehension: Developmental processes, individual differences, and interventions.

Research on the typical development of reading comprehension, individual differences in comprehension, and reading comprehension interventions is less common than research on word reading. The authors present an overview of research on the development of reading comprehension skills and sources of individual differences in comprehension with reference to cognitive models of comprehension. Methodological issues particular to developmental and individual difference research on comprehension are also described. The article ends with a selective review of research programmes that illustrate effective comprehension interventions for typically developing children and for children who struggle to understand what they read. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Hope theory, measurements, and applications to school psychology.

The tenets of a cognitive, motivational model called hope theory (Snyder et al., 1991) are reviewed, along with the two accompanying instruments for measuring hope in children and adolescents. More than a decade of research on hope theory as it relates to students, teachers, and schools is summarized. Likewise, the applications of hope theory for school psychologists are reviewed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Relations of television viewing and reading: Findings from a 4-year longitudinal study.

This longitudinal study explored the long-term effects of television viewing on the development of children's reading competencies. Among 2 cohorts of German children (N? = 165, N? = 167), measures of television viewing were collected over 4 years, and tests of reading speed and reading comprehension were administered annually. As a main result, TV genre (educational vs. entertainment programs) produced different effects. Whereas educational program viewing was positively correlated with reading achievement, relations between entertainment program viewing and reading performance were generally negative. Children who were classified as heavy viewers (average viewing time per day = 117 min) showed lower progress in reading over time as compared to medium and light viewers (average viewing times per day 69 and 35 min, respectively). Partial support was found only for 1 of the 3 tested causal mechanisms, namely television-induced reduction in leisure-time book reading. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology, public affairs, and public policy: A strategy and review.

Discusses psychology and public image problems in relation to public policy and public affairs. The American Psychological Association's (APA) strategy, past and present efforts, effectiveness, and suggestions for future directions are reviewed. Public policy issues for the APA involve the appropriate corporate role in commitment to a process of establishing, maintaining, and expanding a credible public presence regarding the field. Members of the field cannot expect to play a constructive role in policy development if people are misinformed about psychology and psychologists. Suggestions for future APA strategies include surveying members' opinions on a routine basis; focused, topic-specific projects with radio and TV; more frequent task reports on specific issues; increased efforts to educate writers and members of the media; and the establishment of liaison committees or joint task forces with other professional groups. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Intervening variables in the TV violence–aggression relation: Evidence from two countries.

758 children in the US and 220 children in Finland were interviewed and tested in each of 3 yrs in an overlapping longitudinal design covering Grades 1–5. Parents of 591 US Ss and 193 Finnish Ss were also interviewed. For girls in the US and boys in both countries, TV violence viewing was significantly related to concurrent aggression and significantly predicted future changes in aggression. The strength of the relation depended as much on the frequency with which violence was viewed as on the extent of the violence. For boys, the effect was exacerbated by the degree to which the boy identified with TV characters. Path analyses suggested a bidirectional causal effect in which violence viewing engendered aggression, and aggression engendered violence viewing. No evidence was found that those Ss predisposed to aggression or those with aggressive parents were affected more by TV violence. However, a number of other variables (e.g., strong identification with aggressive characters) were correlates of aggression and violence viewing. A multiprocess model in which violence viewing and aggression affect each other and, in turn, are stimulated by related variables is used to explain the findings. (74 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

How young children spend their time: Television and other activities.

Time-use diaries were collected over a 3-year period for 2 cohorts of 2- and 4-year-old children. TV viewing declined with age. Time spent in reading and educational activities increased with age on weekdays but declined on weekends. Time-use patterns were sex-stereotyped, and sex differences increased with age. As individuals' time in educational activities, social interaction, and video games increased, their time watching entertainment TV declined, but time spent playing covaried positively with entertainment TV. Educational TV viewing was not related to time spent in non-TV activities. Maternal education and home environment quality predicted frequent viewing of educational TV programs and infrequent viewing of entertainment TV. The results do not support a simple displacement hypothesis; the relations of TV viewing to other activities depend on the program content, the nature of the competing activity, and the environmental context. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Overview of psychopharmacology in children and adolescents.

