Abstract
Television is often accused of undermining children's academic achievement. This paper investigates two explanations which frequently accompany such a claim. The displacement hypothesis predicts that the time children spend with television is taken from activities that are more beneficial to school performance. The distraction hypothesis suggests that children's cumulative exposure to the structure of television—its pace, format, etc.–engenders an intolerance for the pace of schooling. A review of research on television viewing, time displacement, and academic performance fails to find any support for the displacement hypothesis. A review of studies relevant to the distraction hypothesis, however, uncovers mixed findings. This paper presents analyses of data gathered from school children in South Africa.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
