On the average, it is not until the age of eight or nine that children begin to develop a realistic understanding of commercials. By that time, they have been TV watchers for five or six years. (Author)

Explores differences among Black adults in their attitudes and behavior toward television and the social processes accounting for these differences. Indicates that variation in attitudes and behaviors toward television is systematically related to differences among Black adults in their exposure to the medium, subjective orientation, and…

Reports on three types of separation techniques used by networks to assist children in distinguishing between programs and commercials. Results indicate that children were unable to make effective program/commercial distinctions on the basis of any of the network separators. (PD)

Notes the potential educational and socializing role of television for children in light of the amount of viewing time, sensitivity to nonverbal communications, and their relative ease of influence. The effects of commercials and televised violence are cited, as is television's ability to influence behavior and cognitive functioning. (RAO)

Children's television transmitted by the British Broadcasting Corporation (BBC) and the Independent Broadcasting Authority is reviewed and various types of programs are described. (RAO)

Reviews a project to promote the incorporation of commercial television viewing experiences as a topic of parent and child interaction, examining specifically how to promote joint viewing of programs by parents and children for conversational purposes, and whether changes in the nature of interaction would result. (CWM)

Examines cable television viewer selectivity and involvement. Concludes through study of 342 cable subscribers who owned remote control devices that "zapping" (changing television channels during commercials) is an indication of ritualistic television viewing. Suggests that more salient motives are linked to the preexposure activities of…

Explores the psychological origins of media gratification by examining how pertinent psychological variables help explain television viewing motivation. Finds that parasocial interaction, anxiety, creativity, sensation seeking's disinhibition dimension, and television affinity and exposure, helped to predict viewing motivation. (PRA)

Objectives: This study used content analysis to explore how much and what type of advertising is present in television programming aimed at toddlers and preschool-aged children and what methods of persuasion are being used to sell products and to promote brands to the youngest viewers. Methods: Four randomly selected, 4-hour blocks (9 AM to 1 PM)…

For most of the 20th century, innovators promoted the use of technology to improve learning in schools. As Larry Cuban noted in "Teachers and Machines: The Classroom Use of Technology Since 1920" (1986), there has been no end to promises of how motion pictures, radio, and television would transform the learning process. In each case,…

The article examines changes in the sphere of Russian education as a result of the reform of education and the consequences of the use of audiovisual means of mass communication (especially television and the Internet) that foster the formation of consumerist media thinking in school and college students. That kind of thinking carries the threat…

Few studies have examined how school characteristics are associated with obesity. The purpose of this study was to examine the student- and school-level characteristics associated with being overweight and obese among 12,049 students in grades 9 and 10 ("junior students") attending 76 secondary schools in Ontario, Canada. The sample was…

It would be to the advantage of cable operators to identify, in advance, those subscribers who have a high probability of voluntarily disconnecting their service, in order to develop strategies to anticipate and address the factors that might potentially lead to disconnection. A study developed a method for identifying likely disconnecters.…

A DESCRIPTION OF THE CURRENT STATUS OF PERSONNEL IN EDUCATIONAL TELEVISION EMPHASIZING THE EXTENT OF THEIR EXPERIENCE AND TRAINING WAS ASSEMBLED. THE ORGANIZATIONS CONTACTED FELL INTO FIVE MAJOR CATEGORIES--(1) COLLEGES AND UNIVERSITIES, (2) PUBLIC SCHOOL SYSTEMS, (3) STATE EDUCATION DEPARTMENTS, (4) EDUCATIONAL TELEVISION STATIONS, AND (5)…