Sesame Street research - Knowledge (XXG)

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reassessed. The children in the study retained most of what they had learned, but all ages became more skeptical about the reality of both the fantasy and educational content. Children in the five-year old group remembered the information they learned from the clip better than three- and four-year old children, but for all groups, the more likely they judged what they viewed was real, the more likely they were to use the information in other settings. Only the group of five-year old children transferred educational content from the TV show to new situations, but three-year olds were less able to do so. Bonus and Mares were able to demonstrate that reality judgments play an important role in children's ability to transfer information and that "children remembered what they learned to a remarkable degree", even a week or more later. Children in the five-year old group scored higher in learning the material they viewed and what it was meant to reflect real-world conditions so they could remember it in order to transfer it to real-world conditions, most likely due to the combination of older children's better memory skills and a greater understanding of the educational content as it related to the real world. Children's reality ratings of fantasy content were less than those for educational content, despite exposure and age differences.

231:" Cooney credited Palmer and his colleague at Harvard, Gerald S. Lesser, whom CTW hired to write the program's educational objectives, for bridging the gap between producers and researchers. Cooney stated, about the CTW model: "From the beginning, we—the planners of the project—designed the show as an experimental research project with educational advisers, researchers, and television producers collaborating as equal partners." She described the collaboration as an "arranged marriage". The show's staff worked to create a non-adversarial relationship between producers and researchers; each side contributed, as Fisch stated, "its own unique perspective and expertise". Early in the planning process, production staff recognized that it was valuable to have access to researchers who could analyze children's reactions and help them improve production, and the show's writers and producers brought their instincts for and experience in children's television. Though initially skeptical about both the collaboration and the curriculum, the writers eventually came to see both as integral parts of the creative process. 363:, and have been cited in other studies of the effects of television on young children. ETS reported that the children who watched the show most learned the most, and achieved better results in letter-recognition skills. Three-year-olds who watched regularly scored higher than five-year-olds who did not; children from low-income households who were regular viewers scored higher than children from higher-income households who watched the show less frequently. Similar results occurred in children from non-English-speaking homes. Although adult supervision was not required for children to learn using the material presented, children who watched and discussed the program with their parents gained more skills than those who did not. Children viewing the show in an informal home setting learned as much as children who watched it at school under a teacher's supervision. Regular viewers adjusted better to the school environment than non-viewers. They also had a more positive attitude toward school and better peer relations than non-viewers. 616:

information about autism and resources for families. They found that parents of children with autism had less implicit bias than parents of children without autism before they viewed the materials on the website, but both groups' attitudes and biases did not differ after they viewed the website. They also found that parents of children without autism and those who had more negative implicit attitudes before viewing the website demonstrated a greater reduction in implicit bias after viewing it, and parents of children with autism demonstrated more positive changes in their explicit attitudes and increased knowledge about autism after viewing the website. The study's findings suggested that online educational resources about autism "can reduce implicit bias against children with autism and help mitigate some of the psychological issues associated with parenting children with autism".

289:, verbal measurements, in the form of letter-recognition tests, were introduced. These reinforced earlier results, providing more insight into children's knowledge, reactions, and responses than behavioral measures alone. The distractor method was modified by Workshop researchers Lewis Bernstein and Valeria Lovelace into an "eyes-on-screen" method, which collected simultaneous data from larger groups of children. Their method also tested for more "natural" distractions, such as those provided by other children in group-viewing situations; up to 15 children were tested at a time. Lovelace developed additional testing methods, described by Fisch as "state-of-the-art research design". One innovation included the "engagement measure", which recorded children's active responses to an episode, such as laughing or dancing to music. 584:

upon the existing body of early, targeted evidence and found positive impacts on the educational performance of preschool-aged children who were able to watch the show because they resided in areas with wider broadcast coverage. These children achieved relative increases in grade-for-age status and represents improvements in academic progress during elementary school, when students are more likely to fall behind their appropriate grade level. They saw the same kind of improvements in the long run, also consistent with the grade-for-age results. The positive effect of the show seemed to be "particularly pronounced" for boys and black, non-Hispanic children, along with children who grew up in areas characterized by greater economic disadvantages. Consequently, Kearney and Levine, who called

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children's educational outcomes in 1980, that exposure to the show during its early years "generated a positive impact on educational outcomes through the early school years". They also found that children who were able to watch the show were fourteen percent more likely to attend the grade that was appropriate for their age during their middle and high school years. They found positive effects for both boys and girls, with larger effects for boys, and demonstrated positive effects for blacks, Hispanics, and white non-Hispanics, with larger effects for blacks and Hispanics. Adults who were exposed to the show as young children also were more likely to be employed and earned higher wages.

242:", a variant of the CTW model was used. The need for preschool education in each country was assessed through research and interviews with television producers, researchers, and educational experts, similar to the process followed in the U.S. The producers then convened a series of meetings with the experts, held in the individual countries, to create and develop a curriculum, the program's educational goals, its set, and its characters. They held meetings, at the CTW offices in New York City and in the respective country, to train the co-production team in the CTW model. Each co-production conducted formative studies before production and if possible, summative studies to test the 324: 548:, which includes live action content. It could have also been due to differences in interview questions, this study's small sample size, or random chance; Bonus and Mares recognized that more experiments needed to be conducted. This study also did not replicate previous studies that found that verbal instructions help children judge the reality of media content more accurately, perhaps because their instructions were too brief or vague. There were other limitations with this study, including not pursuing if children's skepticism could be reduced by eliminating fantasy cues. 2974: 544:

transfer educational content when it was appropriate." Unlike previous studies, this study found that neither fantasy-reality or educational judgments predicted the children's learning of the educational content. The reason for the difference in findings was unclear, but Bonus and Mares conjectured that it was to differences between the programs used in other studies, which used animated programs, and

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episodes, viewers and non-viewers were compared; few differences in learning were found. When both groups were tested after six weeks more differences began to appear, with viewers scoring higher than non-viewers. A two-season CTW study published in 1995 found a "significant increase" in difficulty in remembering the letter and number of the day. Based on the

130:, education, and media across the U.S. and Canada. She researched their ideas about the viewing habits of young children, and wrote a report on her findings entitled "Television for Preschool Education", which described how television could be used as an aid in the education of preschoolers, especially those living in inner cities and became the basis for 223:, its creators developed the "CTW model": a system of planning, production, and evaluation which only emerged after the show's first season. The CTW model involved the interaction between television producers and educators, the development of a curriculum for 1972 to 1974 children, formative research to shape the program, and independent 339:(ETS) to conduct its summative research; CTW and ETS hired and trained coordinators, testers, and observers from local communities to conduct these studies. The most relevant tests of the show's effectiveness were comparisons between children who watched it regularly and those who did not. After the first season, however, 490:

attention span depended both on age and the on the type of stimuli children viewed. The time they looked at stimuli decreased for all types of stimuli from fourteen to twenty-six weeks, but the time they looked at it increased depending on the stimuli. When older infants (age fourteen weeks to twelve months) looked at

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would change attitudes and implicit biases toward children with autism. They studied two groups, parents of children with autism and parents of children without autism, giving both groups tests about their attitudes and biases before and after viewing a website developed by Sesame Workshop containing

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Even when controlling for age, greater memory of the fantasy content was associated with less transfer of the content, which indicated, for Bonus and Mares, that children knew that the fantasy elements did not apply to real life; according to Bonus and Mares, "The primary problem was their failure to

