Abstract
Recent research on cognitive processing of typical television programs has revealed pronounced age differences in children's retention of essential information from portrayals of social behavior, roles, and auitudes. Furthermore, inferences relevant to the meaning of program content and the circumstances under which portrayed actions occur are markedly poorer for preschool and young school-age viewers than for preadolescents and adolescents. Implications of these findings and related intervention attempts for helping children understand and evaluate television portrayals are discussed. By improving comprehension processes, it may be possible to counteract potentially deleterious effects of television on children's social behavior, attitudes, role conceptions. and expectations about social life.
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