Television wide-angle lenses expand distances and increase apparent velocity, while long lenses compress space and reduce apparent velocity. Based on these assumptions, a study was conducted (1) to examine the ability of viewers of different ages to recognize how lenses change the "real world" they project and (2) to extend Jean Piaget's research on cognitive development to television. Subjects were 46 third grade students, 47 seventh grade students, and 54 undergraduate college students. These grade levels were chosen to represent individuals in the concrete operational stages, in transition from concrete to formal operational stages, and in the formal operational stages as identified by Piaget. The subjects were asked to judge velocity and distance in three conditions in which images photographed by lenses of different focal lengths were compared. In addition, the subjects completed tests to measure their experience with television. The results suggest that the focal length of a television camera lens influences how a large percentage of viewers perceive velocity and distance in televised events. The results also confirm a progression in cognitive development from concrete operational thought to formal operational thought as discussed by Piaget. (FL)