Ask the Scholar
Page 158 of 159
I can add historical knowledge about this page.
Page image
OCR
- 9 -
broadcasting but are, instead, watching the 25 minutes of commercial
television without much parental supervision or mediation as to what
they are seeing.
It is absolutely true that not every child who watches
hundreds of hours of violent television becomes violent. But most of
the reason for that rests in the home and the neighborhood that are
structured and coherent enough that the child's experience of
watching television is mediated. But in the absence of that
mediation, and in the absence of the other factors that help a child
separate reality from fantasy, that help a child learn empathy and
sensitivity, it is absolutely clear that the television-watching
habits of vulnerable children will affect both their own violent
behavior and their response to violence that they see around them.
It has a desensitizing impact.
So this is an issue that we think goes far beyond the
narrow concerns of the group of us who are arguing strongly to
preserve public television and, particularly, educational and
children's programming. It is also a plea to all programmers of
television, including commercial television, to think about the
impact of your decisions.
The bottom line can be described in many ways. only one
of those descriptions concerns profitability and the dollars that
come in. There's a bottom line to society as well. And we think
that bottom line is better served by having better television
programming for our children
Thank you all very much for being with us. (Applause.)
MORE
Page data
- Page
- 158
- Source index
- 0
- Type
- photo
- Media ID
- 6d9058573cfce652
- Size
- unknown
Document data
- ID
- 158698564
- Core
- doc
- Type
- document
DTO data
{
"id": "158698564",
"sourceUrl": "https://catalog.archives.gov/id/158698564",
"contentType": "document",
"title": "Early Childhood Development #1: Early Childhood Development [3]",
"citationUrl": "https://catalog.archives.gov/id/158698564",
"collections": [
"Records of the First Lady's Office (Clinton Administration)",
"Melanne Verveer's Subject Files"
],
"iiifBase": "https://s3.us-east-1.amazonaws.com/NARAprodstorage/lz/presidential-libraries/clinton/2068127/42-t-2068127-20060198F-Seg4-017-001-2014-001.jpg",
"thumbnailUrl": "https://s3.us-east-1.amazonaws.com/NARAprodstorage/lz/presidential-libraries/clinton/2068127/42-t-2068127-20060198F-Seg4-017-001-2014-001.jpg",
"largeImageUrl": "https://s3.us-east-1.amazonaws.com/NARAprodstorage/lz/presidential-libraries/clinton/2068127/42-t-2068127-20060198F-Seg4-017-001-2014-001.jpg",
"imageCount": 159,
"hasImages": true,
"source": "import",
"hasTranscription": false
}
Context sent to Scholar
Document identity
{
"localId": "158698564",
"label": "Early Childhood Development #1: Early Childhood Development [3]",
"core": "doc",
"dtoType": "document",
"citationUrl": "https://catalog.archives.gov/id/158698564"
}
Document source metadata
{
"id": "158698564",
"sourceUrl": "https://catalog.archives.gov/id/158698564",
"contentType": "document",
"title": "Early Childhood Development #1: Early Childhood Development [3]",
"citationUrl": "https://catalog.archives.gov/id/158698564",
"collections": [
"Records of the First Lady's Office (Clinton Administration)",
"Melanne Verveer's Subject Files"
],
"iiifBase": "https://s3.us-east-1.amazonaws.com/NARAprodstorage/lz/presidential-libraries/clinton/2068127/42-t-2068127-20060198F-Seg4-017-001-2014-001.jpg",
"thumbnailUrl": "https://s3.us-east-1.amazonaws.com/NARAprodstorage/lz/presidential-libraries/clinton/2068127/42-t-2068127-20060198F-Seg4-017-001-2014-001.jpg",
"largeImageUrl": "https://s3.us-east-1.amazonaws.com/NARAprodstorage/lz/presidential-libraries/clinton/2068127/42-t-2068127-20060198F-Seg4-017-001-2014-001.jpg",
"imageCount": 159,
"hasImages": true,
"source": "import",
"hasTranscription": false
}
Document source extras
{
"url": "https://catalog.archives.gov/id/158698564",
"naId": 158698564,
"levelOfDescription": "fileUnit",
"otherTitles": [
"42-t-2068127-20060198F-Seg4-017-001-2014"
],
"recordType": "description",
"ocrSource": "nara-archive"
}
Page context
{
"seq": 158,
"pageIndex": 0,
"type": "photo",
"url": "https://s3.us-east-1.amazonaws.com/NARAprodstorage/lz/presidential-libraries/clinton/2068127/42-t-2068127-20060198F-Seg4-017-001-2014-158.jpg",
"mediaId": "6d9058573cfce652",
"ocrText": "- 9 -\nbroadcasting but are, instead, watching the 25 minutes of commercial\ntelevision without much parental supervision or mediation as to what\nthey are seeing.\nIt is absolutely true that not every child who watches\nhundreds of hours of violent television becomes violent. But most of\nthe reason for that rests in the home and the neighborhood that are\nstructured and coherent enough that the child's experience of\nwatching television is mediated. But in the absence of that\nmediation, and in the absence of the other factors that help a child\nseparate reality from fantasy, that help a child learn empathy and\nsensitivity, it is absolutely clear that the television-watching\nhabits of vulnerable children will affect both their own violent\nbehavior and their response to violence that they see around them.\nIt has a desensitizing impact.\nSo this is an issue that we think goes far beyond the\nnarrow concerns of the group of us who are arguing strongly to\npreserve public television and, particularly, educational and\nchildren's programming. It is also a plea to all programmers of\ntelevision, including commercial television, to think about the\nimpact of your decisions.\nThe bottom line can be described in many ways. only one\nof those descriptions concerns profitability and the dollars that\ncome in. There's a bottom line to society as well. And we think\nthat bottom line is better served by having better television\nprogramming for our children\nThank you all very much for being with us. (Applause.)\nMORE"
}