DEVEL EFFECTS OF TV ON CHILDREN'S BEHAV & CAPABILITIES

拟议的研究有两个主要目的：(A)确定 儿童早期看电视的发展连续性和变化， 以及(B)调查这些模式与家庭的关系 环境影响以及对儿童认知技能和社交能力的影响 行为。这台电视机比学校早了4到5年 作为一名社交代理人和幼儿教师。它的设立是作为 学习媒体以类似的领先优势领先于印刷媒体。还没有 对学龄前儿童开始使用的过程知之甚少 电视。该计划是对大量纵向数据进行分析 3-5岁和5-7岁儿童观看家庭电视。二 1976年和1978年，每组约有160名儿童参加。每个人 一家人把家里所有看电视的情况都记在日记里，供所有家庭成员使用 每六个月一周(两年五次)。主题 保留率为85%或更高，磨损效应似乎可以忽略不计。 家庭生活在科罗拉多州的托皮卡，代表着广泛的社会经济。父级 对儿童的访谈和个别测试都是在之前和 在看了两年的日记之后。虽然全电视 将考察观看情况，儿童对特定类别的观看 节目(如动画片、教育节目)是大多数 有计划的分析。 第一个主要目标将通过检查以下内容的观看数据来实现 在节目类别内观看的发展模式，以确保稳定性 随着时间的推移，以及观看一种节目类型的发展进程 给另一个人。第二个主要目标是对家庭进行分析 环境特征对儿童心理健康的预测和相关作用 查看模式。孩子们的观看历史将被依次检查 作为他们(A)认知技能和能力的预测者(例如， 词汇)，(B)电视形式和格式的隐含知识(例如， 虚构与真实内容的线索)，(C)电视的实际处理 (例如，注意和理解)，以及(D)社会行为(例如， 攻击和亲社会行为)。生成的关于以下内容的信息 对电视感性属性的满足与上瘾，很可能 儿童最早观看习惯的前驱因素，家庭相关因素 在认知和社会发展方面具有重要意义的结果 对精神健康和随后的发展的重要影响 年幼的孩子。

The proposed research has two major purposes: (a) to identify patterns of developmental continuity and change in children's early television viewing, and (b) to investigate how those patterns are related to family environmental influences and to children's cognitive skills and social behavior. The television set has a 4- or 5-year head start on the schools as a socializing agent and teacher of young children. Its establishment as a medium of learning precedes that of print media by a similar lead. Yet little is known about the processes by which preschool children come to use television. The proposal is to analyze a large set of longitudinal data on home TV viewing of children from 3 - 5, and from 5 - 7 years old. Two cohorts (1976 and 1978) of about 160 children each participated. Each family kept a diary of all TV viewing in the home for all family members for one week every six months (five waves during two years). Subject retention is 85% or better and attrition effects appear negligible. Families live in Topeka, KS and represent a wide range of SES. Parent interviews and individual tests of children were collected both before and after the two-year period of viewing diaries. Although total television viewing will be examined, children's viewing of particular categories of programs (e.g., cartoons, educational shows) is the focus of most of the planned analyses. The first major objective will be pursued by examining the viewing data for developmental patterns of viewing within program categories, for stability over time, and for developmental progressions from viewing one program type to another. The second major objective will entail analyses of family environmental characteristics as predictors and correlates of children's viewing patterns. Children's viewing histories will, in turn, be examined as predictors of their (a) cognitive skills and competencies (e.g., vocabulary), (b) implicit knowledge of television forms and formats (e.g., cues for fictional vs. real content), (c) actual processing of television (e.g., atention and comprehension), and (d) social behavior (e.g., aggression and prosocial behavior). The information generated about satiation vs. addiction to TV's perceptual attributes, the likely antecedents of children's earliest viewing habits, family correlates of viewing, and developmentally significant cognitive and social outcomes have important implications for the mental health and subsequent development of young children.