COM 101 EXAM 2 Flashcards
1
Q
Agenda Setting
A
News media doesn’t tell us how to think, but what to think
2
Q
Framing
A
Can influence how we think about issues
Factors that dictate
Tells us how to think/what to think about
3
Q
Spiral of silence
A
The more people have the same view on a particular matter; the more hesitant those who disagree will speak up
4
Q
Knowledge gap
A
Increasing information in the environment will increase knowledge but distributed through a social system
5
Q
Cognitive dissonance
A
An aversive motivational state that people are motivated to eliminate it
6
Q
Selective exposure (All three components)
A
We talk to people who hold our political views
Selective perception
Selective retention-you tend to remember things that are important to you, and not necessarily consistent with actual facts
7
Q
Desensitization
A
Decreases arousal-works through classical conditioning
Outcome: fear, lack of trust
Blunting of emotions overtime
8
Q
Priming
A
A subconscious form of human memory concerned with perceptual identification of words and objects
-priming used often in advertising and news media
9
Q
Social learning theory/cognitive Theory
A
..
10
Q
Cultivation
A
The more you spend time with the media, the more you think it is an accurate representation of the real world. (Being scared by media)
11
Q
Catharsis
A
Viewing of violent media content helps purge violent impulses, exposure to violence reduces aggression is not true. The exception=video games
12
Q
Why negative effects would be expected-what does it look like?
A
Creates expectation that woman like forced sex
13
Q
Documented effects overtime
A
Federal reports
14
Q
Effects of specific types of portrayals
A
Rape myths, slashers, non-violent, music videos
15
Q
Rape myth
A
The idea that rape isn’t real
16
Q
Non violent porn
A
This influences our attitudes towards women’s rights
17
Q
Excitation factor
A
When aroused, all emotional responses are heightened both positive & negative emotions
-arousal can come from multiple sources
18
Q
3rd person effect/social distance
A
..
19
Q
What is a stereotype, why do they persist
A
Unjustified generalizations or beliefs that distinguish one category from another
20
Q
4 stages for portrayals of minorities
A
Non recognition: exclusion from TV
Ridicule: dominant group putting down the stereotyping minority
Regulation: ministry group members appear as protectors of existing orders
Respect: appearance of full range roles
21
Q
Effects of minority portrayals
A
Effects of viewing African Americans stereotyped usually represented as problems
22
Q
The third person effect (TPE)
A
The media exerts a strong effect on other people (third persons) and not themselves
23
Q
Uses & gratifications theory
A
Based on 2 assumptions about media audience:
- individuals are active in making choices about selecting media & messages
- individuals are aware of their motives for info & entertainment
24
Q
Five claims from this theory
A
- Communication= goal directed
- People initiate selection & use of communication vehicles
- the media compete with other forms of communication
- People are more influential than the media in effects process
25
GS & GO
Gratification sought
| Gratification obtained
26
Cognitive capacity theory
```
Provides a cognitive explanatory system for how people screen information then process it.
Structured by 3 tasks:
-encoding info
-storage
-retrieval
```
27
Feminism theory
There is a sexist ideology permeating the media
28
Social learning theory
People learned behaviors by observing the actions of others: not needing to perform it themselves
29
Elaboration Likelihood Model (ELM)
Move scholarly thinking beyond the limited approach to opinion formation that assumed people paid attention to arguments and logically weighed the merits of those arguments when making up their own minds
30
Schema theory
Symbols mediate that help us make sense of all the sensory stimuli we are exposed to constantly
31
Diffusion of information theory
Paid special attention to how information about innovations was disseminated
32
Cognitive effects
Focus on how the human mind encounters media messages
33
Social learning
Message senders intend to entertain, not inform: audience members seek entertainment, not information
34
Instructional
The next band includes teaching only; audience members do not have the intention to learn.
35
Education
Message senders have the intention to teach and audience members have the intention to learn
36
Induction
Inferring patterns then generalizing those patterns to a larger class of objects behind what was originally observed
37
Information acquisition effect
People acquire a great deal of information from the media
38
Factors about the medium
Each medium has its own special features to make it better than another for certain tasks
39
Factors about the message
The many factors that can increase if people will learn the information
- emotional
- style
- visual
40
Audience factors
Some people being in better Laotians to acquire info than others
41
Message factors
Type of info
Style of info
Structure of info
Genre of message
42
Audience factors
Prior knowledge
| Skills & abilities
43
Existing knowledge
Motivation to learn more if you know about a topic
44
Skills/abilities
Some people have higher skills than others
45
Triggering
Media messages can trigger attention, trigger recall from a person's memory, and trigger all sorts of cognitive processes
46
Triggering attention
There would be no reason for media if it did not trigger attention
47
Triggering mental processes
Cognition
| Mental thoughts
48
Message factors
Number of elements
Pacing type of character
Rule of programming element
49
Audience factors
Thoughts primed in memory
Info seeking strategy
Family communication patterns
Demographics
50
Meaning construction
Contains message & audience factors
51
Cognitive altering function
Altering existing knowledge structures
Altering how we process info
Altering our cognitive drive
52
The media can alter a persons existing knowledge structures over time
True
53
Alteration of cognitive processing
effect focuses on how exposure to media messages can change patterns of thinking
-concerned with structure rather can content
54
Altering cognitive drives
Doesn't make sense so we are driven to seek out info
55
Cognitive dissonance
Well documented cognitive drive
56
The altering function
Takes place through induction. Media providing new info then must fit new info into existing knowledge structure. Requires altering
57
Reinforcing
Long term influence the media exerts on individuals. We become comfortable & rely on it
58
Cognitive reinforcement
- reinforcing attraction to media
