The relationship of visual attention to children's comprehension of television.

E. P. Lorch; D. R. Anderson; S. R. Levin

doi:10.1111/j.1467-8624.1979.tb02420.x

The relationship of visual attention to children's comprehension of television.

E. P. Lorch, D. R. Anderson, S. R. Levin

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116 Scopus citations

Abstract

The study experimentally tested the relationship between visual attention and comprehension of a TV program. 72 5-year-old children watched a 40-min version of the TV program "Sesame Street." Half the children viewed the program in the presence of a variety of toys and half viewed without toys. The children were then tested for their comprehension of the program. Although visual attention to the TV in the no-toys group was nearly twice that in the toys group, there was no difference between the groups in comprehension. There were, nevertheless, significant within-group correlations between visual attention and comprehension even for questions concerning only auditorily presented material. The results were interpreted as indicating that in a normal TV viewing setting, variations in the comprehensibility of the TV program may determine variations in children's attention to the TV.

Original language	English
Pages (from-to)	722-727
Number of pages	6
Journal	Child Development
Volume	50
Issue number	3
DOIs	https://doi.org/10.1111/j.1467-8624.1979.tb02420.x
State	Published - 1979

ASJC Scopus subject areas

Pediatrics, Perinatology, and Child Health
Education
Developmental and Educational Psychology

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10.1111/j.1467-8624.1979.tb02420.x

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AB - The study experimentally tested the relationship between visual attention and comprehension of a TV program. 72 5-year-old children watched a 40-min version of the TV program "Sesame Street." Half the children viewed the program in the presence of a variety of toys and half viewed without toys. The children were then tested for their comprehension of the program. Although visual attention to the TV in the no-toys group was nearly twice that in the toys group, there was no difference between the groups in comprehension. There were, nevertheless, significant within-group correlations between visual attention and comprehension even for questions concerning only auditorily presented material. The results were interpreted as indicating that in a normal TV viewing setting, variations in the comprehensibility of the TV program may determine variations in children's attention to the TV.

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The relationship of visual attention to children's comprehension of television.

Abstract

ASJC Scopus subject areas

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