Provides a basic rationale for the involvement of school psychologists in many aspects of psychopharmacology with children, such as the identification of children who may benefit from medication and the systematic monitoring of the efficacy and side effects of various psychotropic drugs. A case is also made for the active participation of school psychologists in research programs involving various psychotropic agents, particularly those that affect learning and cognition. The classification of commonly used psychotropics and their indications are presented, as are issues associated with the medication of school children, including patient education, compliance, and multimodal or adjunctive therapies. Studies regarding attitudes and beliefs about medication held by parents, teachers, and children are reviewed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evaluation of child witnesses for confrontation by criminal defendants.

States have passed legislation governing the procedures by which children may testify in cases of child abuse. In Maryland v. Craig (1990), the US Supreme Court reviewed the constitutionality of these procedures. As a result, psychologists may be asked to perform evaluations regarding the potential trauma a child faces in confronting a defendant in a criminal case. Specifically, opinions of psychologists may be sought as to the potential trauma a child may endure as a result of a face-to-face confrontation with a defendant. Research relevant to this assessment is reviewed, and it is suggested that psychologists may be of most help in preparing children to testify. Careful attention should be given to ethical and legal issues, and psychologists should be careful not to overstep the limits of their expertise. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Influence of TV on daydreaming and creative imagination: A review of research.

The research literature is reviewed on the influence of TV on daydreaming and creative imagination. The hypotheses proposed to explain why TV might influence children's and adults' daydreaming and creative imagination positively (stimulation hypothesis) or negatively (reduction hypothesis) are discussed. The hypotheses that propose that existing daydreaming patterns result in changes in viewing behavior are also discussed. The weight of the available evidence favors the hypotheses that TV viewing stimulates daydreaming and reduces creative imagination, although decisive evidence of a causal relationship is lacking. The assumptions that underlie the hypotheses about TV's relationship to daydreaming and creative imagination are analyzed, and whether these assumptions have been supported by research is established. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A matter of form: Potentials of television for young viewers.

Reviews research on the formal features of TV and how they affect children's cognitive and social competence. Formal features include action, pace, visual techniques (such as zooms, cuts, and special effects), and auditory features (such as music, dialog, and sound effects). Commercial programs made for children, especially cartoons, contain high levels of perceptually salient features (high action, rapid pace, and high rates of visual and auditory features). Educational programs use some of the techniques of commercial TV but include more language and other features that may encourage thoughtful processing. Children's attention to television is guided by formal features. They attend to animation, child voices, humorous segments, and high action. Formal features function as guides to the structure and types of content in a program; they are learned as the syntax and the mode of representing information. Children use TV forms in active cognitive processing of content. Judicious use of formal features by producers (e.g., for segmenting content, signifying the category of content to be presented) can aid children's comprehension of content messages. Investigations of the possible arousing effects of high action and rapid pace on social behavior have produced mixed results. (44 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Television policy research and the social science community: An industry perspective.

Describes the activities of the Developmental and Social Research Unit at the American Broadcasting Companies. This unit consists of social scientists and other researchers, including psychologists and sociologists. They are responsible for (1) monitoring social trends in society, (2) conducting primary research to assess the impact of TV, (3) evaluating current research on the effects of TV and providing this information to management, and (4) serving as a liaison to the academic community. The author suggests that industry executives often find research results too theoretical for practical application. Suggestions are offered to academic researchers desiring to have their recommendations considered by the TV industry: (1) Emphasize unique research skills and capabilities not available in the industry; (2) develop innovative research techniques and methodologies; (3) use heterogeneous samples; (4) explore the industry's research needs; and (5) disseminate research findings as quickly as possible. (2 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's comprehension of family role portrayals in televised dramas: Effects of socioeconomic status, ethnicity, and age.

578 middle and lower socioeconomic status (SES), Black and White children in Grades 2, 5, and 8 participated in 2 fully-crossed replications of the same design. They viewed 1 of 2 edited television dramas that portrayed either a White middle-class family (Study 1) or a Black working-class family (Study 2) in similar conflict resolution situations. Ss' comprehension of central (plot-essential) and peripheral content and their inferences about actors' emotions and causes of action were assessed. Memory for content was age-related in both studies. However, in Study 1, middle-SES 2nd graders viewing the middle-class family show scored higher than lower-SES 2nd graders. In Study 2 lower-SES 2nd graders who viewed the working-class family show achieved higher scores than their middle-class counterparts. There were no SES effects among 5th- and 8th-grade participants and no consistent effects of ethnicity at any age. Additional analyses indicated that congruence between televised characters and settings and viewers' own experiences, as indicated by SES, facilitated 2nd graders' processing of program content. Implications of age-related processing skills for social effects of TV are discussed. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of television violence on aggressiveness.