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as preschoolers were positively influenced by it. Compared with children who had not watched it regularly, they had higher grades in English, math, and science; read for pleasure more often; perceived themselves as more competent, and expressed lower levels of aggression. The effects were stronger in

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captured young viewers' attention. Two children at a time were brought into the laboratory and shown an episode on a television monitor and a slide show next to it. The slides would change every seven seconds; researchers recorded when the children's attention was diverted from the episode. They were

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material. A study conducted in 2006 found that infants' attention span increased more when they were presented with video clips than with still images of the same stimuli, supporting the idea that movement helps young infants gain more information from the world around them. The evidence showed that

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on elementary school performance" in 2019 and its effect on longer-term educational and labor market outcomes. They also conducted the study to encourage discussions about policy regarding early childhood education, especially for disadvantaged youth. Recognizing that the show's popularity hampered

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cognitive effects in over twenty years. Its findings supported those of previous studies: early viewing of educational children's television appeared to contribute to children's school readiness. Children from disadvantaged backgrounds learned as much as advantaged children per hour of viewing, but

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Palmer and his team used concepts from the field of formative research, which consisted of in-house, laboratory-oriented research, to guide production and to determine whether the show held children's attention. Palmer, described by Cooney as "a founder of CTW and founder of its research function",

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studied in 2015 if preschoolers, due to their developing understanding of video and the distinctions between fantasy and reality, use information appropriately, and if children's explicit reality judgments of educational and fantasy TV content influence their willingness to transfer the content to

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Palmer reported that by the fourth season of the show, the episodes rarely tested below 85 percent. At least one segment, "The Man from Alphabet", despite its expense, was eliminated because it tested poorly with children. The distractor provided new insight into the way children watch television,

157:-planning seminars in Boston and New York City to select a curriculum for the new program. Seminar participants were television producers and child development experts. It was the first time a children's television show used a curriculum, which Palmer, who was responsible for conducting the show's 62:

Summative research conducted over the years, including two landmark evaluations in 1970 and 1971, demonstrated that viewing the program had positive effects on young viewers' learning, school readiness, and social skills. Subsequent studies have replicated these findings, such as the effect of the

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programming content on indictors of early school performance, ultimate educational attainment, and labor market outcomes. Studies conducted at the time of the show's premiere demonstrated that watching the show resulted in an immediate and sizable increase in test scores. Kearney and Levine built

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on children with no exposure to other children's television programs, in order to correct for the effects of multimedia exposure on children in the U.S. Palmer discovered that Jamaican children's interest dropped during segments with the Muppets, possibly due to language and cultural differences;

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culture, introducing it to them as either "fun" or "for learning". The children then answered comprehension questions and rated the reality of the fantasy and educational content in the clip and were interviewed about the content about a week later, when their memory and reality judgments were

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In early 2001, the Workshop conducted a summative study about the effects of war, natural disasters, and other events on young children. It demonstrated that little was being done to address the fears and concerns of victims of traumatic events. As a result, the Workshop developed a series of

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Despite CTW's concern that the show would widen the gap between well-to-do children and their less wealthy peers, there was no evidence that this occurred; gains made by disadvantaged children were as great as those by advantaged children. The show's positive general effects, as cited by ETS,

161:, and Fisch described as "detailed or stated in terms of measurable outcomes". The program's creative staff was concerned that this goal would limit creativity, but one of the seminar results was to encourage the show's producers to use child-development concepts in the creative process. Some 301:

CTW's early studies with the distractor found that children learned more when they watched the program carefully, or when they participated by singing or talking along. In re-tests four weeks later, it found that children retained most of what they learned. After the first three weeks, or 15

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to about two-thirds of the population in the U.S. They investigated if the educational outcomes among children who were under six years of age in 1969 and who lived in locations where they had access to the show compared to those who did not. They found evidence, through studying surveys of

588:"perhaps the biggest, yet least costly, early childhood intervention", found that the show satisfied its goal of preparing children for school, especially for black and disadvantaged children, at a cost of, at the time the study was conducted, approximately five dollars per child per year. 530:

often understand, remember, and use less information that producers intend, so the researchers of this study wanted to examine if children's reality judgments play an important role in their responses. They also wanted to find if children were able to distinguish educational material from

59:(ETS) during the show's first two seasons to measure the program's educational effectiveness. CTW researchers invented tools to measure young viewers' attention to the program. Based on these findings, the researchers compiled a body of data and the producers changed the show accordingly. 260:

was one of the few late-1960s academics studying children's television and its effects on learning. He was responsible for designing and executing CTW's formative research, and for working with ETS, which handled the Workshop's summative research. Palmer's work was so crucial to

432:. In 1990, a two-year longitudinal study found that viewing the show was a "significant predictor" of improved vocabulary regardless of family size, parent education, child gender or parental attitudes towards television. Another study conducted in 1990 looked at the effect of 608:(CRT), analyzed how the show has both successfully and unsuccessfully addressed race and racism in the U.S. and made suggestions for how it could use CRT to both evaluate how young children are taught about race and to help mitigate the negative effects of racism. 43:

production, had developed what came to be called "the CTW model": a system of planning, production, and evaluation that combined the expertise of researchers and early childhood educators with that of the program's writers, producers, and directors.

35:) in the United States. Unlike earlier children's programming, the show's producers used research and over 1,000 studies and experiments to create the show and test its impact on its young viewers' learning. By the end of the program's first season, 180:

The show's research staff and producers conducted regular internal reviews and seminars to ensure that their curriculum goals were being met and to guide future production. As of 2001, ten seminars had been conducted specifically to address the

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For example, in 1992, the producers decided to address divorce, but when research found that the episodes produced "unintended negative effects" on the children who watched them, such as confusion, they chose to never air the episode, entitled

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in 1995, who reported that most of the positive research conducted on the show has been done by the CTW, and then sent to a sympathetic press. She charged that the studies conducted by the CTW "hint at advocacy masquerading as social science".

197:. There have been over 1,000 studies as of 2001 which examine the show's impact on children's learning and attention, although most of these studies were conducted by the CTW and remain unpublished. Educator Herbert A. Sprigle and psychologist 284:

this way; if an episode captured children's interest 80–90 percent of the time, producers would air it. However, if it only worked 50 percent of the time they would change (or remove) content. In research conducted during later seasons of

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entertainment and remember and transfer content to real-life situations, especially since many programs embed educational lessons in fantasy elements. The researchers showed 70 three- to five-year old children a nine-minute clip from a

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clips and a group of computer-generated black and white patterns. Their attention spans, as determined by the duration of time they looked at the stimuli, significantly increased at six to twenty-four months, but only for the

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conducted two studies during the show's first two seasons that found that the show increased the educational gap between poor and middle-class children, although these studies had little impact on the public discussion about

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the experimental design of testing the show's educational impact, Kearney and Levine conducted their study by exploiting the limitations in television technology at the time of its premiere, which restricted access to

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has attempted to confront racism throughout its history, "through its diverse cast and, in the summer of 2020, by directly addressing the topic with children and families". Yoo, who called children's media, including

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home videos and discovered gains in vocabulary, letter, and printed- and spoken-word identification. The videos encouraged discussion with adults, which may have helped reinforce educational messages and content.

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households from areas that did not broadcast the show. Instead of using groups of viewers and non-viewers, later large-scale studies used statistical designs and methods for estimating cause-effect relationships.

