Violence On Television Through a Child's Eyes:
                             A Power Ranger Study

                               Jeffrey D. Peak
                     Western Connecticut State University

Abstract

The study is based on television violence and how it affects children's 
ehaviors at recess.  The subjects studied were 78 second grade 
tudents at an elementary school, ages ranging from seven to eight.  
he methods used were observation, along with asking questions.  The 
ctions of the students were observed for a week and each student was 
sked five questions relating to violence on television.  The research led 
o the finding that children are watching shows that contain violent acts, 
lso children's behaviors were different if the parents controlled the 
elevision watching. Violence on television cannot take the entire blame, 
ut throughout this study it is clear that television violence is one of 
hose outside influences that affects a child's behavior.

                Violence On Television Through a Child's Eyes:
                             A Power Ranger Study
	What effect does violence have on children?  Do outside 
nfluences have strong connections with the way one will act and can 
ontrolling what a child watches on television enhance the possibilities 
hat they will grow up with less aggression?  These are the questions 
hat the research is trying to answer.
	This study is a combination of two subjects involved together 
o form an important issue in communications.  The study involves the 
ocial Learning Theory developed largely by Albert Bandura, which 
olds that behavior is a function of the interaction of inner processes 
nd external or environmental factors (Devito, 1986).  Goldstein 
1981) reports that asocial learning is basically a commonsense 
pproach insofar as it is worked out within the client's style and frame 
f reference.  It takes account of his world views, culture and value 
rientations, the nature of his environment, and his action schemes that 
ypically shape his course of living (1).  Goldstein also states that 
social learning occurs when a person's response to a situation is in 
ome way influenced by the perceived presence of another or others 
237), and learning occurs in relation to others in the person's 
nvironment (238).  
The Social Learning Theory in the past thirty years has 
xamined various topics in the communication field.  For example, the 
heory has been used to study deviant behavior in adults, such as 
lcoholism (Wilson, 1972), and peer pressure (Iannotti & Bush, 1992).  
he researchers have used this theory to examine how one might learn 
ow to be a deviant adult (Iannotti & Bush, 377). The researchers have 
xamined the adults childhood to see if somebody in the family may 
ave taught them how to be deviant.  While studying alcoholism 
esearchers examine how the subject was raised; and if there was 
ossibly a user in the family (Wilson, 326).  In the study on peer 
ressure the researchers use the theory to see if outside influences have 
ffects on people, for example the actions of friends (Iannotti & Bush, 
78).  These are just two examples of how this theory has been used 
ver the past few years.  The other subject involved in the thesis is 
iolence on television and the effect it has on a child's behaviors or 
ctions.  Violence on television and the Social Learning Theory have 
een studied together before (Withey and Abdes, 72), but not all 
esearchers end with the same conclusions. 
This study looks at whether television violence presented on 
he show the Mighty Morphin Power Rangers has an effect on 
hildren's play at recess.  children learn from their parents, family 
embers, and other outside influences; in other words the environment 
n which one lives (Rotter, 1982).  Violence on television may be 
lassified as one of the outside influences that affects the way children 
ehave.  Individuals tend to select new experiences and interpretations 
f reality on the basis of previous experiences and conceptualizations 
Rotter, 8).  Some children are watching television at the rate of two 
imes more than hours spent in school by the time they graduate from 
igh school (Zoglin, 59).   The Social Learning Theory has also been 
sed to study children's behaviors.  Some recent studies have addressed 
ggression in children (Goldstein, X).  By using the theory the 
esearchers examine the environmental factors that may influence a 
hild's decision making.  Now that television reaches so many people's 
ives the theory is being used to examine the effects violence has on 
hildren.  The study isn't only important in the field of communications, 
ut also to our entire society, because the study concentrates on young 
tudents and soon those children will be important members in our 
ociety. 
