Displacement theory suggests that time spent with television leads to a decrease in more valuable
activities, such as reading and imaginative play. While evidence supporting this proposal is mixed,
children who view television most heavily seem to spend less time engaged in activities that encourage
cognitive development. (Robert J. Huffman/Field Mark Publications)relations in time and space. Another component of ef-
fective comprehension is appreciating that not all
story events are equally important to the plot. Some
of the most important events are those that can be
connected as causes or consequences of other events.
Contrary to claims that young children are unselec-
tive and insensitive to such connections, events with
many connections are remembered best as early as
the preschool years.
There are, of course, limits on young children’s
comprehension of television programs and consider-
able development in comprehension skills during
middle childhood and adolescence. Not until later in
elementary school do children become consistent at
understanding complex production techniques (e.g.,
flashbacks) and characters’ emotions, intentions, and
motivations. Older children and teens also become
more skilled at connecting groups of events to an
overall theme. With age, children add to their store
of world knowledge and so become capable of appre-
ciating a wider variety of situations.
How Are Children Affected by
Television?Television may influence children’s development
in a variety of ways. Two broad areas for consideration
are effects on children’s cognitive development and
academic achievement and effects on children’s social
development and relationships with others.Does Television Affect Thinking and
Achievement?
Parents and teachers have long voiced concerns
regarding television’s potential effects on children’s
thinking and school achievement. A basis for these
concerns is displacement theory, which proposes that
time spent with television takes time away from more
valuable activities, such as reading and imaginative
play. Evidence supporting this proposal is mixed.
Children who view television most heavily do seem to
spend less time engaged in activities that encourage
cognitive development and in turn show the lowest
achievement. For light to moderate television view-406 TELEVISION