The children's television program Teletubbies and its concomitant controversies are analyzed along with the media attention surrounding the program. A textual analysis is presented, including the methodologies of narrative theory, semiotics/structuralism, and poststructuralism. The context is also analyzed, using a cultural studies and historical reception approach, in order to chronicle and analyze the show's controversies and elucidate how these arguments have affected reception and interpretation of the show. Following textual and contextual analysis, a social science approach is utilized, reviewing literature and research that supports or refutes the arguments at hand. Finally, the results of a qualitative, ethnographical study are presented in order to include the child's perspectives on the show and inform the larger, cultural issues of childhood.

This thesis occupies an uneasy space: not within or even at the leading edge of any one tradition, but in the anomalous and almost unoccupied space in which three traditions fail to connect. In keeping with this standpoint, it employs a range of approaches from a cross-paradigm perspective. It draws the main hypothesis that it tests from the cognitive developmental paradigm and develops its main methodological tools from methods of discourse analysis, supplemented by a variety of other instruments, quantitative as well as qualitative. This thesis makes five main claims: (1). Modality judgements, issues and perceptions in relation to television programme content are significant elements in a complex, active and creative process of learning for children in the contemporary world. (2). Children's modality judgements and processes of understanding are significantly different from those of adults in important respects. (3). A further significant developmentally-related phenomenon that emerges from the data is the importance of moments of rupture in developing modality schema and strategies. (4). Children's programme preferences, as refracted through modality structures and strategies typical of different ages, reflect a coherent learning context in which children tackle modality experiences, problems and dilemmas that are well suited to their needs at that point in their development. (5). Children's talk about issues of modality is also a species of social action, in and through which children position and reposition themselves in a variety of social contexts, constructing not only maps and versions of the world, but versions of their selves and tactics to maintain their specific interests. Many of the generalisations in this thesis are still tentative, in need of further development. Some of them, however, are more solidly grounded and would be able to contribute to current debates in education and public life on the role and functions of television in the lives of children. / Doctor of Philosophy (PhD)

The interest in the effects of television violence on children has resulted in thousands of studies over the last 20 years. Previous research on laughter has generated many laughter theories and several studies show that laughter may influence mirth expressions and funniness ratings of material. The purpose of this study was to determine if a television laugh track affected children's perceptions of television violence. A review of the literature covered the areas of laughter and television laugh tracks, children's processing of television, and children's television violence perceptions. Forty-two children, aged 6 to 8 years old, were divided into two groups. One group watched a televised violent scene accompanied by a laugh track, and the other group watched the same scene without a laugh track. The children then answered questions on a Likert scale about their perceptions of the pain and violence in the scene. The data was analyzed using the t-statistic. At a .05 significance level, there were no significant differences between the control and treatment groups, supporting the null hypothesis. These results supported previous research showing that laugh tracks and laughter in general do not always increase funniness or other ratings, and that children may not be identifying closely with the characters. Suggestions for future research were presented. / Graduation date: 1993

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Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

Thesis (Ph.D.)--Murdoch University, 2006. / Thesis submitted to the Division of Health Sciences. Includes bibliographical references (p. 262-275).

Thesis (Ed.D.)--Teachers College, Columbia University, 1992. / Typescript; issued also on microfilm. Sponsor: Jensen Leichter. Dissertation Committee: William C. Sayres. Includes tables. Includes bibliographical references (leaves 220-227).

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: Elizabeth A. Vandewater. Vita. Includes bibliographical references.

Thesis (M.S.) -- University of Tennessee, Knoxville, 2005. / Title from title page screen (viewed on Feb. 2, 2006). Thesis advisor: Greer Fox. Vita. Includes bibliographical references.

Thesis (MA)--University of Stellenbosch, 2005. / Bibliography. Also available via the Internet.