There have been some studies on both the Social Learning 
heory and violence on television and the effects it may have on 
hildren, but for the main part the two subjects have been studied 
eparately.  Huesmann and Eron (1986) were the first researchers who 
ombined the subjects.  Huesmann and Eron conclude the study by 
aying antisocial aggressive behavior in children is most often the 
esult of the convergence of a number of predisposing and precipitating 
actors.  The convergence provides a learning environment within 
hich aggressive responding can become habitual.  Although no single 
actor can make a child aggressive, each contributes something (78). 
his statement means that children's aggressive behavior becomes habit 
or many because the child acts before thinking.  They also stated that 
hey examined the conditions under which exposure to media violence 
s most likely to lead to heightened aggressions (78).  Huesmann and 
ron also conclude that for boys and girls, television violence viewing 
as significantly related to concurrent aggression and significantly 
redicted future changes in aggression (78). Huesmann and Eron mean 
hat violence on television is related to aggression in people.  Carter and 
trickland (1975), give specific facts, using other researcher's thoughts 
or their conclusion.  R. Tyler (1972), formerly of the Social Science 
esearch Council, states in recent years we have become alert to the 
mportance of studying our environment in terms of its functions and 
he balance among them . . . any environment that represents for them 
o many hours a day deserves a research program (135-136).   M. 
ilson, (1972),  Director of the Center for Advance Study in Behavior 
cience at Stanford, states that there is a casual relation between 
iolence on television and the behavior of children in an anti-social way 
138).  Carter and Strickland show specific thoughts of other 
esearchers in concluding their study.  It is important because it shows 
hat research has existed for twenty years and researchers still are 
eporting different results.  Some research say violence has a 
remendous effect on children (Zoglin and Rotter).  Other research 
hows that the effect TV has on children isn't very powerful (Heller & 
olsky).  Heller and Polsky (1976), write about aggression in children 
nd how it is enhanced through outside stimuli.  Heller and Polsky 
onclude that exposure to aggressive content on television did not 
iscernibly lead to heightened aggressive behavior, that observing 
elevision programs with relatively more aggressive content produced 
ore aggressive fantasies (2).  The researchers report that on one 
and, television promotes passivity in children by virtue of the fixation 
n the television box feeding them entertainment.  On the other hand, 
hey state that television encourages anti-social aggressive behavior (2).  
he researchers used findings from Magcoby (1964), to illustrate a 
oint.  Magcoby found the immediate effects to include the emotional 
eactions of the children which he is viewing television, and then 
mmediately ensuring repercussions of those defensive reactions, 
atigue, excitement, daydreams, etc. (2).  These authors provide an 
nderstanding of old research on this topic.  The Advisory Committee 
or the Surgeon General of the United States Public Health Service 
1972) concluded that children imitate and learn from everything they 
ee, it would be extraordinary if they did not imitate and learn from 
hat they see on television (7).  The Committee also states that the 
ffect is small compared with any other possible causes, such as 
arental attitudes (7).  Television is only one of the many factors which 
n time may precede aggressive behavior.  The Committee explained 
ow television had some effect on the way people behave, but other 
nfluences also had an effect.  Zoglin's (1996) research is the most 
ecent.  Zoglin, (1996) discusses the relationship between television 
iolence and the effect it has on children.  Zoglin also defines violence 
s those physical acts intended to cause harm to another also including 
erbal threats of physical harm as well as showing the aftermath of 
iolence (60).  researchers have been sparring over the question for 
ears, but the debate seems to have been swayed in favor of antiviolent 
orces (53).  The article summarized a growing body of research and 
oncluded that the link between television violence and aggressive 
ehavior is no longer in doubt (58).  The National Television Violence 
tudy is to be believed.  Billed as the most thorough scientific survey 
f violence on television ever undertaken, the study not only found a 
urprisingly high percentage of violent shows, it also made some 
amming observations about the way violence is presented.  According 
o the survey forty-seven percent of the violent act shows result in no 
bservable harm to the victim (60).  The article shows that research 
tudies on television violence are now concluding that there is a great 
ossibility that television affects children (60).  Rice, (1992), studies 
he effect that television violence has on children.  Rice states that 
ozens of studies show that children who watch violent programming 
re likelier to engage in aggressive behaviors such as pushing and 
hoving and to choose violent solutions to conflict with peers (60).  
he researcher also states that despite the concerns expressed by 
arents and professional organizations, murder and mayhem are 
ommon on prime time and even more so on Saturday mornings, 
ecause network programmers know that blood and guts holds viewers 
ttention (60).  Rice concluded that it is hard to separate what kids pick 
p about the world from television and what they pick up from the 
orld itself (62).  All of these findings that have been discussed relate 
irectly to the research study.  These topics have been studied for years.  
inally, researchers are seeing their importance and studying them 
ogether.
