PSYC 2450 Chapter Notes - Chapter 17: Television Consumption, Peer Pressure, Internet Pornography
29 Jun 2018
School
Department
Course
Professor
Chapter 17 Extrafamilial Influences: Television, Computers, Schools, and Peers 1
Chapter 17
Extrafamilial Influences: Television,
Computers, Schools, and Peers
Chapter 17 Outline and Summary
Effects of Television on Child Development
More than 98 percent of Canadian homes have at least one television set. Television viewing
often begins in infancy, and it increases until adolescence; children between the ages of 2 and 11
watch an average of 15.3 hours of television a week. During adolescence television viewing
declines somewhat, but by the time a child is 18 he or she will have spent more time watching
television than in any other activity (except sleeping).
Based on the results from studies that have investigated the impact that the introduction of
television has on children, access to television means that television viewing is often substituted
for other leisure activities, such as listening to the radio or reading. However, in general there are
no significant cognitive or academic deficiencies associated with television viewing, as long as it
does not become excessive.
1. Development of Television Literacy
Television literacy involves the ability to construct a story line from the activities of
characters and the sequencing of scenes, and the ability to accurately interpret the form of
the message. Preschool children and children in the early elementary-school years have
trouble constructing coherent story lines from television programs. They focus more on the
actions or voices of the characters, and may fail to attend to the story during slower scenes
with quiet dialogue. Young children also often fail to recognize that television programs are
fictional. Young children’s strong focus on the actions in television programs increases the
likelihood that they will attempt to imitate the behaviours they have seen television
characters perform.
During the later elementary-school years and adolescence, television literacy increases
significantly. Children become more capable of accurately interpreting the form of the
message in television programs, and they are also able to draw inferences between scenes
that are separated in time.
2. Some Potentially Undesirable Effects of Television
a. Effects of Televised Violence
American television programs are extremely violent. Although the violence index for
Canadian programs is significantly lower than for their American counterparts, Canadian
children (and adults) watch a significant amount of American programming. Over half the
programs in a typical broadcast day (6 a.m. to 11 p.m.) contain repeated acts of overt
aggression, and nearly three-quarters contain violence in which the aggressor displays no
find more resources at oneclass.com
find more resources at oneclass.com
Chapter 17 Extrafamilial Influences: Television, Computers, Schools, and Peers 2
remorse and experiences no negative consequences for his or her actions. Unfortunately, the
most violent television programs are those directed toward children. Nearly 40 percent of the
violence in children’s programs is initiated by a hero or an attractive role model, and nearly
two-thirds of the violence in these programs is portrayed as being humorous.
Cross-cultural, cross-sectional studies have found a consistent positive correlation between
overall levels of hostile, aggressive behaviour and the amount of televised violence that
individuals view. This is particularly true when children identify with the violent television
characters. Longitudinal studies also suggest that the link between the viewing of television
violence and the display of aggressive behaviour is reciprocal.
Even when children do not imitate the televised acts of aggression they have observed, they
can still be influenced by the aggressive acts. Children may begin to view the world as a
violent place, and they may be less emotionally upset by, or desensitized to, real-world acts
of violence.
b. Television as a Source of Social Stereotypes
Television can also reinforce social stereotypes. Sex-role stereotyping and stereotyped views
of minorities are common in television programs. The number of African-Americans who
appear on American television programs equals or exceeds the proportion of African-
Americans in the general population; however, other minority groups are underrepresented
in television programming, and members of these minority groups are often portrayed in an
unfavourable light. Although the representation of Aboriginal populations and other visible
minorities on Canadian television has increased, they tend to play supporting roles rather
than main characters. Based upon available evidence, children’s ethnic and racial attitudes
are influenced by television portrayals of minority groups.
c. Children's Reactions to Commercial Messages
Children are also influenced by the televised commercials they see, and there are age-related
changes in their understanding of commercial messages. Preschool children and children in
early elementary school rarely understand that the intent of television advertising is to sell a
particular product. They often view advertisements as informative announcements. By the
later elementary-school years children recognize that advertisements are designed to sell a
product, but they may still fail to recognize that those advertisements can misrepresent
product features. Adolescents are more likely to view product claims with skepticism, but
they can still be persuaded by the advertisements they see, especially if the advertisements
include an endorsement by a popular celebrity.
d. Television Viewing and Children's Health
Because television viewing is a sedentary activity, often accompanied by snacking while
viewing, heavy television consumption is also one of the strongest predictors of future
obesity. Obesity is defined as being more than 20 percent over one’s ideal weight, and is
associated with heart disease, high blood-pressure, and diabetes.
find more resources at oneclass.com
find more resources at oneclass.com
Chapter 17 Extrafamilial Influences: Television, Computers, Schools, and Peers 3
e. Reducing the Harmful Effects of Television Exposure
There are several techniques that parents can use to ameliorate the harmful aspects of
television viewing. One of the most important is for parents to monitor the type of
programming that children view and to limit exposure to violence and aggression while
encouraging viewing of programs with positive prosocial themes. In addition, adults can aid
younger children in their interpretation of the actions of the characters in the program,
particularly if that content includes aggressive acts.
3. Television as an Educational Tool
a. Educational Television and Children's Prosocial Behaviour
Children are likely to show growth in their prosocial behaviour when they view television
programs that emphasize the benefits of prosocial activities and when their parents
encourage them to practise the prosocial lessons they have learned.
b. Television as a Contributor to Cognitive Devleopment
Television can also promote cognitive development. When preschoolers watch programs that
are designed to increase literacy, role-taking skills and prosocial skills such as Sesame Street
on a regular basis, increases in both vocabulary and prereading skills are observed.
Furthermore, such viewing is associated with better academic performance later in high
school.
Other educational programs designed for school-age children have also produced some
success in fostering children’s cognitive growth. However, for some programs the gains in
cognitive skills appear only when the child watches with an adult who encourages the child
to apply what he or she has learned.
Child Development in the Computer Age
In 2000, nearly 90 percent of Canadian youths had access to a computer at home and in 2010 79
percent had access to the Internet from home. In Canada, almost all elementary- and secondary-
school students had access to the Internet and computers in school for instructional tools.
1. Computers in the Classroom
The results from a large number of studies show that the use of computers in classroom
settings is beneficial. Computers can be integrated into the learning experience in a number
of ways. Computer-assisted instruction (CAI) utilizes drills or guided interactive tutorials to
improve children’s basic skills.
Computers can also enhance basic writing and communication skills when children are
introduced to word processing packages that increase the likelihood of young writers
revising and editing their written assignments. Finally, children can learn to program
computers using programs such as Logo. Experience with programming appears to develop
mastery motivation and self-efficacy, as well as general metacognitive skills.
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
More than 98 percent of canadian homes have at least one television set. Television viewing often begins in infancy, and it increases until adolescence; children between the ages of 2 and 11 watch an average of 15. 3 hours of television a week. During adolescence television viewing declines somewhat, but by the time a child is 18 he or she will have spent more time watching television than in any other activity (except sleeping). However, in general there are no significant cognitive or academic deficiencies associated with television viewing, as long as it does not become excessive: development of television literacy. Television literacy involves the ability to construct a story line from the activities of characters and the sequencing of scenes, and the ability to accurately interpret the form of the message. Preschool children and children in the early elementary-school years have trouble constructing coherent story lines from television programs.
