AS TELEVISION GREW IN POPULARITY AND AFFORDABILITY, IT BECAME APPARENT THAT IT PLAYS A LARGE ROLE in family dynamics. This fact became the subject of study for many researchers. A great deal of the findings are relevant to instructional technologists. This chapter begins with The Formal Attributes of Television; Family-Viewing Context follows, then Attitudes and Beliefs, ending with Learning from Television: A Behavioral Overview.

Much is known today about family-viewing context. The viewing habits of families have been studied since the early 1970's. Researchers discovered early that the television viewing habits of a family was of great importance. Studies devoted to home environment, coviewing, and viewing habits became of great importance to assist the parent, teacher, and designer in their quest to make television an educational medium and not just a form of entertainment.

According to Leichter et al., there are symbolic meanings associated with the placement of televisions sets in the home. If the television set is placed in a high traffic area, it will be used greatly. However, if it is placed in an out-of-the-way area, it will not be such a magnet to the family, especially children. Some researchers believe the TV should always be in a high traffic area to influence co-viewing.

Average families in America own two or more television sets. Children who live in a home with two or more sets tend to watch more unsupervised television. The parent-child interactions also decrease in families with two or more television sets. Children should not have access to a TV set that the parents cannot monitor. It has been argued that one set in a household is sufficient and resolving conflicts over what is watched can work as a positive sharing lesson.

TV in a God-like setting. 

TV in an out-of-the-way setting.

Because television is usually secondary to other activities, TV impacts the other activities and visa versa. Parents that provide toys to their young children while they are watching television have children who are less likely to be so mesmerized by television and more apt to have other interests.

On the same note parents that provide discussion after viewing television increase the chances of their child retaining important concepts.

Studies show (Huston et al., 1992) that children who are heavy television viewers, four hours a day or more, do less well in school and have fewer hobbies and friends. Training parents to teach their child critical viewing skills is very important. 

Though it is widely believed that television has a negative effect on children, over 20,000 research articles support the idea that the negative effects are a myth. It is important that parents, teachers and designers put forth a conscious effort to use television to make a positive impact on the human race.

Alicia Maria Gallegos-Butters
agallegosbutters@worldnet.att.net