METHODOLOGY
The data for the research study consists from of parts.  The 
irst part will be comprised of the answers that are received from asking 
uestions.  The second part consists of observing the subjects and 
oting the observed actions.  Combining  the two parts will make up the 
nformation that will answer some of the questions about violence on 
elevision and the effect it has on the children watching.  The 
uestionnaire is made up of five questions:  
What shows do you watch on television? 
Are there any shows that you are not allowed to watch?
Do you watch the Power Rangers, and if so, why?  If not, why?
Would you say that any shows you watch are violent? 
What is recess for?
The students were selected for this research study because the 
chool is located in a rural community and happens to be in one of the 
tates best regions for learning.  If time permitted the research was 
oing to continue and concentrate on a school in the city, but time 
estrictions didn't allow further study.
The observation of the children was done over a period of five 
ays.  The children were observed on the first day for one-half-hour, 
hen they were asked the five questions stated above.  For the next four 
ays the children were observed during recess.  The school staff and 
he children were more than happy to participate in the research study.  
etting up a time to talk to the children was the difficult part, because 
he principal and teachers didn't want class time interrupted.  This is 
hy the question part of the research was done during lunch.  The 
nformation for the research study could be corrupted if the children 
idn't give honest answers.  To be specific, if the children answer that 
hey don't watch the Mighty Morphin Power Rangers and actually do, 
hen the validity of the study could be in jeopardy.
Providing all of the data for the research are the second graders 
t an elementary school in Western Connecticut.  The sizes of the 
lassrooms are twenty-two students in each.  There are four second 
rade classes for a total of seventy-eight students.  The student's ages 
anged from seven to eight and all learn at a second grade level.  Seeing 
he actions of the students and comparing them to the answers given 
nhanced the possibilities of getting a true response about the effect 
elevision violence has on the children.  Watching the children is the 
ajor part of this study.  The children's actions at recess provided most 
f the answers.  The children's answers, compiled with actions taken at 
ecess, control the entire study.  If the students answer the questions 
ruthfully and act on the school ground as they usually do, the study 
hould produce valid information for the research study.  On the other 
and, if the children act differently than usual, or give false answers, 
he study will not be accurate.  The action of the students were 
ontrolled by the teachers telling them that the study was important and 
o answer the questions honestly.  The two techniques, a questionnaire 
nd observing individuals, have aided other researchers in this field of 
tudy and are the most appropriate means available for use. 
The variables may be manipulated by the influence of other 
tudents.  By asking questions to a group of children, one may answer 
he question a certain way and the others may be influenced to answer 
n the same manner.  Also, the reactions at recess may not be the same 
veryday.  If the children know that they are being watched it could 
ave an effect on the student's actions at recess knowing that somebody 
s watching may cause a different reaction than usual.  This paragraph 
oints out that the study depends on the honestly of the students and 
ecause the surroundings can't be controlled some students may be 
nfluenced by other's answers.  
The answers given by the students were calculated and a 
ercentage was taken.  If the majority of the students answer a certain 
ay and they act differently than other students answering a different 
ay then assumptions can be taken.
The factors that affect the internal and external validity is if the 
tudents can't play outside due to outside influences, such as bad 
eather.  The actions that young students partake in will differ if recess 
s held inside compared to if it is held outside.  The students will have a 
reater amount of limitations.
This study is only examining one small part of the television's 
ffect on people.  Everybody in today's society has an opinion about 
his topic.  This study allowed children to answer the questions for 
hemselves.  Therefore, no ethical principals were jeopardized in this 
tudy.  The students were told by the principal and teachers that 
omebody was going to ask them five questions about television and 
hen was going to watch them play at recess.  The students were told 
ot to be nervous and if they didn't understand a question they were to 
ell the researcher to explain the question.  The questions never had to 
e explained to the students.  The students were reminded about the 
tudy for two days prior to the study beginning and then every day 
efore they went to recess so that they were not scared that they were 
eing observed.  The students seemed to enjoy somebody new at their 
chool and the research study went very smoothly thanks to the 
elpfulness of teachers and students. 
   During the week of March 11th, questions were answered 
nd the observation of the children was done and information received. 
ince the research project used two techniques, a questionnaire and 
bservation, the result from each will be addressed separately and then 
ombined to form the conclusion or answer to the research questions.  
At the beginning of the week the person who watches the 
tudents at recess told me to watch carefully ten students.  Five were 
ery outgoing and loud while the other five were quiet and stayed 
ostly to themselves.  Throughout the week all of the seventy-eight 
tudents were talked to about their television viewing habits.  All were 
lso asked five questions about television.  
