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Educational television for young children often combines factual content with fantasy. In 2 experiments, we examined 3- to 5-year-olds' reality judgments and the implications for their learning. In the 1st study, 145 children watched 3 clips featuring (respectively) a Hispanic, a Chinese American, and an Anglo character. Responses indicated age differences in character-reality judgments (e.g., "'X' can hear me"), acceptance of fantasy (e.g., talking backpacks), rejection of factual content (i.e., Spanish and Chinese words are "just pretend") but not perceived learning. Perceived reality of Chinese and Spanish words used by the characters partially mediated age differences in word comprehension, controlling for viewer ethnicity. In the 2nd study, 114 children were randomly assigned to see clips featuring either Hispanic or Chinese traditions and words. Age differences in reality judgments were replicated and were partially mediated by children's use of evidence or arguments to justify reality judgments and (to a lesser extent) by their cognitive flexibility. Further, children's reality judgments partially mediated age differences in learning of the educational content. Results suggest that reality distinctions improve with age, contributing to children's learning.

Two studies examined how adult age and time of measurement influence media preferences. Study 1 (using TV ratings data from 1970s to 1980s) found that the popularity of genres varied over time, but even after controlling for year, age groups differed in (a) genre choices (consistent with socioemotional selectivity theory) and (b) age of characters viewed (consistent with age identity theory). The average age of characters in each program partially mediated age differences in ratings of comedies and news, and suppressed a negative relationship between viewer age and ratings of violent programs. Study 2 (using 2005 survey data) found similar genre and character preferences. In addition, subjective age predicted age of favorite characters beyond the effect of chronological age.

Two studies examined how adult age and time of measurement influence media preferences. Study 1 (using TV ratings data from 1970s to 1980s) found that the popularity of genres varied over time, but even after controlling for year, age groups differed in (a) genre choices (consistent with socioemotional selectivity theory) and (b) age of characters viewed (consistent with age identity theory). The average age of characters in each program partially mediated age differences in ratings of comedies and news, and suppressed a negative relationship between viewer age and ratings of violent programs. Study 2 (using 2005 survey data) found similar genre and character preferences. In addition, subjective age predicted age of favorite characters beyond the effect of chronological age. [ABSTRACT FROM AUTHOR]

General Social Survey data were used to test the claims that (a) older adults watch more television than younger adults and (b) they do so because of poor health, retirement, and widowhood. Older adults did watch more television on average than other age groups. This effect was not explained by birth cohort or altered by time of measurement. However, the age effect was small (despite striking mean differences), because variability within the youngest and oldest groups was large. Overall, traditional explanations of older adults' viewing were largely unsupported. Demographic and social variables explained younger adults' viewing better than older adults'. [ABSTRACT FROM AUTHOR]