After examining the nature of the "curriculum" of television, the author asks to what extent the biases of television can be balanced by the biases of other information systems, particularly those of the schools. (Author/IRT)

Examines the content of daytime serial dramas to determine how the narrative structure promotes a sense of involvement in viewers. Competing plot lines, the lack of a concrete sense of resolution, the pattern of episodes, and the audience's awareness of information kept secret from characters all contribute to audience involvement. (JMF)

Discusses the history of the medium and the benefits of school access programing. Pennsylvania's Colonial School District channel is described to show how cable television serves as an information base for the adult community as well as for students. (FM)

Partially supports hypothesis that children viewing a commercial television drama in which effective interpersonal relations are emphasized will show greater amounts of cooperation subsequent to viewing than will children not exposed to such a presentation and more than children exposed to a presentation stressing noncooperative behavior. (SW)

Explores the conditions existing within constant television households--homes in which television is turned on for most of the day, whether or not anyone is watching. (PD)

Explores children's understanding of the nature of television characters by assessing their abilities to differentiate between human, animated, and puppet characters. (PD)

Describes a mass communication course of study which includes instruction on the television interview. Examines the way different styles of interviews structure the events, issues, and people they present. (PD)

Explains the complex production and distribution networks that make up instructional television; encourages teachers to make their needs and reactions known to producers through the proper channels of authority. (MAI)

Argues that television viewing may not be as harmful to children as its critics imply. Reviews earlier, similar criticisms of comic books, radio, and motion pictures to illustrate the point. (FL)

Offers guidelines, sample approaches, and lists of resources for use by educators in developing student television viewing skills. (FL)

Guidelines for developing effective advertisements may be applicable to the development of instructional messages. (CMV)

Open-ended interviews were conducted with 224 boys from first, third, and fifth grades to gauge their cognitive understanding of the structure and purpose of TV commercials and selectiveness of attitudinal response to them. Multiple measures also taken for maturational development, socialization, and television exposure as predictor sets.…

Suggests that a television program's benefits to three and four year olds can be significantly increased by the presence of an adult to bridge the gap between actual television performance and limited attention spans. (MH)

Describes some steps superintendents, principals, and the school district's information officer can try in making effective use of radio and television for providing public information programs. (RK)

Examines the relationship between well-educated, upper middle-class retirees and their retirement community in the development of discourse that influences television program choices and discussion of content. Finds interest in living in the present, a preference for quality television, and an insistence on "serious" leisure urge residents toward…