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68 Cards in this Set
- Front
- Back
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Beliefs |
Mental constructions about the probability that an object or event is associated with a given attribute |
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Beliefs are a type of... |
Cognition (Reauire cognitive processes to construct and reside in human memory) |
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Descriptive beliefs |
Come from direct experiences with an object/ person |
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Inferential beliefs |
Cannot be experienced, must be inferred from what we can see |
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Immediate belief effects: |
Acquiring Triggering |
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Long term belief effects |
Altering Reinforcing |
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Media is a major source of info because... |
1. We experience at lot of media every day 2. Media present us with info that we cant get from other sources |
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Through stereotyped media portrayals we... |
1. Form beliefs about other people we dont have contact with 2. Learn what others may believe about us |
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Study with 152 Muslim americans |
Watched a film that portrayed them in a bad light. Muslim americans that viewed negative media of their group were less likely to want acceptance from other Americans and more likely to avoid interactions with majority members. |
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Cultivation theory |
The more time people spend with TV the more likely they are to believe the social reality portrayed on TV |
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Mean world syndrome |
People perceive the world to be more dangerous than it actually is due to heavy exposure to violent media |
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First order cultivation (belief aspect) |
Heavy TV viewers believe TV world = real world (Ex. Zombies, maybe they're actually real) |
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Second order cultivation (behavior effect) |
Heavy TV viewers adopt particular attitudes and behaviors accordingly. (Ex. People making a zombie survival plan) |
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Cultivation process |
1. Despite initial individual differences, heavy TV viewers become more similar in views and beliefs 2. When a person's real life environment strongly resembles environment depicted in the media |
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Third person effect |
Tendency to think media influence is stronger for others than for oneself |
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Third person effect is moderated by... |
1. Message desirability - less of an effect for desirable messages than for undesirable. (Ex. Negative effects of viewing porn are stronger for others ) 2. Social distance - the less you know them the more influenced you think they are |
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Agenda setting theory |
The press doesn't tell is what to think but what to think about |
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Study of 1968 presidential campaign |
Surveyed voters on what their key campaign issues were. They erte all the same top issues focused on by the press. |
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Attitudes and beliefs both... |
Require mental constructions and vary in intensity |
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Unlike beliefs, attitudes... |
Are evaluations, judgments against a standard |
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Unlike attitudes, beliefs... |
Can potentially be verified |
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Attitudes vary in... |
Valence Intensity - how dare from the standard an object is perceived to be |
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Socialization |
Social norms |
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Process of acquiring attitudes |
Dependent on how a message is framed. Message persuasiveness. Demographics (ex. Kids) |
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Sexual uncertainty hypothesis |
The more were exposed the media, the more sexual uncertainty we develop. |
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Study of 2,300 teens (Peter & Valkenburgh) |
Greater exposure to sexually explicit internet material = increase in sexual preoccupancy |
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Study dating show survey |
Surveyed 334 college students to measure their unhealthy expectations about sex. People who watch more dating programs had more unhealthy beliefs about sex and appearance. |
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The sleeper effect |
When we recieve indo from a non credible source, over time we forget the source and consider the info credible |
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What is persuasion? |
1. Change in attitude 2. Change in behavior 3. Persistent change |
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6 principles of influence: |
1. Reciprocity - we give back what we recieve 2. Commitment and consistency - we tend to stick with what we've chosen 3. Social proof- we trust things endorsed by people we trust 4. Liking - we do things for people we like 5. Authority - we comply with people who look like they have credibility 6. Scarcity - we want something more if its exclusive |
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Central route |
Cognitive route Analyzes facts More permanent attitude change Harder to achieve |
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Peripheral route |
Viewers rely on shortcuts More superficial processing Less permanent attitude change |
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Landscape model |
How we process product placement depends on their implications for comprehending the movie/ show |
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If the product plays a _____ role in the plot then viewers are more likely to recall the brand. |
Major |
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Study on brand memory |
