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This investigation reinforces the conceptualization of television viewing as a learned activity by highlighting the interrelatedness of children's linguistic, cognitive, and perceptual skills for accurate comprehension of television's most basic narrative device--temporal sequencing. It also explores the impact of highly divergent skills and abilities by sampling children school-labeled as academically gifted and artistically gifted. Findings reveal that children with exceptional information processing and/or visual representation capabilities, even at the young age of six, are capable of a higher level of comprehension of basic and modified ("time leaps," "flashback") modes of temporal sequencing when compared to children without those capabilities. It was also found that televiewing experience facilitated comprehension, although heavy consumption by children who do not possess the prerequisite visual literacy was ineffective. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)
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364 gifted and 386 traditional 4th graders completed logs of their TV viewing over 1 mo, and their parents completed questionnaires on perceptions and mediation of their children's TV viewing. Findings suggest that intellectual giftedness and, to a lesser extent, children's consumption habits, were significant predictors of parental mediation and perceptions of TV's effects. Parents of gifted children were more likely to speak with their children about TV and explain the mechanics of TV as a mediatory device. These parents were also more likely to see TV as influencing their children's thought processes. Parents of traditional children were inclined to perceive TV as having behavioral effects and to react by removing children from the source. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Despite tabloid headlines to the contrary, TV has no effect on children. "Effect" implies that TV does something to someone. Nothing could be further from the truth. Children take from TV. What they take, the manner by which they take, and what they do with that information once taken is up to the child. By the very nature of being extremely bright and precocious, intellectually gifted kids are particularly vulnerable to some media messages, well protected and insulated from others, and capable of learning more from yet other forms of TV than other children. Reading "Reclaiming the Wasteland" will give parents and teachers a greater awareness of their children's televiewing and offer a prescription for how to neutralize or avoid the more negative outcomes and maximize or accentuate the more positive ones. This book is based on the belief that TV viewing need not be a dysfunctional or mindless activity for gifted kids; it can and should be enriching, mind-expanding, instructional, and fun . . . if used correctly. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)
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