RESULTS
The first question which was asked dealt with the types of 
elevision watched.  Many answers were similar so six programs were 
elected and the students only could say what show they would watch 
irst.  The six television shows selected were the favorites of the 
tudents.  They were Ren and Stimpy, Rugrats, V.R. Trooper, Power 
angers, California Dreams, and Full House.  The final tally went as 
ollows:  Rugrats received thirty-four first place votes, which is forty-
our percent of all of the answers.  Power Rangers was second with 
wenty-two votes, twenty-eight  percent;  V.R. Trooper had nine votes, 
leven percent; Ren and Stimpy with four votes, six percent; and Full 
ouse and California Dreams combined for the last nine votes.  
The second question asked was if the students watched The 
ighty Morphin Power Rangers.  Using all of the students the results 
ere that forty-two students watched the Power Rangers most of the 
ime, that's 54 percent,  and that an additional fourteen students 
ccasionally watched the show, 18 percent.  That left only 28 percent or 
wenty-two students who did not watch The Power Rangers.  
arrowing the number to the ten students the aide told me to watch 
arefully the percentage differed.  From the five students that often 
isbehaved all five watched The Mighty Morphin Power Rangers, at 
east some of the time.  On the other side, of the five students who were 
ess likely to misbehave, only one student watched The Power Rangers, 
nd that student only watched some of the time.  
Continuing the study from the second question by breaking up 
he entire group into two groups on the basis of gender, also changes 
he statistics.  The number of girls who watched the show was much 
ower than that of boys.  Only twenty-one said that they watch The 
ower Rangers, or 60 percent.  The boys, on the other hand, watched 
he show frequently.  Thirty-five out of the forty-three said they 
atched the show at least some of the time.  That means 81 percent of 
he boys watch the show.
During the observation of the children there were a few 
ncidents where the children's acts may have come from watching these 
ctions on television.  Two boys who were playing with a ball together 
tart arguing over who was going to throw it.  One of the boys arguing 
it the other boy in the head with a karate chop.  The boy who was hit 
ver the head gave up control of the ball and did not react aggressively.  
oth boys watch The Power Rangers, but the student who was hit 
atches the show sometimes while the boy who hit the other student 
atches the show frequently.  Another example happened at lunch.  
wo girls were arguing over friendship, when one of the girls said that 
hey were no longer friends the other girl got very angry and started 
elling.  The two continued fighting verbally.  The one girl who was 
etting angrier picked up a fork and started stabbing the lunch tray.  As 
he continued to stab the lunch tray the other student turned and walked 
ver to the student aide.  The girl who stabbed the lunch tray watched 
he Power Rangers on a regular basis; the girl who walked away said 
he wasn't allowed to watch the show because her parents wouldn't let 
er.  
The third question dealt with the children's thoughts about 
iolence on television.  Most of the students said that there were many 
hows on television that were too violent for them to watch.  Some of 
he most popular answers were television shows on during the evening.  
he Simpsons was the most popular answer. Without giving the 
tudents choices almost fifty percent included The Simpsons in their 
roup of violent shows.  Some of the other most popular answers were 
he X-Files, Bevis and Butthead, Dumb and Dumber and Iron Eagle.  
The question that became the most important to the research 
roject was if the students' parents regulated the programs that they 
atched.  Fifty-four out of the seventy-eight students answered that 
heir parents did put limitations on what shows they could watch.  That 
igure means that 79.2% of the students aren't allowed to watch all 
ypes of television.  Breaking this question down to the ten students 
ho were closely observed also allowed the study to gather more 
nformation.  Of the five students who acted out at recess with high 
motion and energy, only one student wasn't allowed to watch 
hatever they wanted.  Four out of the five had complete control of 
hat they watched.  The five students who were quiet and less active at 
ecess all had limitations on what they could watch.  