Explicit memory: brand recall Result = highest when used by character or part of the story Implicit memory: word completion Result = no difference no matter how the brand was shown |
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Emotions |
Typically triggered by an event Usually requires labeling Vary in valence and intensity |
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Moods |
More generalized Lower intensity than emotion |
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Acquiring effect |
We acquire emotions from characters |
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Messages can trigger specific emotions, especially... |
Strong, simple emotions |
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The most studied emotional reaction triggered by media is ___. |
Fear |
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Law of apparent reality |
Emotions are elicited by events appraised as real, and their intensity corresponds to the degree to which this is the case. |
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Fear response to threatening media depends on... |
Reality of depiction |
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Explicit memories |
Details about events Stores in hippocampus Will decay over time |
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Implicit memory |
Emotional Stores in amygdala Negative associations remain strong |
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Why do we enjoy fear? |
1. Release - feelings of fear replaced by relief and joy 2. Joy amplified by excitement 3. Recency - longer term memory of joy at the end, not fear thoughout |
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Enjoyment depends on... (message factors) |
1. Message framing 2. Medium factors 3. Content |
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Enjoyment depends on... (audience factors) |
1. Transportation - forget you're part of the audience and feel as though you're part of the story 2. Flow - lose track of time 3. Parasocial relationships - one sided relationship with media personality that feels real. 4. Telepresence - feeling of being there |
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Unconscious altering and reinforcing |
1. Desensitization - initial emotional reaction to stimulus decreases with more exposure 2. Habituation |
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Conscious altering and reinforcing affect |
Mood management - we choose media to alter and reinforce mood states in desirable ways |
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Media choices depend on... |
1. How we feel presently 2. How we expect to feel during and after media |
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Four dimensions of media |
1. Excitatory potential - media influences physiological arousal 2. Absorption potential - (negative mood = you might want high absorbing media to distract you. Good mood = you may want low absorbing media to not disrupt your good mood.) 3. Semantic affinity (for negative moods, choose less relevant film) 4. Hedonic valence - pleasant media leads to better mood, unpleasant media leads to worse mood. |
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Changing a bad mood |
High involving that have low behavioral affinity with bad mood. Highly pleasant media. Non-arousing, calming media with low excitatory potential. |
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Enhancing a good mood |
Minimally involving media with low absorption potential. Media that have high behavioral affinity with initial good mood. Highly pleasant media. |
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Study: TV mood managment |
Surveyed high school students. Found TV is used to manage mood. With more negative parental relationships, with more school effort. Shifts from parent to school as they get older. |
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Study: media and mood management |
Put participants in good or bad mood and viewed fake profiles. Negative mood = more time spent on less successful/ attractive profiles to feel better. |
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Behaviorism |
We should study observable behavior not the unobservable mind. Behavior is reaction to stimuli and changes through reward and punishment. |
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Media messages -> black box -> behavior. In the black box is... |
Audience factors: personality, memories, beliefs, etc. |
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Behaviors |
Overt actions of an individual |
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Difference between actual behavior and self reported behavior: |
Reporting on behavioral intentions Not able to accurately judge behaviors |
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Theory of planned behavior |
Attitude, subjective norm, and perceived behavioral control shape your intention and your intention shapes your behavior |
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Acquiring behavior |
Through exposure to media messages we see behavioral sequences. (Either cognitive or require physical performance) |
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Factual behavioral processes |
Learning the steps to do something |
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Social behavioral processes |
Learning social norms |
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Study: Bandera TV violence and children |
TV violence found to lead to aggressive behavior when characters are attractive and rewarded |
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Nomophobia |
Fear of being without your phone |
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Study: Collins 2004 surveyed 1,762 about... |
Sexual media depictions and experiences. Found across all age groups, teens who saw the most sex on TV were 2x as likely to initiate sex within the next year compared to those who saw the least amount of sex. |
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Study: kearny and Levine, 2014 |
Nielsen rating of 16 and pregnantnegagively correlated with teen births. Led to 5.7% reduction in teen births. |
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Study: Media addiction |
People who watch a lot of TV can exhibit symptoms similar to substance dependence. Unsuccessful attempts to reduce use. Withdrawal. |
