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Docuse22 Rum .152 254, 78 4. 01, DOCUSE22 RUM .152 254, IR ods 649 AUTHOR Clark, Richard E. * TITLE Children's Television:, The Best of ERIC.') IBSTITATION Syracuse Univ.; N.Y.,ERIC Cleartbghouse on J InfOrnatiod-24sourcef. ., . ,'SPURSAGENCY National,Inst. of Education (DUO..Washin§ton,. D.C: PUB DATE, 78 GRANT NIA-R-76-0027 . NOTE - 76p. - - . 16. , AVAILABLE FROM Syracuielaiveesity Printing Services,125 CollIge Place, Syracuse, 1..i. 13210 ($3.50)* w f 4 f EDBS PRICE MF-S0.83 HC-$4.67 Plus Posta04 ._ DESCRIPTORS *Annotated Bibliographies; *Childrens Television; Federal-Government; *LeWrnin91'Literatuie Reviews; I *Media Research; PolicyForaUion:Piagraninglw (Broadcast); Resear6h Design;*Research Methodology; ' Stereotypes; Television C5smercialsv *Television' .., Viewing . ABSTRACT This is the most recent.in a series "of' retrospective bibliographies on telliisian and children.It includes an annotated, listing of research reviews, poiitionpapers, and planning documents entered in the ERIC system in the years 1974-1977.Over 100 doCuments are,listed in 14 categories: helping children 4o learnfrom television, new experimental programs, the effects of televitionon- the lea'rning of social behaviors, cognitive effects oftelevision on children, effects of televisecr.coNiercials, currentissues in research design and methodology, useful reviews.of researchand bibliographies, using television in Ale clasaroos, currenttelevision treataent of minorities and women, televitior in,belpingchildren' learn=to read, consumer action gloup actjvities, current/. federal policies, children's television outside the United-States,and television and the handicapped or gifted child..Cross references are provided at the end of.eath ,section.. (VT) -'I ********************1************************************************** Reproductions supplied by tD4S are.the best thatcan be made *- * , from the' original dncusent. ****************************************************************44***** U S DEPARTMENT OfNEALTN. EDUCATION AVISUIJ.Et NATIONAL INSTITUft Oi At. ; EDUCATION 110 THIS DOCUMENT HASBEEN REPRO. OUCEO EXACI'LY AS T NE 'PERSON OR RECEIVED PROM ORGANIZATION ORIGIN- ATING IT POINTS OCVIEW OR OPINIONS, STATED DO NOT SENT OF c IcIALNEcEssmai..y./EPITE. itoNAL torstatulrE CC EDISCA T ION POSIT ION ,OR POLICY 5. 'CHILDREN'S TELEVISION: tk. THE BEST OF ERIC I Sr, J I by c Richard E. Clark r , - 00 ERIC Clearinghouse on Infiernation Resources - School of Education Syracuie University Syracuse, New York 13210 U S DIPAIIITUEWT OfHEALTH. EDUCATION IS WILJI NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HASBEEN REPRO- DUCED EXACTLY ASagcElvso THE ,ERSON OR ORGANIZATION cROM ORIGIN- ATING IT POINTS OrVIEW OR OPINIONS STATED 00 NOT NECESSARkY'REPRE. SENT OFFiCIAL NATIONALINSTITUTE OF EDUCATION POSIT ION,OR POLICY 4 Afr rEILDREN'S TELEVISION: THE BEST OF ERIC J by rJ Richard E, Clark 1. ° r Et ERIC Clearinghouse on Infimmation Resources -School of Education Syracuie University Syracuse, New York 13210 V Sr, tit - I _ Dr. Richard E. Clark is a Professor in the Area of Instructional TechnoloO, School Of Education, Syrabuge Uliversity, and'an Associate Director of the ERIC Clearinghouse on Information Resources. 41 ry \ - The material in this publication was prepared pursuant to a Contract with the National Institute of Education, United States Department of Health, Education, and Welfare. Contractors undertaking ouch projects under government sponsorship are enbouraged to express freely their judgement in profescioma/ and technical matters. Prior to publication, this document was eubmittod to faculty Members in the S. L'Hewhouse'School of Public Cairn/Al-cations, Syracuse University, Syrasei Hew York for critical review and determination of tents competence. This publication has oet auch etandards. Pointe- ofof view or opinions, _however' do not necessarily represent the official view,or opinions of either thi-revkewers or the Fatima/ Institute of . Education.' 4 .. ' prepared under Grant No. HIE-R-76-0627: sr" , I C. TABLE OF CONTENTS . 'r Introduction k How migh teachers and parents help ch dren /earn from television? . 5 What are some new experimen programs . in children's television? . , . .1.1. How does televisiiihaffect c141dren's learning of ggEial behaviors' 15 , . I . What are the cognitive or intellectual effects of television,von children? . 23 . ' How are children affected bz televised comr.ercials? . 29 *. What are the current issuesf-in research design and methodology for studying. the ef1jects of television on children? . 39 Whet appear to be thecost lisPfnl- reviews of 'research and bibliographies on children's television available from the ERIC systel' . What are the vatlous'waysthattelevisiOfi cma4,- . be used in the school classroom? 