Black and white television is adequate for educational purposes. Color has an advantage over black and white in that it creates more emotional involvement, but only when the material to be taught is highly visual in both content and presentation. (LS)

A study of attitudes of government spokesmen, industry spokesmen, and consumer groups toward advertising on children's television programs. (LS)

Children were questioned in order to discover their principal source of political information as well as the amount and type of television exposure. (LS)

Includes "Cable, Commercial TV Enable Students to Do News in Color" (Dennis A. Harp and Clay Kistler), "Separate Courses, Sequences Not Needed for Cable Television" (Peter B. Orlik), and "Cable Television Professionals Help Students Gain Perspective" (David Eshelman). (KS)

Analyzes the National Association of Broadcasters' Code Authority and changes in the Television Code since 1952 and suggests that the enforcement of these codes, and the penalties for violating these codes are such that there is no real self-regulation of broadcasting by the NAB. (MH)

The community or school health educator can help the communications networks become educationally oriented by assisting in planning and programming. (MM)

Finds that stations in smaller television markets devoted less time to news than those in larger markets, and imported a greater proportion of their news content; imported news supplants strictly local news in these markets; and smaller-market stations imported a greater proportion of sensational/human interest news than they originated locally.…

Summarizes and integrates key findings from the most widely cited research studies which have investigated children's understanding of what is "real" on television. Discusses the developmental patterns in young viewers' use of various criteria for assessing the reality status of television programs. (Author/LRW)

Children's Television Workshop recently commissioned a nationwide survey in which 736 teachers in grades 3 through 6 were asked how they access and present educational programing in their classrooms. Teachers use educational television, and they prefer 15- to 30-minute shows that focus on a single topic. (MLF)

Identifies every environmental risk story broadcast by the 3 major television network nightly news programs during a 26-month period, and examines the extent to which the relative degree of risk affects coverage. Finds that sudden, violent risks receive much more coverage than chronic risks which are of equal consequence. (RS)

Develops a quantitative content analysis of local news of three network television stations in Birmingham, Alabama. Assigns relatively high scores for local news, objectivity, and production, but gives relatively low scores for ambition for all three stations. (SR)

Finds that women's preferences for comedy television programs were strongest immediately prior to and during menses when negative affect was also most evident. Finds also that at the midpoint of the menstrual cycle, when positive affect proved the strongest, an elevated interest in suspense drama programs was apparent. (SR)

Concludes that where there are sweeps periods, there may or may not be more sex, depending on which network is analyzed. Notes that ABC cut its number of sexual behaviors per hour by almost half, while Fox more than doubled its rate per hour. (SR)

Explores an episode of the television sitcom "ALF" to illustrate how teachers can help students become critical consumers of television by teaching students about the medium of television using self-reflexive television texts. (SR)

Surveys children and parents to examine children's active, conscious cognitive processing of television program information during home viewing. Finds that children's mental effort investment varies as a function of viewer age and the type of program being viewed. (SR)