- reinforcing existing knowledge structures
- reinforcing existing mental processes
59
Reinforcing attraction to media
Organizations that attracts and maintain audiences
- crime
- politics
60
Reinforcing existing knowledge structures
Advertising
| Remind of their loyalty
61
Reinforcing existing mental processes
Mental state of mindlessness
They don't need to make choices
Harmful b/c choices play a part in stress reduction
62
Process of reinforcing
Makes people less likely to seek out information
63
Cognitive effects and physiological effects are the most fundamental of all types of media effects
True
64
Beliefs
Require cognitive processes to construct and they reside in human memory
65
Induction
The process of inferring a pattern from a set of observations then generalizing that pattern to a larger set
66
Tests of verification
Beliefs can be tested to see if they are correct or false
67
Descriptive beliefs
Come from direct experience
68
Inferential beliefs
What we view makes us infer things
69
Acquiring beliefs
People can acquire a belief immediately from exposure to one media message
70
Triggering beliefs about the real world
As people encounter media content, they continually have their beliefs triggered so they can make sense of the content
71
Altering beliefs about real world
Continually presenting messages that either depict the real world directly or indirectly
- cultivation
- third person
72
Agenda setting effect
Alters beliefs about what is important in society
73
Social norms
Beliefs about how the world works
74
Belief about how much knowledge one has
People who expose themselves to politics think they have more knowledge
75
Narrow perspective on information acquisition
Being selective in ones exposures
76
Belief in ones own body size
Thin images making women think they are overweight
77
Beliefs about oneself in romantic relationships
Expectations of a romantic partner
78
Hostile media effect
Tendency for partisans of an issue to judge media coverage as unfavorable to their own point of view
79
Selective recall
Partisans preferentially remember aspects of content hostile to their own sides
80
Selective categorization
Opposing partisans assign different valences to the same content
81
Different standards
Opposing partisans agree on content but see info favoring the other side as invalid or irrelevant
82
Faulty memory
People confuse info from fictional messages with real world info
83
Drip drip drip
Influence of media messages as a steady drip that builds up a residue of meaning in a persons mind
84
Drench hypothesis
There are times when a person can suddenly alter a belief because of the influence of a single media message
85
Attitude
An evaluation
| Comparison against a standard
86
Valence
Whether the object of the attitude meets satisfactory exceeds positive or falls short of the negative standard.
87
Intensity
How far from the standard the object is perceived to be
88
Verification
Beliefs can be tested to see if they are correct or false
89
Attitudes can never be verified
True
90
Socialization
The process through which representatives of society continually teach us about how we should think and behave in order to function well in society
91
2 influences w/acquiring attitudes
- accept info presented in mass media
| - accept standards presents in messages
92
Standards
Essential in construction of attitudes
93
Framing does not always determine how attitudes are triggered
True
94
Message characteristics
Framing
| Production techniques
95
Audience characteristics
Thinking skills
existing attitudes
Demographics
Family communication patterns
96
Emotional appropriateness heuristic
People compare the nonverbal behavior of the televised candidates to a standard of emotional appropriateness
97
Interactions
Interactions between message elements and audience elements
98
Sleeper effect
People acquire information from the media but later forget what the source of that information was
99
Political messages in 3 types of formats
Conventional political ads, news-like political ads & news stories
100
Mere exposure effect
When people are in no conscious states and are exposed repeatedly to an object, then later are presented with the object when they are in aware states. Those people will have a more favorable evaluation of the object that if they had not been exposed to the object repeatedly
101
Message factors
The repetition of certain messages can alter a person's standards
102
Attitude of reinforcement in 3 groups
- credibility of info
- attitudes about dating & sex
- attitudes about political matters
103
Selective exposure argument
People typically seek out messages that conform to their existing attitudes
104
Acquisition of a behavioral sequence
Cognitive process/ people learn things from viewing
105
Factual behavior process
Helping people acquire all kinds of behavioral sequences: one of most widespread media effects
106
Social behavior
What we perform in daily lives, by watching how others behave around us
107
Trigger exposure behavior
Exposure to particular content in media in general
108
Trigger imitative behavior
Positive & negative imitations
109
Triggering message suggested behavior
Generalize to certain types of behaviors
Politics
Eating disorders
110
Research on reinforcing behaviors 3 parts:
- reinforcing habits with all media
- habits w/particular medium
- habits w/particular messages
111
4 factors measuring distinct components of addictive behavior
- heavy viewing
- problem viewing
- craving for viewing
- withdrawal
112
Viewing television is inertial
True
113
Television displaces book reading through two mechanisms
- deteriorates attitudes supporting book reading
| - deteriorates children's ability t concentrate on reading
114
Characteristics of news...
Timeless
Events that are immediate, recent
No matter how important the event, how import at the people involved, news value diminishes with time
115
Cognitions
Bits of knowledge individuals have stored in their mind
116
Priming
Makes pieces of memory temporarily more accessible
117
Disinhibition
Violent nexus depictions may cause individuals to be more likely to behave
118
Episodic frame
One time insidence talking any event itself only
119
Thematic frame
Things that lead to issue, Domino effect
120
Game frame
Talking about winners & losers rather than issue
121
Value framing
Words we use when describing something
122
Catharsis theory
Viewing of violent media contents help purge violent impulses
123
Priming
Over & over we learn to do something after continuously seeing it
-influence how we interact with others
124
Social learning theory
We learn to do things through television
