COGNITIVE DEVELOPMENT IN TELEVISION PERCEPTION

The content of television, as perceived by researchers and other adults, is widely regarded as a major determiner of the effects of television on children. Yet the field of communications research has long since documented that it is not content per se but rather the audience perceptions of that content that functions as a major determiner of effects. A shift in research and analytic emphasis from adult‐defined content to audience perceptions of content becomes crucial when the audience consists of children. The literature of child development clearly indicated that children perceive their environment differently than do adults. In this article, Piaget's theory of cognitive stage is shown to be a predictor of children's perceptions of television.     

TELEVISION AND THE EDUCATION OF THE YOUNG

This paper, from the 1979 Conference, ‘Television In Society’ begins by defining the educational process as one of persisting, despite initial failures, to acquire understanding or mastery, and underlining the uniqueness of each individual learner. The author reports on the results of a one‐year study of the viewing habits of pre‐school children. Little ‘rising fives’ are such heavy viewers that they must feel a sense of loss when school attendance deprives them of ‘their’ television, perhaps the most valuable ‘child‐minder’ of all. Television delights these veteran under‐five viewers and provides an aid that parents and teachers can welcome; it also seems to stimulate little or no ‘participation’ and to inhibit language skills. Older children are also voracious viewers, but the author's experience suggests that television does not of itself inhibit reading and that to blame violent behaviour on viewing of violence is humbug. In conclusion it is suggested that educators are as yet failing to recognize the paramount importance of television in children's lives: there is an urgent need for education to acknowledge this in its curricula and for children (and adults) to find out more about how television is created. The Educational Television Association could play an important role here.     

THE IMPACT OF TELEVISION IN THE SOCIAL CONTEXT

Studies which purport to demonstrate the adverse effects of television on the behaviour and moral standards of young people are consistent in that they refer to the media in isolation. It is frequently forgotten that television is merely one of many cues available to the child. Parents, peers and the demand characteristics of situations are more important as determiners of our social behaviour.

Experimental studies have demonstrated, however, that some children are more prone to be influenced by television than others, variables such as intelligence and the lack of a specific competence being of importance. Experiments are discussed which demonstrate that the extent of a child's pre‐experience affects the amount he is influenced by filmed models, and also that working‐class children are more influenced than their middle‐class counterparts because of their more limited experiences. It is suggested that a child's experiences “innoculate” him against the influence of television. Studies which show that children from relatively deprived home backgrounds are less able to fantasise and therefore are more vulnerable to the impact of television support the idea that the more deprived the child's own environment the greater the impact of television.     

THE USES OF TELEVISION IN TEACHING PSYCHIATRY

The A.U.T.P. Working Party on the Applied Uses of Television was set up after the A UTP/ASME Conference on Undergraduate Education in Psychiatry and Behavioural Science held in Manchester in 1971. A group of Position Papers on the Uses of Television in Teaching Psychiatry has been published by the Working Party (AUTP, 1977), under the chairmanship of Professor David Goldberg. By his kind permission, two of these papers are here reprinted: one concerns the uses of television in undergraduate teaching of psychiatry; the other, ethical aspects of the use of television in psychiatry.     

TELEVISION IN THE DEMONSTRATION OF DENTAL TECHNOLOGY

A comparison between conventional and live television methods of demonstrating an exercise in dental technology indicated that they were equally effective as judged by grading of students' work. Students' comments suggested that the unedited television method was recieved less favourably. Their comments form a basis for discussion regarding the development of edited self‐access cassettes or cartridges in preference to unedited television demonstrations in real time.     

THE USE OF TELEVISION IN STAFF DEVELOPMENT

This paper takes closed‐circuit television as a particular example of media services support and argues that it can, and should, play a major role in staff development in further and higher education. Three main areas of use will be considered:

1. (1) an “active” role for television in the acquisition of teaching skills, e.g. in microteaching and other simulation exercises;

2. (2) a more passive role in terms of television as a recorder of events, e.g. in interaction analysis and self‐evaluation;

3. (3) collaborative ventures between media service units and other members of staff, e.g. in the production of programmes on learning packages

     

UNESCO SEMINAR ON THE USE OF RADIO AND TELEVISION IN TEACHER TRAINING

The UNESCO International Seminar on Experience Gained from the Polish NUHT System in the use of Radio and Television in Teacher Training was held in Warsaw from 24‐28 January 1977.