559:"represents 'the best of America' and that it stands for 'timeless values'". Luntz also conducted focus groups in North Carolina and New York, and found that both groups had "a shared affection" for the show. 102:

and Shalom M. Fisch, "represented the scope and vision of a single individual" and were often condescending to their audience. Scriptwriters of these shows had no training in education or child development.

275:, a popular movement in psychology during the late 1960s; therefore, many methods and tools used were primarily behavioral. Palmer developed "the distractor", which he used to test if the material shown on 1633: 3003: 2676: 1898: 1816: 298:

and was part of CTW's research on its programs' effectiveness for decades. It created a body of objective data for the scientific study of children's television viewing.

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on adolescents who had watched the show as young children. The subjects had participated in previous studies as preschoolers. When the study's research subjects were

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was so widely watched that it was difficult to make this distinction; ETS began to have problems finding subjects for their non-viewing groups, which weakened the

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Courage, Mary L.; Greg D. Reynolds; John E. Richards (May–June 2006). "Infants' Attention to Patterned Stimuli: Developmental Change from 3 to 12 Months of Age".

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Bonus, James A. and Marie-Louise Mares (14 October 2015). "Learned and Remembered But Rejected: Preschoolers’ Reality Judgments and Transfer from Sesame Street".

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and related print materials, online activities, and teacher training and mentoring on learning. They demonstrated that all the subjects they tested at

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daily did not increase children's viewing of other categories of television, nor make them less likely to participate in other educational activities.

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According to Palmer and his colleague Shalom M. Fisch, these studies were responsible for securing funding for the show over the next several years.

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musical segments were the most effective. The children's learning increased after exposure to the show, especially letter and number recognition.

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use of research to create individual episodes and to test its effect on its young viewers set it apart from other children's programs Co-creator

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effects on improving longer-term outcomes for disadvantaged children, conducted "a large-scale examination of the impact of the introduction of

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ETS, whose prestige enhanced the credibility of its findings, conducted two landmark summative evaluations in 1970 and 1971, demonstrating that

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Fisch, Shalom M. and Lewis Bernstein, "Formative Research Revealed: Methodological and Process Issues in Formative Research", pp. 39–60.

739: 604:"the most accessible format for teaching young children about race and racism in the United States", looked at the show through the lens of 2839: 2326: 2158: 2846: 2398: 522: 67:, the effects of war and natural disasters on young children, and studies about how the show affected viewers' cognition. CTW researcher 2895: 2812: 2599: 2559: 1985: 860: 139: 138:(CTW), the organization responsible for producing it. The show's financial backers, which consisted of the U.S. federal government, the 826: 2998: 2915: 2759: 2752: 1997: 1975: 1732:"Assessment of Sesame Street Online Autism Resources: Impacts on Parental Implicit and Explicit Attitudes toward Children with Autism" 94:

called the idea of combining research with television production "positively heretical" because it had never been done before. Before

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published an article, entitled "An Upstander Is a Person in Your Neighborhood: Children, Sesame Street, and Race in 2020", about how

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Kearney, Melissa S. and Phillip B. Levine (January 2019). "Early Childhood Education by Television: Lessons from Sesame Street".

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were compared with the effects of watching other programs, commercial entertainment and cartoons had a negative effect; watching

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has been used to test the attention span of infants and toddlers. In 2004, children from three months to two years were shown

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short films, animations, and inserts around a single topic rather than sprinkling several topics throughout a single episode.

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When educational experts and producers in other countries approached CTW for assistance in producing their own versions of

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between 2005–2010 as part of its Ready to Learn initiatives supporting public television. These studies emphasized newer

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Cooney later called the state of children's programming a "wasteland" at the time the show was created, a reference to

2961: 2910: 2642: 1946: 336: 56: 375:", although the evidence was not as strong as it was for cognitive effects; fewer studies exist of social behavior. 3018: 2817: 2361: 2007: 1849:

Truglio, Rosemarie T. et al., "The Varied Role of Formative Research: Case Studies from 30 Years", pp. 61–82.

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had a significant educational impact on its viewers. These studies illustrated the early educational effects of

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talk shows and documentaries with little experience in education, during the summer of 1967 to visit experts in

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Mielke, Keith W., "A Review of Research on the Educational and Social Impact of Sesame Street", pp. 83–97.

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Lesser, Gerald S. and Joel Schneider, "Creation and Evolution of the Sesame Street Curriculum", pp. 25–38.

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Melissa S. Kearney and Phillip B. Levine of the University of Maryland, in response to the lack of studies on

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for parents' level of education, birth order, residence and gender, it found that adolescents who had watched

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In 2021, a group of researchers published a study that examined whether viewing educational materials about

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was created to provide children with opportunities to correct his "bumbling" mistakes. Lesser reported that

1804: 3008: 2978: 2884: 2800: 2669: 2495: 2439: 2353: 2213: 2148: 1939: 498: 123: 98:, most television shows aimed at children were locally produced, with hosts who, according to researchers 1909:

Linebarger, Deborah L. (November 2011). "Teaching with Television: New Evidence Supports an Old Medium".

982: 2938: 2724: 2272: 371:). Studies conducted by ETS seemed to suggest that the program had "a significant impact on children's 2543: 605: 467: 409: 368: 224: 158: 115: 71:

stated in 1974 that early tests conducted on the show (both formative and summative) "suggested that

64: 52: 48: 1808: 2867: 2384: 344: 2265: 2904: 2583: 2128: 2118: 1761: 1626:"50 Years of Sunny Days on 'Sesame Street': Behind the Scenes of TV's Most Influential Show Ever" 506: 405: 389: 348: 1914: 1086: 2503: 2471: 2405: 2391: 2293: 1753: 1145: 1141: 1090: 721: 471: 441: 417:

they did not watch enough to gain the program's maximum benefit. When the effects of watching

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materials it believed would help children (and their families) cope with events such as the

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characters were created during the seminars to fill specific curriculum needs. For example,

150: 99: 91: 68: 1786: 1697:"An Upstander Is a Person in Your Neighborhood: Children, Sesame Street, and Race in 2020"" 2251: 2098: 1980: 670:

Cooney called Palmer, along with Lesser, "two of the original architects of CTW research".

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asserted, "Without Ed Palmer, the show would have never lasted through the first season."

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Full funding was procured for the production of the new show, and for the creation of the

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materials and human faces, their attention increased compared to other types of stimuli.

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scored the same as a middle-class control group in tests later given to both groups.

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into what viewers learned. According to Cooney, "Without research, there would be no

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Cole, Charlotte F.; Beth A. Richman; Susan A. McCann Brown (2001). "The World of

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occurred across all childhood demographics (gender, age, geographic location and

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Sign at entrance to ETS headquarters; ETS conducted early summative studies on

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was designed to teach children about their positive and negative emotions, and

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real life. Earlier studies showed that viewers of educational programs like

1827:. Mahweh, New Jersey: Lawrence Erlbaum Publishers. ISBN 978-0-8058-3395-9. 1757: 1825:"G" is for Growing: Thirty Years of Research on Children and Sesame Street 1136:"G" is for Growing: Thirty Years of Research on Children and Sesame Street 2113: 536: 449: 440:

In 1994, research was conducted for "The Recontact Study", funded by the

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See Lesser, pp. 42–59, for Lesser's lengthy description of the seminars.

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The Monster at the End of This Book: Starring Lovable, Furry Old Grover

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Truglio, Rosemarie T. and Shalom M. Fisch, "Introduction", pp. xv–xxi.

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See Gikow, 2009, p. 155, for a visual representation of the CTW model.

