Calverta Sandra L. & Kotler Jennifer A. (2004). Â« Lessons from childrenâ€™s television: The impact of the Childrenâ€™s Television Act on childrenâ€™s learning Â». Applied Developmental Psychology, nÂ° 24, p. 275–335. En ligne : <http://cdmc.georgetown. ... ldren\'s_television.pdf>.
Added by: Marie Gaussel (12 Jun 2008 15:27:15 Europe/Paris) Last edited by: AgnĂ¨s Cavet (18 May 2009 15:02:38 Europe/Paris)
|Resource type: Journal Article
BibTeX citation key: Calverta2004a
Keywords: apprentissage, mĂ©dias de masse
Creators: Calverta, Kotler
Collection: Applied Developmental Psychology
Views index: 39%
Popularity index: 9.75%
|URLs http://cdmc.george ... \'s_television.pdf|
"The 1990 Childrenâ€™s Television Act (CTA) requires broadcasters to provide educational and informational television programs for children. A multimethod, multidisciplinary approach, utilizing both cross-sectional and longitudinal designs, was used to investigate the degree to which the CTA has had an effect on childrenâ€™s viewing experiences and learning. Second- to sixth-grade childrenâ€™s preferences and comprehension of content from prosocial and academic programs broadcast by the four major commercial networks (ABC, CBS, NBC, and FOX) were compared to those for similar programs broadcast by PBS and Nickelodeon. Overall, girls and younger children liked educational and informational television programs more than boys and older children did. Girls and older children understood the programs best, particularly the prosocial ones. Over the course of 9 months, however, viewing educational and informational television programs declined, particularly for older boys. Nevertheless, lessons were reported more often after viewing favorite educational than favorite entertainment-driven programs. Results suggest beneficial effects of many commercial educational and informational childrenâ€™s television programs as well as the value of protections, such as requiring broadcasters to provide 3 h of educational and informational programs each week, to ensure that educational television programs survive in the competitive market place. Such policy decisions provide our children with access to quality television programs that can improve their social, emotional, and cognitive well-being."
Added by: Marie Gaussel Last edited by: AgnĂ¨s Cavet