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Television Exposure and Preschool Children's Executive Function: The Role of Content and Context
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Television Exposure and Preschool Children's Executive Function: The Role of Content and Context
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Television Exposure and Preschool Children's Executive Function: The Role of Content and Context
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Dissertation
Television Exposure and Preschool Children's Executive Function: The Role of Content and Context
2018
Overview
This study explored the relationships between television exposure, executive function, and several individual and environmental variables among young children. An online survey of 207 parents of preschool-age children assessed the amount of time children viewed television intentionally and the amount of time they were exposed to background television. The first goal of this study was to examine the relationships between exposure to individual television programs featuring specific forms of content and children's executive function. Participants listed up to six television programs regularly viewed by their child. The most commonly viewed shows were coded along four dimensions: violence, pacing, fantasy-content, and intended audience. Consistent with predictions, hierarchical regression analyses indicated that television programs featuring violence, rapid pacing, and fantasy content were significantly related to poorer executive function among preschoolers above and beyond overall television exposure. The second goal of this study was to test for the possibility of indirect effects of television exposure on children's executive function through several individual and environmental variables. Mediation analyses revealed no indirect effects of overall television exposure through vocabulary, sleep quality, or household environment. These findings emphasize the importance of assessing television exposure at the program or content level, and offer an organizational framework for future studies of the relationship between children's television exposure and executive function.
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