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Sunny Days: The Children's Television Revolution That Changed America

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Sesame Street: A Celebration – Forty Years of Life on the Street

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found in 2018 that almost two-thirds of those he surveyed believed

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was making strides towards teaching what it had set out to teach".

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Other studies have been conducted about the cognitive effects of

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Viewers as Adolescents: The Recontact Study", pp. 131–146.

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This study was part of a series of studies commissioned by the

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The Tipping Point: How Little Things Can Make a Big Difference

1875:. New York: Black Dog & Leventhal. ISBN 978-1-57912-638-4. 1132:

Research". In Fisch, Shalom M.; Truglio, Rosemarie T. (eds.).

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had a "particular gift for creating scenes that might teach".

32: 1140:. Mahweh, New Jersey: Lawrence Erlbaum Publishers. pp. 1882:. New York: Little, Brown & Co. ISBN 978-0-316-31696-5. 521:

Researchers James A. Bonus and Marie-Louise Mares from the

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Jim Henson: The Works: the Art, the Magic, the Imagination

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needs of preschool children. Curriculum seminars prior to

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33rd season in 2002 resulted in a change from the show's

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Lesser & Schneider in Fisch & Truglio, pp. 26–27

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Palmer, Edward and Shalom M. Fisch, "The Beginnings of

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Fisch & Bernstein in Fisch & Truglio, pp. 48–49

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Fisch & Bernstein in Fisch & Truglio, pp. 52–53

206:. Another criticism of the show was made by journalist 51:

that informed and improved production, and independent

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Kearney and Levine studied the effects of exposure to

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Sesame Street and the Reform of Children's Television

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first financial backers, hired Cooney, a producer of

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Children and Television: Lessons from Sesame Street

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Children and Television: Lessons From Sesame Street

1855:Wright, John C. et al., "The Early Window Project: 1164:

Fisch & Bernstein in Fisch & Truglio, p. 40

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Truglio & Fisch in Fisch & Truglio, p. xvii

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Fisch & Schneider in Fisch & Truglio, p. 34

