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 环境影响和儿童的认知技能和社会 行为 电视机在学校里有4、5年的领先优势 作为一个社会化的代理人和幼儿教师。 其设立为 学习媒体也以类似的领先优势领先于印刷媒体。 然而 我们对学龄前儿童如何使用 电视 该建议是分析大量的纵向数据， 3 - 5岁和5 - 7岁儿童的家庭电视观看情况。 两 1976年和1978年的两个队列，每个队列约有160名儿童参加。 每个 一个家庭为所有家庭成员记录了家中所有电视的观看情况 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。 家庭生活在堪萨斯州的托皮卡，代表了广泛的社会经济地位。 母 访谈和个别测试的儿童都收集了之前， 在看了两年的日记之后 虽然电视总 观看将被检查，儿童观看特定类别的 程序（例如，动画片，教育节目）是大多数人的焦点。 计划分析。 第一个主要目标将通过检查观看数据来实现， 节目类别内观看的发展模式，为了稳定 随着时间的推移，以及从观看一种节目类型 到另 第二个主要目标是分析家庭 环境特征作为儿童行为的预测因子和相关因子 查看模式。 孩子们的观看历史将反过来被检查， 作为他们（a）认知技能和能力的预测因子（例如， 词汇），（B）电视形式和格式的隐含知识（例如， 虚构与真实的内容的线索），（c）电视的实际处理 (e.g.,注意力和理解力），和（d）社会行为（例如， 攻击和亲社会行为）。 所生成的关于 满足与沉迷于电视的感知属性，可能 儿童最早的观看习惯的前因， 观看和发展显著的认知和社会成果， 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.