UNLABELLED: Do children's schemata for occupations they observe in real life differ from those they see on TV? 177 second- and fifth-graders were assigned to conditions in a 2 (real-life or on TV) x 2 (police officer or nurse) design. They answered open-ended questions about what police officers or nurses do (in real life or on TV) and rated the typicality of various job activities. Their schematic knowledge about TV and real occupations was clearly differentiated. TV versions entailed more glamour, higher income, more stereotypes, and more dramatic events without negative consequences. Real-life occupations entailed more effort, status, and excitement. Older children differentiated slightly more clearly than younger ones. Children who perceived television as factual and realistic had real-world schemata similar to TV images. Children who were heavy viewers and perceived television as realistic were most likely to aspire to jobs shown on TV. CONCLUSION: children form separate schemata for social information acquired from TV and from real-world experience, but those who perceive television as socially realistic are apt to incorporate TV messages in their schemata and their aspirations.
UNLABELLED: Do children's schemata for occupations they observe in real life differ from those they see on TV? 177 second- and fifth-graders were assigned to conditions in a 2 (real-life or on TV) x 2 (police officer or nurse) design. They answered open-ended questions about what police officers or nurses do (in real life or on TV) and rated the typicality of various job activities. Their schematic knowledge about TV and real occupations was clearly differentiated. TV versions entailed more glamour, higher income, more stereotypes, and more dramatic events without negative consequences. Real-life occupations entailed more effort, status, and excitement. Older children differentiated slightly more clearly than younger ones. Children who perceived television as factual and realistic had real-world schemata similar to TV images. Children who were heavy viewers and perceived television as realistic were most likely to aspire to jobs shown on TV. CONCLUSION:children form separate schemata for social information acquired from TV and from real-world experience, but those who perceive television as socially realistic are apt to incorporate TV messages in their schemata and their aspirations.