2691:Street Gang: The Complete History of Sesame Street 1817:Street Gang: The Complete History of Sesame Street 1133: 1078: 1820:. New York: Viking Press. ISBN 978-0-670-01996-0. 1592: 1590: 1571: 1569: 1567: 1557: 1555: 1495:Huston et al. in Fisch & Truglio, pp. 135–136 1486:Wright et al. in Fisch & Truglio, pp. 111–112 1395: 1393: 639:'s 1961 speech, in which he called television a " 1730:Dickter, Cheryl L.; et al. (January 2021). 1399:Palmer & Fisch in Fisch & Truglio, p. 20 1233:Palmer & Fisch in Fisch & Truglio, p. 14 1224:Palmer & Fisch in Fisch & Truglio, p. 15 16:Research carried out for the children's TV shows 1859:Prepares Children for School", pp. 97–114. 1250: 1248: 1183: 1181: 1179: 1173:Palmer & Fisch in Fisch & Truglio, p. 4 929:Palmer & Fisch in Fisch & Truglio, p. 9 807:Palmer & Fisch in Fisch & Truglio, p. 7 798:Palmer & Fisch in Fisch & Truglio, p. 6 501:studied the effect of combining video clips of 63:show in countries outside of the U.S., several 3004:Early childhood education in the United States 2512:Sesame Street... 20 Years & Still Counting 1681: 1679: 1677: 1667: 1665: 1663: 1653: 1651: 271:CTW's researchers were strongly influenced by 1947: 1374: 1372: 1370: 1368: 1366: 1364: 1042: 1040: 1038: 898: 896: 47:CTW conducted research in two ways: in-house 8: 2608:Sesame Street's 50th Anniversary Celebration 2280:One of These Things (Is Not Like the Others) 1887:American Economic Journal: Applied Economics 1823:Fisch, Shalom M.; Rosemarie T., eds (2001). 1796:. New York: Hyperion ISBN 978-0-7868-6460-7. 1504:Huston et al. in Fisch & Truglio, p. 140 1477:Wright et al. in Fisch & Truglio, p. 100 1455: 1453: 1425: 1423: 1322:Truglio et al. in Fisch & Truglio, p. 67 1263:Truglio et al. in Fisch & Truglio, p. 76 1211: 1209: 1207: 1197: 1195: 1193: 1054: 1052: 1028: 1026: 971:Truglio et al. in Fisch & Truglio, p. 66 949: 947: 937: 935: 785: 783: 781: 771: 769: 767: 39:(CTW), the organization founded to oversee 2334: 1954: 1940: 1932: 1830:Cooney, Joan Ganz, "Foreword", pp. xi–xiv. 457:adolescent boys than in adolescent girls. 1747: 1273: 1271: 1269: 846: 844: 693:Sam Ball was ETS' principal investigator. 388:CTW enlisted Palmer, in conjunction with 2861:Street Gang: How We Got to Sesame Street 1378:Mielke in Fisch & Truglio, pp. 88–90 1340:Mielke in Fisch & Truglio, pp. 84–85 21:In 1969, the children's television show 2854:I Am Big Bird: The Caroll Spinney Story 754: 624: 2520:Big Bird's Birthday or Let Me Eat Cake 1711:from the original on December 22, 2021 1636:from the original on February 24, 2021 863:from the original on December 15, 2010 412:, the first large-scale evaluation of 347:. It solved this problem by selecting 280:able to assess almost every second of 1046:Cooney in Fisch & Truglio, p. xii 83:According to author Louise A. Gikow, 7: 2840:The World According to Sesame Street 2732:The Adventures of Elmo in Grouchland 2327:The Adventures of Elmo in Grouchland 1805:doi:10.1111/j.1467-8624.2006.00897.x 1624:Guthrie, Marisa (February 6, 2019). 1459:Mielke in Fisch & Truglio, p. 92 1429:Mielke in Fisch & Truglio, p. 87 1358:Mielke in Fisch & Truglio, p. 86 1331:Mielke in Fisch & Truglio, p. 85 819:"Television and the Public Interest" 789:Cooney in Fisch & Truglio, p. xi 2600:Once Upon a Sesame Street Christmas 2560:The Best of Kermit on Sesame Street 306:theory, producers began to cluster 140:Corporation for Public Broadcasting 1085:. New York: Random House. p. 993:from the original on June 29, 2011 14: 2847:Being Elmo: A Puppeteer's Journey 2528:Sesame Street: 25 Wonderful Years 2464:A Special Sesame Street Christmas 2399:Bert and Ernie's Great Adventures 981:Goodman, Tim (February 4, 2002). 853:"On Sesame Street, It's All Show" 829:from the original on July 8, 2019 633:Federal Communications Commission 193:-like format to a more narrative 110:Co-creator Joan Ganz Cooney, 1985 2973: 2972: 851:Hymowitz, Kay S. (Autumn 1995). 817:Minow, Newton N. (May 9, 1961). 444:, which examined the effects of 392:, in 1979 to conduct a study in 2413:The Not-Too-Late Show with Elmo 1889:, vol. 11, no. 1, pp. 318–350. 1803:, vol. 77, no. 3, pp. 680–695. 1785:, vol. 46, no. 3, pp. 375–400. 1701:The Yale Undergraduate Research 523:University of Wisconsin–Madison 29:National Educational Television 2651:Happy Birthday, Cookie Monster 2616:Sesame Street: Elmo's Playdate 2456:Christmas Eve on Sesame Street 2203:Snuffy's Parents Get a Divorce 1926:Johns Hopkins University Press 1915:doi:10.1177/003172171109300315 682:Snuffy's Parents Get a Divorce 468:September 11 terrorist attacks 136:Children's Television Workshop 37:Children's Television Workshop 1: 2808:Sesame Street 4-D Movie Magic 1913:, vol. 93, no. 3, pp. 62–65. 737:, and the updated version of 2684:The Sesame Street Dictionary 2536:Sesame Street Stays Up Late! 2190:International co-productions 1787:doi:10.1177/0093650215609980 1605:Bonus and Mares, pp. 396–397 1584:Bonus and Mares, pp. 375–376 743:, and found similar results. 713:U.S. Department of Education 497:In 2010, researchers at the 31:network (later succeeded by 2962:The Joan Ganz Cooney Center 2767:Elmo's Musical Monsterpiece 2643:Sesame Street Together Book 1862:Huston, Aletha C. et al., " 1531:Courage et al., pp. 691–692 1077:Finch, Christopher (1993). 684:", in spite of the expense. 337:Educational Testing Service 149:During the summer of 1968, 57:Educational Testing Service 3035: 2746:Cookie's Counting Carnival 2576:Elmo's Christmas Countdown 2362:The Muppets Take Manhattan 1920:Morrow, Robert W. (2006). 1896:Lesser, Gerald S. (1975). 1878:Gladwell, Malcolm (2000). 1792:Borgenicht, David (1998). 1695:Yoo, Gemma (Spring 2021). 1685:Kearney and Levine, p. 343 1671:Kearney and Levine, p. 320 1657:Kearney and Levine, p. 319 719:educational shows such as 79:Background and development 2999:Early childhood education 2970: 2739:Elmo's A-to-Zoo Adventure 2488:A Muppet Family Christmas 1971: 1928:. ISBN 978-0-8018-8230-2. 1906:. ISBN 978-0-394-71448-6. 1871:Gikow, Louise A. (2009). 1840:Research", pp. 3–24. 