ABSTRACT
This monograph examines the relationship between intellectually gifted children and television. It begins by offering generally accepted facts about gifted children, as identified in the special education and educational psychology literature. The questions this information raises with regard to television viewing and its potential effects are then presented and research-grounded answers, extracted from the most recent mass communication literature, are provided.
More specifically, the text explores how intellectual giftedness impacts on: (1) Television viewing habits; (2) The processing of television information; (3) Children's perceptions of reality of programming and advertising; and (4) The nature of parental mediation of viewing. In addition, the monograph examines: (5) The portrayal of gifted children in prime time programming; (6) Federal legislation impacting children's educational programming; and (7) The use of television in the special education classroom. Findings suggest that parents and educators of gifted children should consider television as a potentially positive and negative force in their children's lives. This is particularly so during preschool and early adolescence, when gifted children are arguably the most vulnerable and susceptible to often inaccurate, inappropriate, or highly persuasive televised portrayals. A prescription for caregivers on how to best incorporate research findings into practical in-home and in-school activities, practices, and policies is extended.