R. Abelman, GIFTED, LD, AND GIFTED LD CHILDREN UNDERSTANDING OF TEMPORAL SEQUENCING ON TELEVISION/, Journal of broadcasting & electronic media, 39(3), 1995, pp. 297-312
The investigation reported here reinforces the conceptualization of te
levision viewing as a learned activity by highlighting the interrelate
dness of children's linguistic, cognitive, and perceptual skills for a
ccurate comprehension of television's most basic narrative device - te
mporal sequencing. It also explores the likely impact of highly diverg
ent skills and abilities on children's capacity to comprehend televisi
on information by sampling children school-labeled as intellectually g
ifted, learning disabled, and gifted/LD. Findings reveal that gifted a
nd gifted/LD children demonstrated a higher level of comprehension of
the basic realistic mode of presentation than nonlabeled and learning
disabled children. Nonlabeled, gifted, and gifted/LD children who wher
e high consumers of television were also better able to comprehend the
more sophisticated ''lime-leap'' mode of presentation than low and mo
derate consumers. Regardless of their level of television consumption,
learning disabled children could not accurately follow the more sophi
sticated presentation of temporal sequencing.