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Television is a phenomenon that touches the life of almost every American child. Indeed, the average eighteen year old in the United States has watched 18,000 hours of television (Liberman, 1983). The effects of such a concentrated block of time on the child's development have to be considerable. These effects influence many areas of the child's life-psychological, sociological, perhaps even physiological. It is the area of television's language modeling that is of interest in this article.

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