The immediate effect of fast- and slow-paced television programme exposure on grade 3 children’s performance on attention and arithmetic tests

Abstract: The Diagnostic and Statistical Manual of Mental Disorders Fifth Edition (DSM-5) (American Psychiatric Association, 2013) describes attention deficit hyperactivity disorder (ADHD) as a disorder characterized by various symptoms, including attention difficulties. The development of attention is influenced by a combination of internal or neurobiological, and external or environmental factors, which television is considered to be one of (Courage & Setliff, 2009). Young people are spending almost four hours a day watching television, with the highest amount of time spent by 8- to 10-year-olds (Rideout, Roberts, & Foehr, 2005), showing there is a need to explore the link between television and attention. Calvert (2008), as well as Cooper, Uller, Pettifer, and Stolc (2009) suggest that the way a television programme is edited (or its technical features) and not only the content of a programme has an impact on attention. One technical feature that has not received enough consideration is the effect of fast-paced versus slow-paced programming. Conflicting viewpoints exist on the effects of pacing on attention, which requires further investigation. The aim of this study was to explore the effect that fast- and slow-paced television programmes have on the attention and arithmetic ability of Grade 3 children. In order to address this, a quasi-experimental design was used. The dependant variables – attention and arithmetic ability – were measured by separate tests, namely the d2 Test of Attention and Young’s Group Arithmetic Test, respectively. The independent variable was the pace of television programming, with two levels of this factor – fast and slow. A sample of 101 Grade 3 children from three mixed-gender private schools was used. Convenience sampling was used to select the schools, with purposive sampling employed in the selection of Grade 3 to allow for the recruitment of 8- to 9-year-olds. This study has shown that television pacing has no immediate effect on arithmetic ability. It is also clear from this analysis that arithmetic scores did not load on the attention scales, indicating that an arithmetic test cannot verify attention scores. Television has an arousal effect on attention, in that it seems to stimulate selective attention. An optimal level of arousal is required for selective attention to take place...M.A