This investigation reinforces the conceptualization of television viewing as a learned activity by highlighting the interrelatedness of children's linguistic, cognitive, and perceptual skills for accurate comprehension of television's most basic narrative device--temporal sequencing. It also explores the impact of highly divergent skills and abilities by sampling children school-labeled as academically gifted and artistically gifted. Findings reveal that children with exceptional information processing and/or visual representation capabilities, even at the young age of six, are capable of a higher level of comprehension of basic and modified ("time leaps," "flashback") modes of temporal sequencing when compared to children without those capabilities. It was also found that televiewing experience facilitated comprehension, although heavy consumption by children who do not possess the prerequisite visual literacy was ineffective.