Abstract
Summary Teaching via television is contrasted with classroom teaching, and the unique objectives to be served by educational television programs for children are elaborated. Pertinent research findings are reviewed concerning (a) the attraction of audiences in a competitive media environment, (b) post-choice attention to educational programs, (c) acquisition of educational information from these programs, and (d) the viewing experience in hedonic terms. Strategies for the effective utilization of humor as both an audience attractant and a facilitator of information acquisition are suggested. Optimal patterns for the interspersion of humor in educational programs are detailed. The risks associated with the use of reality-distorting humor, such as irony, are discussed. Finally, the implications of using ridicule as a behavior corrective are considered.
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