535:episode about aspects of 396:regarding the effects of 1891:doi:10.1257/app.20170300 1749:10.1177/1362361320949346 591:In 2020, Gemma Yoo from 238:, which became known as 219:Shortly after beginning 2957:Kaufman Astoria Studios 2774:Kinect Sesame Street TV 1814:Davis, Michael (2008). 1614:Bonus and Mares, p. 397 1596:Bonus and Mares, p. 396 1575:Bonus and Mares, p. 395 1561:Bonus and Mares, p. 375 987:San Francisco Chronicle 2885:The Jim Henson Company 2670:Sesame Street Magazine 2496:Sesame Street, Special 2480:Don't Eat the Pictures 2440:Julie on Sesame Street 2354:The Great Muppet Caper 1783:Communication Research 1630:The Hollywood Reporter 1522:Courage et al., p. 682 499:University of Michigan 332: 111: 2813:Spaghetti Space Chase 2725:Alpha Beam with Ernie 2273:Monster in the Mirror 1794:Sesame Street Unpaved 1242:Gladwell, pp. 102–103 450:statistically equated 408:was conducted at the 326: 304:multiple-intelligence 109: 53:summative evaluations 2916:Syndication packages 2718:Big Bird's Egg Catch 2544:Elmo Saves Christmas 2209:Wicked Witch episode 1911:The Phi Delta Kappan 740:The Electric Company 606:Critical Race Theory 410:University of Kansas 369:socioeconomic status 116:Carnegie Corporation 65:longitudinal studies 2868:Jim Henson Idea Man 2760:Once Upon a Monster 2753:Ready, Set, Grover! 2385:Play with Me Sesame 2159:List of guest stars 1417:Lesser, pp. 220–221 1313:Lesser, pp. 212–213 1020:Morrow, pp. 146–147 507:Head Start programs 345:experimental design 246:of its curriculum. 2905:Sesame Street Live 2584:Abby in Wonderland 2164:List of puppeteers 2129:Martin P. Robinson 2119:Carol-Lynn Parente 2018:Recurring segments 1976:Fictional location 406:longitudinal study 390:Harvard University 335:CTW solicited the 333: 314:Summative research 250:Formative research 225:summative research 159:formative research 112: 49:formative research 3019:Research projects 2986: 2985: 2504:Big Bird in Japan 2472:Big Bird in China 2406:Elmo: The Musical 2392:Sesame Beginnings 2372: 2371: 1998:Educational goals 1801:Child Development 1549:Linebarger, p. 63 1540:Linebarger, p. 64 823:American Rhetoric 722:Between the Lions 472:Hurricane Katrina 442:Markle Foundation 128:child development 55:conducted by the 27:premiered on the 3026: 2976: 2975: 2952:Teletape Studios 2592:The Cookie Thief 2346:The Muppet Movie 2335: 2319:Follow That Bird 2079:Gerald S. Lesser 2049:Joan Ganz Cooney 1956: 1949: 1942: 1933: 1770: 1769: 1751: 1727: 1721: 1720: 1718: 1716: 1692: 1686: 1683: 1672: 1669: 1658: 1655: 1646: 1645: 1643: 1641: 1621: 1615: 1612: 1606: 1603: 1597: 1594: 1585: 1582: 1576: 1573: 1562: 1559: 1550: 1547: 1541: 1538: 1532: 1529: 1523: 1520: 1514: 1511: 1505: 1502: 1496: 1493: 1487: 1484: 1478: 1475: 1469: 1466: 1460: 1457: 1448: 1445: 1439: 1436: 1430: 1427: 1418: 1415: 1409: 1406: 1400: 1397: 1388: 1385: 1379: 1376: 1359: 1356: 1350: 1347: 1341: 1338: 1332: 1329: 1323: 1320: 1314: 1311: 1305: 1302: 1296: 1293: 1287: 1284: 1278: 1275: 1264: 1261: 1255: 1254:Gladwell, p. 103 1252: 1243: 1240: 1234: 1231: 1225: 1222: 1216: 1213: 1202: 1199: 1188: 1187:Gladwell, p. 102 1185: 1174: 1171: 1165: 1162: 1156: 1155: 1139: 1125: 1119: 1116: 1110: 1107: 1101: 1100: 1084: 1074: 1068: 1065: 1059: 1056: 1047: 1044: 1033: 1030: 1021: 1018: 1012: 1009: 1003: 1002: 1000: 998: 978: 972: 969: 963: 960: 954: 953:Borgenicht, p. 9 951: 942: 939: 930: 927: 921: 918: 912: 909: 903: 900: 891: 888: 882: 879: 873: 872: 870: 868: 848: 839: 838: 836: 834: 814: 808: 805: 799: 796: 790: 787: 776: 773: 762: 759: 744: 709: 703: 700: 694: 691: 685: 677: 671: 668: 662: 659: 653: 650: 644: 629: 266:Malcolm Gladwell 167:Oscar the Grouch 151:Gerald S. Lesser 100:Edward L. Palmer 92:Joan Ganz Cooney 69:Gerald S. Lesser 3034: 3033: 3029: 3028: 3027: 3025: 3024: 3023: 3014:Sesame Workshop 2989: 2988: 2987: 2982: 2966: 2873: 2827: 2779: 2703: 2657: 2622: 2431: 2425: 2368: 2333: 2306: 2252:C Is For Cookie 2225: 2168: 2099:Lloyd Morrisett 2027: 1981:Sesame Workshop 1967: 1960: 1778: 1773: 1729: 1728: 1724: 1714: 1712: 1694: 1693: 1689: 1684: 1675: 1670: 1661: 1656: 1649: 1639: 1637: 1623: 1622: 1618: 1613: 1609: 1604: 1600: 1595: 1588: 1583: 1579: 1574: 1565: 1560: 1553: 1548: 1544: 1539: 1535: 1530: 1526: 1521: 1517: 1512: 1508: 1503: 1499: 1494: 1490: 1485: 1481: 1476: 1472: 1467: 1463: 1458: 1451: 1446: 1442: 1437: 1433: 1428: 1421: 1416: 1412: 1407: 1403: 1398: 1391: 1386: 1382: 1377: 1362: 1357: 1353: 1348: 1344: 1339: 1335: 1330: 1326: 1321: 1317: 1312: 1308: 1303: 1299: 1294: 1290: 1285: 1281: 1276: 1267: 1262: 1258: 1253: 1246: 1241: 1237: 1232: 1228: 1223: 1219: 1214: 1205: 1200: 1191: 1186: 1177: 1172: 1168: 1163: 1159: 1152: 1127: 1126: 1122: 1117: 1113: 1108: 1104: 1097: 1076: 1075: 1071: 1066: 1062: 1057: 1050: 1045: 1036: 1031: 1024: 1019: 1015: 1010: 1006: 996: 994: 980: 979: 975: 970: 966: 961: 957: 952: 945: 940: 933: 928: 924: 919: 915: 910: 906: 901: 894: 889: 885: 880: 876: 866: 864: 850: 849: 842: 832: 830: 816: 815: 811: 806: 802: 797: 793: 788: 779: 774: 765: 760: 756: 752: 747: 710: 706: 701: 697: 692: 688: 678: 674: 669: 665: 660: 656: 651: 647: 635:(FCC) chairman 630: 626: 622: 593:Yale University 564:Sesame Street's 519: 463: 414:Sesame Street's 386: 381: 373:social behavior 321: 316: 308:Sesame Street's 295: 257: 252: 240:"co-productions 217: 215:The "CTW model" 187:Sesame Street's 144:Ford Foundation 120:Sesame Street's 81: 17: 12: 11: 5: 3032: 3030: 3022: 3021: 3016: 3011: 3006: 3001: 2991: 2990: 2984: 2983: 2971: 2968: 2967: 2965: 2964: 2959: 2954: 2949: 2942: 2930: 2923: 2918: 2913: 2908: 2901: 2893: 2887: 2881: 2879: 2875: 2874: 2872: 2871: 2864: 2857: 2850: 2843: 2835: 2833: 2829: 2828: 2826: 2825: 2820: 2815: 2810: 2805: 2804: 2803: 2798: 2787: 2785: 2781: 2780: 2778: 2777: 2770: 2763: 2756: 2749: 2742: 2735: 2728: 2721: 2713: 2711: 2705: 2704: 2702: 2701: 2694: 2687: 2680: 2673: 2665: 2663: 2659: 2658: 2656: 2655: 2647: 2639: 2630: 2628: 2624: 2623: 2621: 2620: 2612: 2604: 2596: 2588: 2580: 2572: 2564: 2556: 2548: 2540: 2532: 2524: 2516: 2508: 2500: 2492: 2484: 2476: 2468: 2460: 2452: 2444: 2435: 2433: 2427: 2426: 2424: 2423: 2420:Mecha Builders 2416: 2409: 2402: 2395: 2388: 2380: 2378: 2377:U.S. spin-offs 2374: 2373: 2370: 2369: 2367: 2366: 2358: 2350: 2341: 2339: 2332: 2331: 2323: 2314: 2312: 2308: 2307: 2305: 2304: 2297: 2294:Sesame's Treet 2290: 2283: 2276: 2269: 2262: 2255: 2248: 2241: 2235: 2233: 2227: 2226: 2224: 2223: 2222: 2221: 2211: 2206: 2199: 2192: 2187: 2182: 2176: 2174: 2170: 2169: 2167: 2166: 2161: 2156: 2154:Steve Whitmire 2151: 2146: 2144:Caroll Spinney 2141: 2136: 2131: 2126: 2121: 2116: 2111: 2106: 2101: 2096: 2094:Joey Mazzarino 2091: 2086: 2081: 2076: 2071: 2066: 2061: 2056: 2051: 2046: 2041: 2035: 2033: 2029: 2028: 2026: 2025: 2020: 2015: 2010: 2005: 2000: 1995: 1990: 1989: 1988: 1978: 1972: 1969: 1968: 1961: 1959: 1958: 1951: 1944: 1936: 1930: 1929: 1918: 1907: 1894: 1883: 1876: 1869: 1868: 1867: 1860: 1853: 1850: 1847: 1844: 1841: 1834: 1831: 1821: 1812: 1797: 1790: 1777: 1774: 1772: 1771: 1742:(1): 114–124. 