While observing these ten students there were specific actions 
hat all of the students possessed.  All of them walked out to recess in 
wo lines.  They all walked to lunch in two lines.  They all lined up in 
roper form when the whistle blew telling them that recess was over, 
ut this is where the similar actions ended.  Some examples from the 
en students' actions at recess guided the study.  First, some actions of 
he four students whose parents did not regulate the television shows 
hey watch.  Two boys who were told not to go on the slide because it 
as too wet, walked across the snow and ignored the aide's directions.  
ne boy for all of the five days kicked a ball into the middle of the 
layground while the students were supposed to be lining up to go in 
or lunch.  Everyday he would then run after the ball and say somebody 
lse threw it.  As the students were forming lines to go in for lunch two 
oys started pushing to get in front.  They both ended up being in the 
rong line so they were told to go to the back of the correct line.  They 
ut in the middle of the line and the aide caught them.  As the aide 
xplained that they are both in trouble one boy smiled as if nothing had 
appened while the other boy started to whine and sob.  The boy who 
ccepted that he was in trouble can watch most of the shows he wants 
nd only had a few limitations.  The parents of the boy who started to 
ob controlled most of the television he watched.  He was only allowed 
o watch television at night with his parents or older sister.
There were some incidents that showed opposite reactions to 
ituations.  One of the students observed carefully was hit in the face 
ith a kicked ball.  The boy who was struck by the ball didn't respond.  
e was one of the boys who watches The Mighty Morphin Power 
angers and also can watch any type of show.  The student's actions at 
ecess basically stayed the same all week.  The students who were 
ggressive were that way all week.  Most of the students ran around the 
chool ground for twenty minutes, but there were some who watched 
ther students play.  Approximately 75% of the students were very 
ctive at recess, while only 25% of the students were not active.  
The last question asked referred to what recess was for.  
lmost all of the answers dealt with either having fun or playing.  A 
ew students said that is was for exercise or to stay healthy.  
DISCUSSION
While studying violence on television and the effects it has on 
hildren, one issue that wasn't thought of as being important to the 
tudy emerged.  Of greater importance than the amount of violence that 
he child watches, is if parents regulate what types of television shows 
heir children can watch.  This is where the student's actions differed 
he most.   For the children whose parents didn't control what shows 
hey could watch their actions and behaviors were disrespectful toward 
he student aides.  The students who watched whatever they wanted to 
idn't listen to the aids, didn't follow the directions the aides gave, and 
idn't care if they got in trouble.  The students whose parents regulated 
heir television viewing acted differently to certain situations.  They 
ften played in groups.  They respected each other's space, listened to 
he student aides' directions better, and carried themselves in a proper 
anner walking through the halls.  In lunch the students who watched 
ll types of television also were obvious because of their actions.  They 
ould not quiet down when it was time to.  They also didn't allow 
ertain students to sit with them.  The students who had limitations 
cted in a quieter manner; allowing anybody to sit at their lunch table.
Television violence may not be the most important issue in this 
tudy.  The way a parent controls what a child can or cannot watch may 
e more important.  In this study violence on television showed that 
iolence does directly affect children's behavior.  It is not the only 
ariable but it is one of them.  The children who watch television 
egulated by their parents acted and behaved differently from those who 
ad no limitations.  Television violence, and the way that it may 
nfluence a child's behavior and actions, cannot be answered by doing 
ne study on this topic.  Researchers have been studying this subject 
or over thirty years and most of them still have opposing viewpoints.  
ince the 1972 study on violence in television, and the influence it has 
n children who watch those shows, the researchers often take 
pposing sides.  Today, the controversy still exists because no concrete 
vidence on either side has ever been discovered.  
By doing this research study questions arose about television 
iolence.  Questions that were focused on before the study began were 
nswered along with questions that were not thought of until the study 
ad already begun.  Some questions that were asked before this study 
ere not answered at all.  This is why researchers have struggled to 
ind one conclusion that everyone can accept.
Throughout the research project there have been obvious 
easons why television violence, and the effect it has on children, 
annot be completely solved.  A few important issues that exist and 
ake this study difficult are the fact that the media arts, along with 
elevision, are always changing.  Researchers must take into 
onsideration that television in today's society is different than 
elevision thirty years ago.  Television is watched more by children 
oday than it ever has been watched before.  There are more channels to 
atch on television now. Programs on television in the 1980s didn't 
ontain the same subject matter as the shows today.  One of the 
ifferences in the subject matter is the amount of violence in a thirty 
inute show.  One half hour show contains more violent acts than a 
wo-hour movie from the past.  
