Various scholars and researchers have tried to explain the relationship between television violence and aggression in different ways. “Until recently, such explanations were based on theoretical concepts that were popular during the 1960s, such as disinhibition, arousal, and activation of conditioned responses. During the 1980s, two new theoretical explanations emerged, both of which are based on more recent cognitive models of behavior” (Geen, 1994).
So what is the conclusion that we come to? Is the violence in media bad for the children, or is some of it necessary? Does viewing violence on television have any adverse affects on the children? Is it the nature of television programming that is more harmful or just watching any kind of television bad? Although many of the laboratory experiments that have been reviewed herein suggest that there is a positive relationship between aggressiveness and television viewing, the research remains inconclusive. But it will not be wrong to face the direction of thought that violence in the media does lead to aggressive behavior, as pointed out by the longitudinal studies that were conducted during the 1980s. “The issue may never be settled to everyone's satisfaction, and certainly more research, using state-of-the-art methodology, is needed to settle the many remaining problems before conclusive evidence may be forthcoming. Even so, at the present time we do appear to have a fairly large amount of what Cook and his colleagues (1983) have called “circumstantial evidence” for a hypothesis that observation of violence on television produces some increase in aggressiveness of the viewers” (Geen, 1994)
The combination of its television shows, national and local news programs, and history has allowed it to grow into one of the top successful networks....
Since the invention of television, adverse effects such as obesity and increased violence in the emulation of television acts has been displayed in children.
Children between two and eleven years of age watch an average of 25 hours of television a week.(Children's Television) Which means that children spend more time watching television than in school....
27. Hearold S. ( 1986). “A synthesis of 1043 effects of television on social behavior”. In G. Comstock (Ed.), Public communication and behavior (Vol. 1, pp. 65-133). New York: Academic Press.
22. Gadow, K. D., & Sprafkin, J. (1989). “Field experiments of television violence with children: Evidence for an environmental hazard?” Pediatrics, 83, 399-405.
Psychological and government experiments together with congress investigations have been implemented with the aim of establishing the effects of television on children behavior....
24. Geen, R.G. (1994). “Television and Aggression: Recent Developments in Research and Theory.” In Bryant J, Huston A.C., Zilman D. Media, Children, and the Family: Social Scientific, Psychodynamic, and Clinical Perspectives. Lawrence Erlbaum Associates. Hillsdale, NJ.
In the investigations educators suggest that television has replaced other forms of socialization such as school and family, reason being that children spend more time in watching television as compared to time spent in school.
21. Friedrich-Cofer L., & Huston A. C. (1986). “Television violence and aggression: The debate continues”. Psychological Bulletin, 100, 364-371.
20. Freedman J. L. (1988). “Television violence and aggression: What the evidence shows”. In S. Oskamp (Ed.), Applied social psychology annual: Television as a social issue (Vol. 8, pp. 144-162). Newbury Park, CA: Sage.
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This essay is about how televisions have developed over the years and how the technology of televisions has influenced people’s lives and how it has changed the way we share and receive information.
Television is an important factor in most children's lives. The average school-age child in the United States spends about five hours each day watching T.V. Parents often worry about their viewing habits, but most have a difficult time changing their children's television practices. There are some ways to affect the influence of television on children. Pre-School Children: Start early to develop good T.V. habits. Encourage planned viewing of specific programs. Allow for plenty of physical activity, make-believe games and development of early reading skills, too. Pre-school children have difficulty separating reality from fantasy. Help your child to understand that cartoon characters, actors with make-up, and many T.V. scenes are artificial sets and that illusions are created by computers and the camera. School-Age Children: Encourage planned watching or consider keeping a record of T.V. watching. Notice the time spent, type of programs watched and whether your child watches alone or with other people, as well as what other activities he or she has. Discuss favorite T.V. characters. What are their positive, as well as negative, traits. Discuss ideas or questions of values which are raised by television programs. T.V. shows often stereotype many groups---women, ethnic groups, old people, families. Discuss the prejudices these images encourage. Look for opinions in news or discussion porgrams. Discuss television advertising and the motives of the station or advertiser in showing T.V. ads. Point out the distortions, implications, special effects, background music, and the use of paid celebrities in T.V. ads. Watch television with your children. Know what they are learning. Remember that parental viewing habits often influence those of children. Consider a contract or television viewing agreement between you and your child. For example, he or she can watch specific programs only after the table is set or homework is done or they've played