Lessons from Children's Television
Applied Developmental Psychology 24 (2003) 275–335 Lessons from children’s television: The impact of the Children’s Television Act on children’s learning Sandra L. Calverta,*, Jennifer A. Kotlerb a Children’s Digital Media Center, Department of Psychology, Georgetown University, 309 White Gravenor, 37th and O Streets, NW, Washington, DC 20057 1076, USA b National Center for Children in Poverty, Columbia University, New York, NY, USA This special issue of the Journal of Applied Developmental Psychology is dedicated to our friend and colleague, Rodney R. Cocking. Among the many contributions Rod made to developmental science, one was to advance the media research field. Rod understood the importance of media in the lives of our developing youth as well as the need to embed this research into a broad theoretical context. Although his life was over all too quickly, Rod’s legacy continues. We are grateful for the indelible mark he left on our field. Abstract The 1990 Children’s Television Act (CTA) requires broadcasters to provide educational and informational television programs for children. A multimethod, multidisciplinary approach, utilizing both cross-sectional and longitudinal designs, was used to investigate the degree to which the CTA has had an effect on children’s viewing experiences and learning. Second- to sixth-grade children’s pre- ferences and comprehension of content from prosocial and academic programs broadcast by the four major commercial networks (ABC, CBS, NBC, and FOX) were compared to those for similar programs broadcast by PBS and Nickelodeon. Overall, girls and younger children liked educational and informational television programs more than boys and older children did.
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