Mass media has changed throughout the years.  For example, 
nventions such as the VCR have enabled people to watch television and 
ovies.  Inventions such as this have changed the information that 
esearchers have been studying.  Secondly, society as a whole has 
hanged over the past thirty years.  Children growing up in the late 
980s and early 1990s face different obstacles than those children 
rowing up before them.  For example, school is an element in a 
erson's life that is essential to complete.  Today, school is focused on 
ith greater importance than it has in the past.  Both changes in society, 
nd also in mass media, make the study of violence on television 
mpossible to solve because researchers must adapt to new trends and 
hose new trends lead to new answers.  Rival hypothesis are what 
ttracts most researchers to this study.  Rival hypothesis will not be 
inimized until the entire issue on television violence and the effect it 
as on children is researched completely and every researcher agrees.  
ival hypothesis is what made this researcher study this subject matter. 
It would be an overstatement if, by doing this study, the 
esearcher stated that all second grade students are affected by television 
iolence.  The study can only represent how television affects those 
eventy-eight students that were involved.  This conclusion applies only 
o the students that participated in the research project.  In further study, 
f time had been available, other school children could have participated 
nd a greater population examined. 
When first studying television violence and the effect it had on 
hildren's behavior and actions at recess, certain questions had to be 
sked before the study could start.  Is violence on television a problem 
hat needs to be addressed?  Does violence control any emotion in a 
uman being.  By studying this topic will it be an effective project that 
ould be taken further in the future if researchers wanted to continue the 
tudy?  The answer to all of these questions is yes.  By receiving and 
alculating the answers supplied by the students and combining the 
ctions of the students with the answers it permits the research to state 
his conclusion..  Violence on television is a major issue and it could be 
hat violence on television does have an effect on children's behaviors 
nd actions.  This statement doesn't say that all children who watch 
iolence on television are affected only negatively.  It states that 
hroughout the research study a noticeable difference in behavior and 
ctions exist between students who watch television shows containing 
cts of violence and those students who do not watch violent television 
hows.  The affect that the violence has on children's actions wasn't 
lear, but a difference in behavior was noticeable.  Students watching 
elevision shows which contain a large amount of violent acts are more 
ggressive on the playground.  The aggressive students control the 
layground.  They take balls away from other students if they want to 
lay with the ball.  They run around the playground not worrying about 
ther students.  Students with less aggression seemed to be observant 
f other students.  The students understood that sharing toys was the 
ppropriate thing to do.  The less aggressive students for the most part 
atched television shows that contained small amounts of violence or 
one at all.  Violence on television cannot take the entire blame.  Other 
utside influences affect the way children behave, but throughout the 
tudy it was very obvious that the children who watch violence on 
elevision act and behave differently than those students who don't 
atch television programs with numerous acts of violence.
As the research project started certain answers were anticipated 
efore the questions were even asked.  The researcher believes that 
ass media, such as newspapers and television, have a great effect on 
hildren.  As the study continued rival hypothesis from other 
esearchers was evident.  Still there were enough researchers who also 
elieved that television violence plays an important role in a child's 
ehavior and actions.  It appears that both sides may be right.  The 
nformation and data received throughout the research study proves that 
elevision violence does effect children, but the data also proves that 
ther outside influences effect a child's behavior in a greater way than 
oes television.  One previous researcher's findings were very similar 
o this study's findings.  Rotter, in 1982, concluded that violence on 
elevision may classify as one of the outside influences that effect the 
ay a child will behave.  Children imitate what they see because they 
earn from watching others act in different situations.  This research 
tudy concurs with Rotter that television violence affects a child's 
ehavior.
The study also reveals that television violence does have an 
ffect on a child's action, but other outside influences have a greater 
ffect on a child, such as a parent's involvement in what the child is 
ermitted to watch on television.  One research study that differs from 
his study is Heller and Polsky in 1976.  They state that exposure to 
ggressive content on television didn't discernibly lead to heightened 
ggressive behaviors.  As stated before, many researchers who have 
tudied this detailed topic have rivaled other hypotheses.  This study 
ollows the same patterns, agreeing with some researchers and 
isagreeing with other researchers. 
Television violence has become an important issue in today 
ociety.  This is evident because of the recent attention researchers have 
hown toward this topic.  Understanding the learning process of a child 
s a complicated subject, but through research such as this the topic may 
ecome less complicated. Television shows such as The Mighty 
orphin Power Rangers contain many acts of violence in a half hour 
how. These acts may not affect all of the children who watch, but as 
he research study shows, violence on television affects the actions and 
ehaviors of some children who watch.
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