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Arch Pediatr Adolesc Med. 2006;160:109.

	Since this article does not have an abstract, we have provided the first 150 words of the full text and any section headings.

Chernin and Linebarger¹ do an excellent job of providing the grain of salt that should be taken with the research on children’s television viewing and academic performance presented in the July 2005 issue of the ARCHIVES. Given how research on this topic has advanced from studies of total television viewing time to content-specific studies, research that focuses on total television viewing time seems to represent a regression rather than a progression in research.

However, there is one other major shortcoming of these and other studies on this topic; they focus exclusively on academic performance and skills like reading comprehension and mathematics, completely ignoring the role that television programs can play in the emotional development of children. Some of my 3-year-old daughter's favorite shows and videos over the past year have been those that would not be considered "educational"—shows like the Berenstain Bears and Madeline, for example. Although these . . . [Full Text of this Article]

AUTHOR INFORMATION

Jonathan M. Breslin, PhD

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