1722: 1687: 1673: 1659: 1647: 1616: 1607: 1598: 1586: 1577: 1563: 1551: 1542: 1533: 1524: 1515: 1506: 1497: 1488: 1479: 1470: 1461: 1449: 1447:Lesser, p. 226 1440: 1438:Lesser, p. 224 1431: 1419: 1410: 1408:Lesser, p. 218 1401: 1389: 1380: 1360: 1351: 1349:Lesser, p. 215 1342: 1333: 1324: 1315: 1306: 1304:Lesser, p. 154 1297: 1288: 1279: 1265: 1256: 1244: 1235: 1226: 1217: 1203: 1189: 1175: 1166: 1157: 1150: 1120: 1111: 1102: 1095: 1069: 1060: 1048: 1034: 1022: 1013: 1004: 973: 964: 955: 943: 931: 922: 913: 904: 892: 883: 874: 840: 809: 800: 791: 777: 763: 761:Lesser, p. 214 753: 751: 748: 746: 745: 704: 695: 686: 672: 663: 654: 645: 641:vast wasteland 623: 621: 618: 602:Sesame Street, 518: 515: 462: 459: 385: 382: 380: 377: 320: 317: 315: 312: 294: 291: 256: 253: 251: 248: 229:Sesame Street. 216: 213: 199:Thomas D. Cook 132:Sesame Street. 80: 77: 15: 13: 10: 9: 6: 4: 3: 2: 3031: 3020: 3017: 3015: 3012: 3010: 3009:Sesame Street 3007: 3005: 3002: 3000: 2997: 2996: 2994: 2981: 2980: 2969: 2963: 2960: 2958: 2955: 2953: 2950: 2948: 2947: 2943: 2940: 2936: 2935: 2931: 2929: 2928: 2924: 2922: 2919: 2917: 2914: 2912: 2909: 2907: 2906: 2902: 2900: 2898: 2897:Sesame Street 2894: 2891: 2888: 2886: 2883: 2882: 2880: 2876: 2870: 2869: 2865: 2863: 2862: 2858: 2856: 2855: 2851: 2849: 2848: 2844: 2842: 2841: 2837: 2836: 2834: 2832:Documentaries 2830: 2824: 2823:Safari of Fun 2821: 2819: 2818:Forest of Fun 2816: 2814: 2811: 2809: 2806: 2802: 2799: 2797: 2794: 2793: 2792: 2789: 2788: 2786: 2782: 2776: 2775: 2771: 2769: 2768: 2764: 2762: 2761: 2757: 2755: 2754: 2750: 2748: 2747: 2743: 2741: 2740: 2736: 2734: 2733: 2729: 2727: 2726: 2722: 2720: 2719: 2715: 2714: 2712: 2710: 2706: 2700: 2699: 2695: 2693: 2692: 2688: 2686: 2685: 2681: 2679: 2678: 2674: 2672: 2671: 2667: 2666: 2664: 2660: 2653: 2652: 2648: 2645: 2644: 2640: 2637: 2636: 2632: 2631: 2629: 2625: 2618: 2617: 2613: 2610: 2609: 2605: 2602: 2601: 2597: 2594: 2593: 2589: 2586: 2585: 2581: 2578: 2577: 2573: 2570: 2569: 2565: 2562: 2561: 2557: 2554: 2553: 2549: 2546: 2545: 2541: 2538: 2537: 2533: 2530: 2529: 2525: 2522: 2521: 2517: 2514: 2513: 2509: 2506: 2505: 2501: 2498: 2497: 2493: 2490: 2489: 2485: 2482: 2481: 2477: 2474: 2473: 2469: 2466: 2465: 2461: 2458: 2457: 2453: 2450: 2449: 2445: 2442: 2441: 2437: 2436: 2434: 2428: 2422: 2421: 2417: 2415: 2414: 2410: 2408: 2407: 2403: 2401: 2400: 2396: 2394: 2393: 2389: 2387: 2386: 2382: 2381: 2379: 2375: 2364: 2363: 2359: 2356: 2355: 2351: 2348: 2347: 2343: 2342: 2340: 2336: 2329: 2328: 2324: 2321: 2320: 2316: 2315: 2313: 2309: 2302: 2298: 2295: 2291: 2288: 2287:Rubber Duckie 2284: 2281: 2277: 2274: 2270: 2267: 2266:Mah Nà Mah Nà 2263: 2260: 2256: 2253: 2249: 2246: 2242: 2240: 2237: 2236: 2234: 2232: 2228: 2220: 2217: 2216: 2215: 2212: 2210: 2207: 2204: 2200: 2198: 2197: 2193: 2191: 2188: 2186: 2183: 2181: 2178: 2177: 2175: 2171: 2165: 2162: 2160: 2157: 2155: 2152: 2150: 2147: 2145: 2142: 2140: 2137: 2135: 2132: 2130: 2127: 2125: 2122: 2120: 2117: 2115: 2112: 2110: 2109:Carmen Osbahr 2107: 2105: 2102: 2100: 2097: 2095: 2092: 2090: 2087: 2085: 2082: 2080: 2077: 2075: 2074:Eric Jacobson 2072: 2070: 2067: 2065: 2062: 2060: 2057: 2055: 2052: 2050: 2047: 2045: 2042: 2040: 2037: 2036: 2034: 2030: 2024: 2021: 2019: 2016: 2014: 2011: 2009: 2006: 2004: 2001: 1999: 1996: 1994: 1991: 1987: 1984: 1983: 1982: 1979: 1977: 1974: 1973: 1970: 1966: 1965: 1964:Sesame Street 1957: 1952: 1950: 1945: 1943: 1938: 1937: 1934: 1927: 1924:. Baltimore: 1923: 1919: 1916: 1912: 1908: 1905: 1904:Vintage Books 1901: 1900: 1895: 1892: 1888: 1884: 1881: 1877: 1874: 1870: 1865: 1864:Sesame Street 1861: 1858: 1857:Sesame Street 1854: 1851: 1848: 1845: 1842: 1839: 1838:Sesame Street 1835: 1832: 1829: 1828: 1826: 1822: 1819: 1818: 1813: 1810: 1809:pmid:16686795 1806: 1802: 1798: 1795: 1791: 1788: 1784: 1780: 1779: 1775: 1767: 1763: 1759: 1755: 1750: 1745: 1741: 1737: 1733: 1726: 1723: 1710: 1706: 1702: 1698: 1691: 1688: 1682: 1680: 1678: 1674: 1668: 1666: 1664: 1660: 1654: 1652: 1648: 1635: 1631: 1627: 1620: 1617: 1611: 1608: 1602: 1599: 1593: 1591: 1587: 1581: 1578: 1572: 1570: 1568: 1564: 1558: 1556: 1552: 1546: 1543: 1537: 1534: 1528: 1525: 1519: 1516: 1513:Gikow, p. 280 1510: 1507: 1501: 1498: 1492: 1489: 1483: 1480: 1474: 1471: 1468:Gikow, p. 284 1465: 1462: 1456: 1454: 1450: 1444: 1441: 1435: 1432: 1426: 1424: 1420: 1414: 1411: 1405: 1402: 1396: 1394: 1390: 1387:Morrow, p. 82 1384: 1381: 1375: 1373: 1371: 1369: 1367: 1365: 1361: 1355: 1352: 1346: 1343: 1337: 1334: 1328: 1325: 1319: 1316: 1310: 1307: 1301: 1298: 1295:Morrow, p. 79 1292: 1289: 1286:Morrow, p. 92 1283: 1280: 1277:Gikow, p. 160 1274: 1272: 1270: 1266: 1260: 1257: 1251: 1249: 1245: 1239: 1236: 1230: 1227: 1221: 1218: 1215:Morrow, p. 81 1212: 1210: 1208: 1204: 1198: 1196: 1194: 1190: 1184: 1182: 1180: 1176: 1170: 1167: 1161: 1158: 1153: 1151:0-8058-3395-1 1147: 1143: 1138: 1137: 1131: 1130:Sesame Street 1124: 1121: 1118:Gikow, p. 262 1115: 1112: 1109:Gikow, p. 260 1106: 1103: 1098: 1096:0-679-41203-4 1092: 1088: 1083: 1082: 1073: 1070: 1067:Gikow, p. 157 1064: 1061: 1055: 1053: 1049: 1043: 1041: 1039: 1035: 1032:Morrow, p. 68 1029: 1027: 1023: 1017: 1014: 1008: 1005: 992: 988: 