allow imagination skills to form by thinking about a book or story, a conversation, or an event. “Television also conditions a child to dual stimui: sound and images.”(Neural Activity and the Growth of the Brain) The constant and rapidly changing sound and images can condition a child to expect the level of televisions in other situations. The problem with this is that in school children are called upon to speak, to listen, to work some problems, or read, and none of these tasks contain the “dual stimula” that children expect from television. Dr. Hinton, a professor, said, “One of the main reasons professors introduce multimedia (sound and images) segments into lectures is to retain the attention of the television-raised students. A chalk-on-the-board lectures leaves many students unable to remain attentive.” Watching television also “impedes the growth of longer attention spans.”(Neural Activity on the Growth of the Brain) As with conditioning a child to the sound and images of television, the seven-minute length of programs before a commercial interruption can “condition a child to a seven minute attention span.”(The Wall Street Journal) Odds Bodkin, a professional storyteller, relates to this theory. He performs before 10,000 children a year. In 1994 Bodkin stated, “After about seven minutes restlessness sets in as their inner clocks anticipate a commercial break.” This is also a factor in school because when a child’s attention span is not up to there own grade level than it decreases they’re learning ability. “Schools expect kindergarten through second graders to have short attention spans, but also expect attention capability to increase with grade level. When that doesn’t happened children is disadvantaged. A student who,
Month after month, is inattentive in class may well find it difficult to learn the material being presented. Television also interferes with the development of...