Forty-two first and second grade children viewed two television programs by themselves or with siblings who were either 3 to 6 years older or 0 to 2 years older. Children's interpretations of essential content and evaluations of program characters were assessed. Viewing and assessment took place in the children's schools. Results indicated that children were not influenced in their interpretations of essential program content when viewing with siblings, but were influenced in their general evaluations of program characters by siblings who were 3 to 6 years older. Analyses of videotaped conversations revealed possible reasons for different mediation effects.
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