984: 977: 974: 968: 965: 959: 956: 950: 948: 944: 941:Morrow, p. 74 938: 936: 932: 926: 923: 920:Lesser, p. 43 917: 914: 908: 905: 899: 897: 893: 890:Morrow, p. 47 887: 884: 878: 875: 862: 858: 854: 847: 845: 841: 828: 824: 820: 813: 810: 804: 801: 795: 792: 786: 784: 782: 778: 775:Gikow, p. 152 772: 770: 768: 764: 758: 755: 749: 742: 741: 736: 735: 734:Martha Speaks 730: 729: 724: 723: 718: 714: 708: 705: 699: 696: 690: 687: 683: 676: 673: 667: 664: 658: 655: 649: 646: 642: 638: 634: 628: 625: 619: 617: 614: 609: 607: 603: 598: 597:Sesame Street 594: 589: 587: 586:Sesame Street 582: 581:Sesame Street 577: 574: 573:Sesame Street 569: 568:Sesame Street 565: 560: 558: 557:Sesame Street 554: 549: 547: 546:Sesame Street 541: 538: 534: 533:Sesame Street 529: 528:Sesame Street 524: 516: 514: 512: 508: 504: 503:Sesame Street 500: 495: 493: 492:Sesame Street 488: 487:Sesame Street 483: 482:Sesame Street 479: 478:Sesame Street 475: 473: 469: 460: 458: 455: 454:Sesame Street 451: 447: 446:Sesame Street 443: 438: 435: 434:Sesame Street 431: 430:Sesame Street 426: 424: 423:Sesame Street 420: 419:Sesame Street 415: 411: 407: 402: 399: 398:Sesame Street 395: 391: 383: 379:Later studies 378: 376: 374: 370: 364: 362: 361:Sesame Street 358: 357:Sesame Street 353: 350: 349:control-group 346: 342: 341:Sesame Street 338: 330: 329:Sesame Street 325: 318: 313: 311: 309: 305: 299: 292: 290: 288: 287:Sesame Street 283: 282:Sesame Street 278: 277:Sesame Street 274: 269: 267: 263: 262:Sesame Street 254: 249: 247: 245: 241: 237: 236:Sesame Street 232: 230: 226: 222: 221:Sesame Street 214: 212: 209: 205: 204:Sesame Street 200: 196: 192: 188: 184: 178: 176: 172: 168: 164: 160: 156: 152: 147: 145: 141: 137: 133: 129: 125: 121: 117: 108: 104: 101: 97: 96:Sesame Street 93: 89: 87: 86:Sesame Street 78: 76: 74: 73:Sesame Street 70: 66: 60: 58: 54: 50: 45: 42: 41:Sesame Street 38: 34: 30: 26: 25: 24:Sesame Street 19: 2977: 2944: 2932: 2925: 2903: 2896: 2866: 2859: 2852: 2845: 2838: 2796:Philadelphia 2791:Sesame Place 2772: 2765: 2758: 2751: 2744: 2737: 2730: 2723: 2716: 2696: 2689: 2682: 2675: 2668: 2649: 2641: 2633: 2614: 2606: 2598: 2590: 2582: 2574: 2566: 2558: 2550: 2542: 2534: 2526: 2518: 2510: 2502: 2494: 2486: 2478: 2470: 2462: 2454: 2448:Out to Lunch 2446: 2438: 2418: 2411: 2404: 2397: 2390: 2383: 2360: 2352: 2344: 2325: 2317: 2259:I Love Trash 2196:Elmo's World 2194: 2184: 2134:David Rudman 2104:Jerry Nelson 2069:Richard Hunt 1962: 1921: 1910: 1902:. New York: 1897: 1886: 1879: 1872: 1863: 1856: 1837: 1824: 1815: 1800: 1793: 1782: 1739: 1735: 1725: 1715:December 22, 1713:. Retrieved 1704: 1700: 1690: 1640:December 20, 1638:. Retrieved 1629: 1619: 1610: 1601: 1580: 1545: 1536: 1527: 1518: 1509: 1500: 1491: 1482: 1473: 1464: 1443: 1434: 1413: 1404: 1383: 1354: 1345: 1336: 1327: 1318: 1309: 1300: 1291: 1282: 1259: 1238: 1229: 1220: 1169: 1160: 1135: 1129: 1123: 1114: 1105: 1080: 1072: 1063: 1016: 1007: 997:December 19, 995:. Retrieved 986: 976: 967: 958: 925: 916: 907: 886: 881:Davis, p. 65 877: 867:December 19, 865:. Retrieved 857:City Journal 856: 833:December 19, 831:. Retrieved 822: 812: 803: 794: 757: 738: 732: 726: 720: 707: 698: 689: 675: 666: 657: 648: 637:Newton Minow 627: 610: 601: 596: 590: 585: 580: 578: 572: 567: 563: 561: 556: 550: 545: 542: 532: 527: 520: 502: 496: 491: 486: 481: 477: 476: 464: 453: 445: 439: 433: 429: 427: 422: 418: 413: 403: 397: 387: 365: 360: 356: 354: 340: 334: 328: 307: 300: 296: 286: 281: 276: 270: 264:that author 261: 258: 235: 233: 228: 220: 218: 208:Kay Hymowitz 203: 186: 179: 148: 131: 119: 113: 95: 84: 82: 72: 61: 46: 40: 22: 20: 18: 2921:The Muppets 2911:Comic strip 2892:(1999-2002) 2784:Attractions 2709:Video games 2552:Elmopalooza 2430:Television 2245:Bein' Green 2219:discography 2089:Kermit Love 2059:Louise Gold 2054:Ryan Dillon 2044:Kevin Clash 1986:productions 1776:Works cited 911:Davis, p. 8 553:Frank Luntz 404:In 1995, a 384:Before 2000 319:ETS studies 273:behaviorism 124:educational 2993:Categories 2662:Literature 2568:CinderElmo 2239:Theme song 2173:Production 2149:Matt Vogel 2124:Joe Raposo 2084:Peter Linz 2064:Jim Henson 2039:Fran Brill 1993:Characters 728:Super Why! 175:Jim Henson 155:curriculum 2899:in the UK 2801:San Diego 2139:Jon Stone 2023:Accolades 2013:Licensing 2008:Influence 1766:221326611 620:Footnotes 551:Pollster 517:Post 2010 461:2000–2010 118:, one of 2979:Category 2939:episodes 2432:specials 2185:Research 2114:Frank Oz 1758:32842768 1709:Archived 1707:(1): 1. 1634:Archived 991:Archived 861:Archived 827:Archived 537:Hispanic 244:efficacy 191:magazine 183:literacy 171:Big Bird 142:and the 2946:Panwapa 2927:Big Bag 2878:Related 2180:History 1144:, 172. 511:Detroit 394:Jamaica 293:Results 255:Methods 2890:Noggin 2654:(1986) 2646:(1971) 2638:(1971) 2619:(2020) 2611:(2019) 2603:(2016) 2595:(2015) 2587:(2008) 2579:(2007) 2571:(1999) 2563:(1998) 2555:(1998) 2547:(1996) 2539:(1993) 2531:(1993) 2523:(1991) 2515:(1989) 2507:(1989) 2499:(1988) 2491:(1987) 2483:(1983) 2475:(1983) 2467:(1978) 2459:(1978) 2451:(1974) 2443:(1973) 2365:(1984) 2357:(1981) 2349:(1979) 2338:Cameos 2330:(1999) 2322:(1985) 2032:People 2003:Format 1764: 1756: 1736:Autism 1148: 1093: 613:autism 195:format 163:Muppet 2627:Books 2311:Films 2231:Songs 2214:Music 1762:S2CID 750:Notes 2934:Oobi 2301:Sing 1754:PMID 1717:2021 1642:2021 1146:ISBN 1091:ISBN 999:2021 869:2021 835:2021 470:and 114:The 1744:doi 1142:156 717:PBS 509:in 33:PBS 2995:: 1807:. 1760:. 1752:. 1740:25 1738:. 1734:. 1703:. 1699:. 1676:^ 1662:^ 1650:^ 1632:. 1628:. 1589:^ 1566:^ 1554:^ 1452:^ 1422:^ 1392:^ 1363:^ 1268:^ 1247:^ 1206:^ 1192:^ 1178:^ 1089:. 1087:53 1051:^ 1037:^ 1025:^ 989:. 985:. 946:^ 934:^ 895:^ 859:. 855:. 843:^ 825:. 821:. 780:^ 766:^ 731:, 725:, 643:". 474:. 88:'s 2941:) 2937:( 2303:" 2299:" 2296:" 2292:" 2289:" 2285:" 2282:" 2278:" 2275:" 2271:" 2268:" 2264:" 2261:" 2257:" 2254:" 2250:" 2247:" 2243:" 2205:" 2201:" 1955:e 1948:t 1941:v 1917:. 1893:. 1811:. 1789:. 1768:. 1746:: 1719:. 1705:2 1644:. 1154:. 1099:. 1001:. 871:. 837:. 680:" 331:.

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