A review of field studies on the possible relation of exposure to TV violence to subsequent aggressive behaviors indicates that such studies have produced mixed results and that there is little evidence of causality. Correlational research has established a small but significant association between viewing TV violence and aggressiveness, but evidence for a causal relationship is again minimal. There is no substantial evidence for a cumulative effect of TV viewing, nor has it been demonstrated that the effect of TV viewing depends on a crucial period or is delayed. In addition, correlations between viewing violence on TV and aggression do not consistently increase with age. It is concluded that although exposure to and preference for violent programming on TV is correlated with aggressive behavior, there is no evidence that viewing violence in natural settings causes an increase in subsequent aggressiveness. (48 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Adolescent development and public policy.

Emphasis by psychologists on the importance of early experience led policy makers in the 1960's and 1970's to concentrate public resources on compensatory educational programs for young, disadvantaged children. Research on the reversibility of early cognitive deficits and on the remediation of poor school achievement suggests that an expanded national investment in developing the cognitive competence of adolescents and young adults is warranted. Public policy should encourage schools, youth-serving agencies, business and industry, and the military to provide educational programs that stress general problem-solving abilities and basic academic skills alone. Demographic observations underscore the importance of such a policy for the strength of the nation. (3 p ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Rigid and non-rigid kinetic depth effect with rotating discrete helices

To determine any difference of TV viewing attitude between normal and hearing-loss children, 14 normal and 8 sensory impaired infants/toddlers were observed separately in a playroom with a TV set showing a 12-min videotape. All children enjoyed TV and showed clear differences in TV viewing behavior between hearing-loss and auditory normal children. At the beginning of their favorite programs or changes in programs, normal infants/toddlers were quickly aware of the TV sound and turned toward the TV set, where as hearing-loss children remained unaware. Our observation proved the intact hearing of two clients who had not responded to regular infant auditory tests. Moreover, we surveyed 65 hearing-loss children. Only 21% of them began to watch TV at 0 year of age, 50% at 1 year. They did it apparently later than normal infants who began to watch TV mostly before 1 year of age in the Japanese general population. From fitting with a hearing aid, however, most of them began to enjoy TV, watch it longer, have their favorite programs (music, songs, etc.) and turn to face the TV whenever a favorite program began. This suggests hearing acuity is important to enjoy TV. Since TV is already familiar and attractive to most any children, it is a useful and sensitive tool for early detection of hearing-loss children at 6-18 months of age.     

Aren't We Forgetting Something?--A Note on Psychology Via TV.

The appearance of psychologists before the TV cameras to bring psychology more realistically to the public is encouraging. The public has certainly deserved a less dramatized, less spectacular version of the work done by psychologists than that presented by newspapers and other popular publications. It is good to note also, in the data reported by Stromberg (Amer. Psychologist, 1952, 7, 507-509) and by Husband (Amer. Psychologist, 1954, 9, 181-183), that the quality of this TV instruction is such that students taught by this means seem to get at least as much factual information as do those who sit in on conventional lectures. But the reports of these TV experiments leave this writer cold. In being concerned only with the transmission of facts, these reports describe an educational technique which seems rather barren, The technique described recalls to mind the image of the children in Aldous Huxley's Brave New World receiving their sterile education via standardized recorded lectures. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's understanding of adoption: Developmental and clinical implications.

Because adopted children are overrepresented in mental health settings, their parents often consult psychologists to help them understand and manage some of the unique developmental and childrearing challenges they commonly face. One of the most frequent issues raised by these parents is talking with their children about adoption. This article provides a developmental framework for helping psychologists understand the way children comprehend adoption and the implications of their adoption knowledge for psychological adjustment. It also provides psychologists with useful guidelines for supporting parents to meet the challenges of discussing adoption with their children. (PsycINFO Database Record (c) 2011 APA, all rights reserved)