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The question of what types of children are most influenced by -- or can best benefit from -- television is a recurrent theme in the scientific literature as well as a frequently raised issue for pediatric associations, educators, and parent/citizen groups concerned about the welfare and advancement of young children. To effectively address this question, this book focuses on a wide variety of children with highly divergent cognitive abilities, social skills, and educational capacities -- that is, those labeled as emotionally disturbed, learning disabled, mentally retarded, and intellectually gifted. These children not only possess characteristics that place them at the greatest risk with regard to television's negative impact, but also in a position to most benefit from the purposeful use of the medium at home and in the classroom.

Combining literature from the fields of mass communication, developmental psychology, and special education, the authors present a comprehensive analysis of television and its "forgotten audience." Practical implications and applications in the home and school are also extracted from research findings making this volume a valuable resource for students, educators, and researchers in the fields of communication and special education, and for the parents and teachers of exceptional children.

Tabla de contenidos provista por Syndetics

• Communication(p. ii)
• Foreword(p. xi)
• Preface(p. xiii)
• 1 Introduction and Overview(p. 1)
• 3 Reality Perceptions(p. 39)
• 4 Comprehension of Television Information(p. 54)
• 5 Media Effects: Antisocial And Prosocial Behavior(p. 75)
• 7 Teaching Critical Viewing Skills in School(p. 115)
• 8 Instructional Applications(p. 136)
• 9 Practical Implications And Future Directions(p. 156)
• References(p. 172)
• Author Index(p. 199)
• Subject Index(p. 209)

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CHOICE Review

In this study, the authors examine the impact of television on the lives of disabled and gifted children. Attention is given to the positive potential as well as to the adverse influences of television on special children and their families. Disabled children identified as emotionally disturbed, learning disabled, or mentally retarded were found to be both the most vulnerable to adverse effects and the most receptive to positive instruction through the medium of television. Several research studies were cited, including those of parental mediation of children's television viewing and these parents' perceptions of cognitive, affective, or behavioral effects of TV on their children. This book offers a very comprehensive assessment of television's impact on exceptional children. Information is supported by data. Highlights of the book are its focus on possible benefits of the medium for disabled children and guidance offered to parents in mediating television viewing for optimal instruction. Undergraduate; graduate; faculty; community college; professional. M. O. McMahon; East Carolina University