at children do not always understand television in the same way adults do. To some children, the screen is a real-world space, and they feel that everything that happens in this same real-world space is related. Children take time to learn some of the vocabulary of television and may misunderstand the relationship of one shot to another or one image to another (Greenfield 9-11).
Comstock 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 emerged from this research, leading Comstock to conclude,
This pattern leads to a principle: Attention rises with the ability and need to assemble a narrative successfully, and falls when elements can be comprehended individually or missed elements can be readily supplied by the viewer. Thus, attention is maximal generally for movies and, among children, for children's programming (Comstock 26).
Liebert, Sprafkin, and Davidson find a number of sources of gender stereotypes for childre
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