We give below information on the main elements of the Seminar's activities.     

TELEVISION IN THE COMMUNITY

In this paper, first delivered at the 1979 National Conference ‘Television in Society’, the speaker refers to two responsibilities he has had ‐ carrying out an inquiry into community‐related curricula in higher and further education, and promoting the work of COMCOM, the Comunity Communications Group. He makes a number of criticisms of the use of cctv in higher and further education and suggests ways in which such resources could be utilised with greater benefit to the community     

TELEVISION AND THE DEAF

Few television programmes are designed for the deaf viewer, partly because the potential audience is small, partly because production problems are manifest. In this paper, first delivered at the 1979 Conference of the Association, two speakers describe the development of series of television programmes tailor‐made for the profoundly deaf, and their usage in a school for such children. The first part of the paper is by Tony Wise, the last part by Ray Hill.     

试论电视信号的远距接收

本文从理论上论述了提高电视机在远距离接收信号的能力和在实践中改善图象质量的具体方法。     

巢湖电视台与城市文化建设研究

"巢文化"的开发、利用程度,决定巢湖电视台的发展前景;同时,巢湖电视台对"巢文化"的宣传也有利于巢湖城市文化品牌的确立.巢湖市地方特色的确立与巢湖市电视台的传播,在文化功能的塑造下互相融合.巢湖电视台最理想的发展模式应该是,通过城市文化构建起电视台与城市间的互动式发展.     

CUES AND ATTENTION TO THE VISUAL DISPLAY IN CHILDREN'S TELEVISION

In the last decade television has become increasingly important as a medium through which a great variety of material is transmitted to a very large number of people. When it is considered that television can match the action to the word, and can create an almost endless variety of animated, electronic, humanized or fantasized presentations of print and pictorial stimuli, the special role of eye movement research in the medium may be seen. Since 1970 the continuing development of eye movement technology had led to wide‐ranging use of systems designed to examine children's performance of tasks in which there is a major component, dependent on visual scanning; that is, of examining a stimulus, either static or dynamic, and extracting information from it through the use of the eyes.

The findings of this research imply that the actual performance of a skill, and the continued learning of it are closely related to production variables in the programme itself. In other words the creator of the particular television presentation is in a position to directly and quite precisely modify the looking behaviour of the viewer by variously adapting specific elements and techniques of production. Furthermore, the correlates of these adaptations appear to be related to cognitive learning and attentional characteristics within the viewer. Such evidence presents a promise, a problem, and a responsibility to the researcher, the educator and the producer     

THE EFFECTIVENESS OF COLOUR IN LEARNING FROM EDUCATIONAL TELEVISION

The author reviews recent research comparing both the relative learning gains and relative attitudes of students using colour or monochrome television material. It is concluded that all users of educational television should resist the temptation to spend large sums on colour television equipment merely because colour is now widely preferred by society at large.     

TELEVISION IN EDUCATION AND TRAINING

It gives me great pleasure to be with you this evening as part of your Annual Conference. The Conference theme. Television in Education and Training, is a demanding one, but one to which we are all able to contribute from our different backgrounds and experiences     

THE CELTIC LANGUAGES AND TELEVISION

The article proposes the subtitling of English television programmes in the Celtic languages and of Celtic language programmes in English in order to serve the Celtic speaking minorities in Britain and to produce an appreciation of the Celtic languages among English speaking viewers. Parallels are drawn between the proposed British bilingual project and those in other countries for deaf viewers and for speakers of minority languages. Results of a survey of English and Welsh viewers are reported, and difficulties such as viewer resistance, cost, etc., of implementing a bilingual subtitling program in Britain are discussed.