UNASSIGNED: Entertainment media content is often mentioned as one of the roots of children\'s unhealthy food consumption. This might be due to the high quantity of unhealthy foods presented in children\'s media environments. However, less is known about the role of the centrality of food placement, that is, whether foods are interacted with, consumed, verbally mentioned, or appear unobtrusively. We also lack longitudinal research measuring both children\'s unhealthy and healthy food consumption behaviors as outcomes.
UNASSIGNED: The aim is to connect content analytical data based on children\'s actual media diet with panel data in order to explain children\'s food preferences. Moreover, this study not only focuses on the amount of healthy and unhealthy foods children are exposed to, but also on how these foods are presented (ie, centrally or not). Furthermore, we looked at the question of how parental coviewing can diminish (or enhance) the effects of unhealthy (or healthy) food depictions, and we measured healthy and unhealthy consumption as dependent variables.
UNASSIGNED: We conducted a 2-wave panel study with children and one of their parents (of 2250 parents contacted, 829 responded, for a response rate of 36.84%; 648 valid cases, ie, parent-child pairs, were used for analysis), with 6 months between the 2 panel waves. We linked the 2-wave panel data for the children and their parents to content analytical data for movies (n=113) and TV series (n=134; 3 randomly chosen episodes per TV series were used) that children were exposed to over the course of 6 months.
UNASSIGNED: There was no significant relationship between exposure to unhealthy food presentation and unhealthy (b=0.008; P=.07) or healthy (b=-0.003; P=.57) food consumption over time. Also, healthy food presentation was unrelated to unhealthy (b=0.009; P=.18) or healthy (b=0.000; P=.99) food consumption over time. However, there was a significant, positive interaction between unhealthy food presentation and presentation centrality on unhealthy food consumption (b=0.000; P=.03), suggesting that the effects of unhealthy food presentation rise with increasing levels of centrality. There was no interaction between unhealthy food presentation and presentation centrality on the consumption of healthy foods (b=0.000; P=.10). Also, exposure to healthy food presentation interacted with centrality (b=-0.001; P=.003). That is, when a healthy product was presented at maximum centrality, it led to less unhealthy food consumption in children. Coviewing did not interact with exposure to unhealthy foods when explaining unhealthy (b=0.003; P=.08) or healthy (b=-0.001; P=.70) food consumption.
UNASSIGNED: We conclude that simply presenting more healthy foods is not sufficient to combat children\'s unhealthy food preferences. Further regulations may be necessary with respect to representations of unhealthy foods in children\'s media.

Watching cartoons is one important event in children\'s early lives. This activity is highly influential on many factors, such as children\'s cognitive and behavioral development. Some researchers believe that parents should coview cartoons with children to help them filter and distinguish useful content. However, intergenerational education is already common in China, and the influence of grandparents cannot be ignored. Because they are in different stages of life, the members of these two generations manifest great differences in parenting style, which may lead to differences in child development. Does this generational difference have differential effects on the children\'s cartoon-viewing experience? We recruited 89 parents and grandparents and their kindergarten-aged children (approximately 5 years old) to participate in the study. The mothers or grandmothers were asked to coview a cartoon for approximately 7 min with their child, after which the child was asked questions about the cartoon-viewing experience. The results show the following: (1) compared with grandmothers, mothers generally think that cartoons have a very high influence on children\'s physical and mental health (χ 2 = 8.83, p < 0.05), (2) mothers place more restrictions on the content of cartoons that their children view, whereas grandmothers\' attitudes are characterized by greater tolerance (χ 2 = 11.94, p < 0.01), and (3) in the case of coviewing with mothers, when the children are asked \"why\" questions about the cartoon-viewing experience questionnaire, they use more experience proofs to explain their answers than when they coview with grandmothers (χ 2 = 16.69, p < 0.01; χ 2 = 10.44, p < 0.05).

Superhero films have become incredibly popular. The objective of this study was to determine the positive and negative themes found in a select number of superhero films. A total of 30 superhero films were analyzed. The average numbers of positive and negative themes were 19.4 and 29.5 mean events per hour for all included films, respectively. The most common positive themes were \"assisting others/protecting the public,\" \"positive relationships with family/friends,\" and \"teamwork/collaboration.\" The most common negative themes were \"acts of violence/fighting,\" \"use of guns/knives/lethal weapons,\" and \"bullying/intimidation/torture.\" Based on the superhero films included in our study, the number of negative themes, especially acts of violence, outweighs positive themes. Although an exposure to positive themes found in superhero films may be beneficial to the development of children, pediatric health care providers should counsel children and their families in an attempt to limit their exposure to violence.

Sport participation is an important part of the development of children and adolescents in the United States. The objective of this study was to determine positive and negative themes found in a selected number of sport-related films. A total of 44 sport-related films were independently viewed and analyzed by four reviewers. The most common sports depicted were baseball (27%) and football (25%). The most common positive themes were positive interactions with the coach, positive interactions with family and friends, and positive interactions with teammates (2.04, 1.42, 1.2 mean events per hour). The most common negative themes were taunting/fighting/poor sportsmanship, negative interactions with the coach, and drinking/smoking/drug use (2.13, 1.10, 0.94 mean events per hour). In conclusion, the coviewing of sport films among pediatric athletes and their coaches, athletic trainers, and/or parents in order to focus on \"teachable moments\" may encourage the acquisition and development of positive themes and the avoidance and de-emphasis of negative themes.