49 Haw is television currently dealing with minorities and women? Can television help childrn learn to read? 57 What are the current activities of the consumer action groups for the improvement of children's television? ti 61.. What isthe current federal p olicy for funding and regulating television programs directed toward children? .,63 What is going on in children's television outside of the United States? 69 What special benefits and problems does television present to the handicapped or gifted child? 4 -1- INTRODUCTION s 'k 'Children who watch television fascinate researchers almost as mTch astelevision fascinates. children. During the past few decades, he . ,.44111 amount of research dasi.iing with the effects of televisiod on children has increasedgreatly, best even with increased study'it stillappears that-we know very little about the consequences of this relatively recent addition to the lives of our children. Some of the more interesting research, position papelrs, add ping documents dealing with television's effects do not necessarily find their way into either scholarly journals or the popular press. For example, very little of the research cond6cted by Children's. Television 'Workshop, the producers of Sesame Street and the Electric Company is published. Yet they dealvith television programs that have great appeal to .theyounger generation. The ERIC Clearinghouse on Information Resources at Syracuse University (supported by the National Institute of EdstFatian 6f the Federal. Department of Health, Education end Welfare) coll ts these so-called fugitive documents and Bakes them available t6 educational researchers, practitioners, and the general public. Over the past few years this clearinghouse has periodically presented a retrospective bibliography on children and television. -This is the most recent document intge series and itcovers materials entered in theA. .ERIC system in the yearefrom 1974-1977. Approximately one hundred are presented in this review and they have been culled from the many hundreds thit the clearinghoUle has acquired in the "'-past four years. Criteria for selection of documents for this bibliography. There are essentially three kinds of documents presented here: 1. reports of -2- research studies andreviews of studies, 2. reports.of pro grans in , progress, and 3. positiot_ papers. Although selection criteria for a review such as this must, necessarily be sacievhatOrbitrary (i.e., based on the emperience of the perbon doing the selecting)an attempt was made to sit up specific criteria for selectipigdoCUments beforethe literature was reviewed. In. the case of research studies, theiewas.a concern with whether the question which was being addressedwas appropriate, siva the recent history of the specific researcharea. In addition,lithe doyment was reviewed to determine whether the design ofthe was adequate, whether data was collected, and the findingspresented in a -- clear and accurate fashion. Reviews of research were selected if they appeared to adequately cover the area being discussed-and i y presented clear dications of trends an0 problems-inthat literature. Position _ , . , 4 . paper7s were included if the point of view, being represented, was of 1 JP, interest to a wide audience and dealt with controversies Oftopics that are current. Here, more than in the other types of documents, therewas . a real concern with whether the paper vas clearly presented andcbether a point of view was logically consistent. Tise original search for materials resulted in approximately 1300 citations which,when compared to the selection criteria, were narrowed to the 112 presented here. Questions ltdreapd inthls annotated biblidgaphy. This review is / _ . divided into fourteen sections. Each section dears wOh documents that. attempt toregponcrto a particUlar question. In order of their appearance, those questions are: r 1. HOW MIGHT TEACHERS AND FARMS HELP, diaLDREN LEARN TELEVISION? r I: . 2'. WHAT ARE SOME OP THE NEW EXPEilHWTAL PROGRAMS IN CHILliRENIS TELEVISION? S t -S- 3. BONN DOES TELEVISION AFFECT CHILDiEN'SLEARNING OF SOCIAL Biravaosst 4. WHAT ARE /RE (iOGNITIVE OR INTELLECTUAL,RFFECTSOF TELEVISION ON (CHILDREN? S.4 HO ARE CHILDREN AFFECTEDBY TELEVISED COmmERCIALs? 0 ) 6: ARE THE CURRENT ISSUES IN RFOARCH DESIGN AND METHODOLOGY PO sluDYING THE EFFECTS OF TELEVISION ONs CHILDREN?. 7. WHAT APPEAR TO BE -THE MUST USEFUL REVIEWS OF RESEACHAND . BIBLIOGRAPHIES ON CRSLDREN'S TELEVISION AVAILABLEFROM THE ERIC SYSTEMS? 8. WHAT ARE THE VARIOUS WAYS THAT TELEVISION cIN BE USEDIN THE SCHOOL CLASSROOM? 9. HOW CURREN'T'LY DEALING WITH- MINORITIES AND 10. CAPTELEvisION HELP CHILDREN LEARN TO READ? -11. WHAT ARE THE CURRENT ACTIVITIES OF THE CONSUMER ACTION FOR THE DEPROVEKENT of CHILDREN'S TELEVISION? 12. WHAT IS THE CURRENT
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