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Television As a Teacher. a Research Monograph. INSTITUTION National Inst DOCUMENT RESUME ED 225 549 IR 010 556 AUTHOR Coelho, George V., Ed. TITLE Television as a Teacher. A Research Monograph. INSTITUTION National Inst. of Mental Health (DHHS), Bethesda, Md. PUB DATE 81 NOTE 278p. AVAILABLE FROM Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402 (1981-341-166/6376). PUB TYPE Collected Works - General (020) Information Analyses (070) -- Viewpoints (120) EDRS PRICE MF01/PC12 Plus Postage. DESCRIPTORS *Child Development; *Educational Television; Evaluation; Institutionalized Persons; Interpersonal Relationship; Literature Reviews; *Mass Media Effects; *Mental Health; Sex Role; Social Values; Television Commercials; *Television Research; *Television Viewing ABSTRACT In this collection of papers, 10 social researchers and mental health specialists review and assess the state of the art in relevant areas of their expertise to provide an up-to-date and comprehensive account of the role of television as a teacher. An overview of issues, findings, and recommendations by Elizabeth J. Roberts is followed by nine papers on more specific topics: (1) "The Properties of Television and Its Effects on Children," by Alberta E. Siegel; (2) "Interpersonal Factors Mediating Viewing and Effects," by Aimee Dorr;(3) "Processes Involved in Children's Learning from Television: A Review of Research," by Tannis MacBeth Williams;(4) "Television and Social Values," by George Comstock; (5) "The Effects of Television on Institutionalized Children," by Eli A. Rubinstein; (6) "Television Drama and Commercials: A Report on Content and Context with Emphasis on Women and Girls," by Muriel G. Cantor; (7) "The Educational Use of Production Variables and Formative Research in Programing," by Keith W. Mielke; (8) "The Impact of Educational Television upon Young Children Around the World," by Wayne H. Holtzman; and (9) "Public Influence and Television Programing," by Richard I. Feinbloom. References are listed for each paper and a list of national media reform groups is attached. (L)0M) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U.S. INIPAPITININT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFORMATION CENTER IERICI As The document hes been reproduced as reLorved horn the person or orpandation orspnatIng rt Minor changes have been made to irnpr toproduction qualtly Pants ot yew or °protons stated rll Ittos doLu men! do not neursaattly rS4Mflflt offIcuti NIE powtton Or poke, TELEVISION AS A TEACHER: A Research Monograph Edited by George V. Coelho, Ph.D. Office of the Assistant Director for Children and Youth U.S.DEPARTMENT OF HEALTH AND HUNAN SERVICES Public Health Service Alcohol, Drug Abuse, and Mental Health Administration National Institute of Mental Health 5600 Fishers Lane, Rockville, Maryland 20857 1, This monograph was written under contract numbers PLD's28441-78, 8604-77, 8605-77, 0837-78, 8603-77, 0834-78, 9275-77, 8602-77, 8607-77, 8606-77 from the National Institute of Mental Health. The opinions expressed herein are the views of the authors and do not necessarily reflect the official position of the National Institute of Mental Health or the Department of Health and Human Services. Dr. Coelho served as the NIMH Project Officer. All material appearing in this volume except quoted passagesfrom copyrighted sources is in the public domain and may be reproduced or copied without permission from the Institute orthe editor. Citation of the source is appreciated. Printed 1981 FOREWORD Since the Surgeon General's SClentific Advisory Committee on Television and Social Behavior presented its report in 1972, Television and Growln& Up: The Imoact of Televised Violence, professional and public attention has been increasingly focused on the role of television as a teacher and new family member in the American home. Of special concern to educators, researchers, and practitioners In child mental health and development are the recommendations made in that report which emphas.zed the need for new knowledge concerning the developmental, contextual, and societal aspects of television's impact on the minds and behavior of young children. In the following studies of recent findings and Issues, 10 leading social researchers and mental health specialists address some broad and long-term developmental issues relating to television and children. Their scholarly review and assessment of the state of the art in relevant areas of their expertise provide an up-to-date and comprehensive account of the role of television as a teacher. Their reports and recommendations should interest parents, teachers, students, researchers, and professionals in child development, mental health, and educational practice, as well as communication and media arts specialists and producers of television programs for children. This rescarch monograph represents a timely and important contribution to our cumidative knowledge of the complex variety of influences of television on human behavior and development in the earliest years. It emphasizes the uniqu (.... opportunity and challenges to concerned citizens and specialists for developing positive educational uses of television. Herbert Pardes, M.D., Director National Institute of Mental Health 111 4 INTRODUCTION This volume was planned and organized as aresult of numerous discussions by NIMH professional staff represented inthe Child and Youth Advisory Group, NIMH, during1977, who reviewed a wide range of issues concerning therole of television in child mental health research, practice, and education. It comprises nine special reports and an overview articlewhich were commissioned by the Office of the Assistant Director for Childrenand Youth, NIMH, to represent major scholarly contributions to ourunderstanding of the role of television as a teacher in the livesof children. The experts were selected to address thefollowing questions: television as a (1) What are the history and the role of majcr socialization agentin the United States? What are the functionally significant anddistinctive features of television among the mass mediaof communication that children are exposed toand impressed by? (Siegel, chapter 2). (2) What is the nature of the interpersonal environments that mediate and mitigate the effectsof learning from television? What difference, for Instance, does it make if television is watched alone or inthe cotpany of parents, peers, siblings,classmates, or teaciers? Does discussion of the television program inschool, in the home, or amongfriends heighten the Learning experience or does it serve todefuse the impact of the television program per se' Do these Interpersonal environments affect the chiLd'slearning differently if what is learned is "knowledge or cognitiveskills," "values and attitudes," "social behavior orskills?" (Dorr, chapter 3). (3) What are the mediating intellectual processesrelated to learning from television? How does the child select, assimilate, attend to, and store information from television programing during different stagesof cgnitive and social development? What is the relationship between general IQ and other scholastic achievement measuresand learning from television? In what ways and sphere3 does television either accelerate or retard cognitive, emotional, and creartve development' At what ao,es is television a more or less powerful teacher' (Williams chapter 4. IV (4) What is the impact of television on the child's learning of specific social values, attitudes, and behavior, particularly as they relate to information'about appropriate gender traits, pro-social behavior, family lifestyles, social roles? (Comstock, chapter 5). (5) What are the effects of institutionalized settings on the television viewing and learning process of children with special needs who are not institutionalized: for example, handicapped children, dyslexic children, etc.? (Rubinstein, chapter 6). (6) What does television teach young children about being a consumer in our society? What are the context and content of television messages delivered to women and girls especially? (Cantor, chapter 7). (7) What is the role of production factors and formative research in programing for children? What constructive educational useg have been developed in various content areas through the television medium? What specific attributes of program formats and production techniques have been used for quality television programing, such as is being produced by the Children's Television Workshop, including Sesame Street? (Mielke, chapter 8). (3) What is the impact of educational television upon young children around the world? What international developments in the use of educational television highlight constructive uses of television in various pares of the world? What do cross-cultural evaluations of the impoct of edvcational television suggest about opportunities and obstacles for collaboration in international research? (Holtzman, chapter 9) (9) What has been the impact of professional and advocacy citizen groups in pointing out public policy issues ot concern to the child mental health community What are the implications for educating health professionals, parents, teachers, and children regatding the use of television? (Feinbloom, chapter 10). These are some of the questions that are addressed by the contributors to this researcn monograph. Itis expected that their findlngs, analyses,
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