A historical overview of studies done on the effects of television viewing on children's language development.
Written in 2002; 1,845 words; 22 sources; MLA; $ 59.95
Paper Summary:
A discussion of the negative and fewer positive effects that television has on children and their language skills. Several propositions seem undisputed by all the researchers such as: children are the largest audience for television, television is a continuing interest for most children, and television can provoke a response in children. This paper concludes that television can invigorate the vocabulary of children, encourage their reading, and inspire their writing.
From the Paper:
"Without doubt, television influences the mental processes and speaking habits of young people who may develop their language skills in the family den as much as they do in the classroom. Indeed, statistics abound on the television habits of children. High school seniors will have watched about 15,000 hours of television by the time they graduate (1986 Nielson Report as cited in Powell 41). To gain perspective, Hal Blythe and Charlie Sweet put it this way: "By the time the vidkids matriculate at their favorite institution of higher learning, almost one-half of their waking life will have been spent being Superseted, Chromacolored, and Colortaked" (22-23). Sister Rosemary Winkeljohann reports this incident: A few seasons ago, on an episode of "Happy Days," Fonzie got a library card as a small part of the overall story. The producers thought nothing of it until they later learned that librarians all over the country were swamped the next day with children coming to the library. Children who had never used the library facilities now wanted library cards! (100) "
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