f the vocabulary of television and may misunderstand the relationship of one shot to another or one image to another (Greenfield, 1984, 9-11).
Yet, we do not have to resort to questions of misunderstanding of television to analyze how children learn about issues such as gender, for the overt messages of television are such that there are certain attitudes and trends which can be discerned and which are likely to have an effect on all viewers, with children gaining much of their knowledge of the world through television, which in any case they see as more real-world than do adults. Comstock (1991) reports on a number of studies that have provided information regarding how children process television and what cognitive processes are utilized. A number of important findings have
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