Developmental Psychology, Lecture on April 26th
Chapter Sixteen: Beyond Family and Peers
Television and Related Visual Media;
Time watching television,
in the United States, children spend more time watching TV than any
other activity besides sleep.
by high school graduation, 3 years will have been spent watching
Individual differences in television watching:
wide variation among preschool children in number of hours watch TV
(very little to 75 hours a week).
in homes, books are less readily available and TV is likely to be on, TV
rates in kids are higher (2004;2006).
boy's watch more than girls, children of lower SES watch more.
individual viewing habits remain stable over the years.
Comprehension of TV programs:
attention declines when certain features are modified (ex: a different
suggests that children focus on the parts of the show they best
o subtle cues (motive, intention and feelings).
o lengthy and/of complex story segments.
o explicit and implicit information.
o content separated in sequence.
o fictional nature.
TV's influence on language development:
language acquisition: mixed correlation findings that certain shows enhance
aspects of initial language development (vocabulary size and speech complexity).
counterpoint: 2009 study revealed that whenever the TV was on there was a drop
in vocalizations and thus less rich social interaction for the child. TV's influence on cognitive development:
Video deficit, children under three years old learn less from a simple videotaped
presentation than when information is provided by a real person.
greater percentile and cognitive demands to process a video.
may not be aware that video provides useful information.
TV's influence on social development:
greatest effects from cartoon violence.