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Comm 102 > EXAM 2 > Flashcards

EXAM 2 Flashcards

1
Q

Court of the Star Chamber

A

King henry VIII prosecuted publishers of offensive material, 16th century

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2
Q

Sedition Act of 1798

A

US Federalists suppressed

pro-French voices

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3
Q

Anti-Slavery publications

A

banned from the 1830s

until the Civil War

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4
Q

Espionage Act of 1917 and sedition act of 1918

A

criticism of US government during WWI was made illegal

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5
Q

Federal Republican

A

Baltimore radical Federalist

newspaper opposed U.S. involvement in War of 1812; people died in mob attack, one editor maimed for life

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6
Q

Elijah Lovejoy

A

abolitionist

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7
Q

Frederick Douglas

A

African American editor of The

North Star; harassed, house burned

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8
Q

Hazel Brannon Smith

A

civil rights advocate and

editor; sued for libel; white business owners urged advertising boycott

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9
Q

The Birth of a Nation

A

White supremacist film,

provoked race riots

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10
Q

The Sun (New York, 1833);

A

copied England’s popular

and profitable penny dailies that published titillating material about lowlifes

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11
Q

The New York Herald

A

disrespectful language led to “moral war” and boycott

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12
Q

Payne Fund Studies

A

ate 1920s; concern with effect

of film presentations of violence and sex on youngsters

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13
Q

Seduction of the Innocent

A

Fredric Wertham, 1954;
anti-comic book sentiment resulted in Comics Code Authority prohibition of graphic violence and erotic depictions in comic books

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14
Q

Printing Press

A

elite lost control when information

became widely available to the masses

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15
Q

Abolitionist Press

A

swayed public opinion on slavery 1830s (north star etc)

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16
Q

Uncle Tom’s Cabin

A

portrayal of black slaves

inspired sympathetic attitudes in reader 1852

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17
Q

The Federalist Papers

A

in New York
Independent Journal by Alexander Hamilton, James Madison, and John Jay garnered support for constitutional form of government 1776

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18
Q

Communist Manifesto

A

1848

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19
Q

Origin of Species

A

presented

scientific evidence for transmutation as fundamental to evolution 1859

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20
Q

John Stewart Mill’s essay “On Liberty

A

1859 presented anti-oppression, liberal ideas on individuals’ moral/economic freedom

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21
Q

Thomas Nast’s New York Times caricatures

A

1871of

corrupt commissioner of public works garnered support that brought down his political machine

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22
Q

Yellow Journalism

A

Late 1800s sensationalist

writing style of Pulitzer and Hearst newspapers inflamed public opinion

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23
Q

Muckraking Journalism

A

Early 1900s during
“Progressive Era” exposed social ills and led to needed reforms in business practices, truth in advertising, labor policies, food industry

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24
Q

Great Moon Hoax of 1835

A

New York’s The Sun
article stated British astronomer discovered life on the moon through telescope; increased circulation to 19,000, largest in world

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25
Q

New York Herald 1874

A

fictitious article on animals

escaping from zoo; armed gunmen took to the streets

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26
Q

War of the Worlds 1938

A

Halloween radio broadcast

of H.G. Wells sci-fi tale – 1 million left homes to escape Martian invasion and poison gas

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27
Q

Enlightenment

A

18th-century European writers like

Rousseau, Voltaire persuaded people to seek individual freedom and oppose tyranny

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28
Q

Colonization of America

A

16th and 17th-century

promotional materials successfully encouraged settlement

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29
Q

American Fronteir

A

editors promoted towns to

attract settlers; California gold rush considered one of the most effective promotional campaigns in history

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30
Q

Committee on Public Information

A

ngaged in

propaganda and censorship activities during WWI

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31
Q

1920s-30s

A

Powerful Media Effects
(magic bullet theory/hypodermic needle model)
(CPI, propeganda, Payne Studies, War of the Worlds)

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32
Q

1940s-60s

A

Limited Media Effects

Carl Hovland, Lazarsfeld

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33
Q

1970s

A

Moderate Effects

Knowledge Gap Hypothesis, Agenda-Setting Hypothesis, Spiral of Silence, Uses of gratification, etc

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34
Q

1980s-Now

A

Powerful Effects

NIMH

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35
Q

Carl Hovland

A

Found that U.S. Army films did not affect soldiers’
motivations

3 steps to successful persuasion

  1. pays attention
  2. comprehends message
  3. accepts message
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36
Q

Lazarsfeld

A

A study of the 1940 presidential election found that the

impact of media exposure in terms of conversion was negligible

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37
Q

The People’s Choice

A 
Three types of media effects
 Reinforcement (about 50%)
 Activation (14%)
      The indifferent ---> electoral participation
 Conversion (about 8%)
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38
Q

Joseph Klapper

A

Concluded that the effects of mass communication were limited

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39
Q

1972 Report to the Surgeon Genera

A

found
that a causal relationship exists between TV violence and aggression, but “any such causal relation operates only on some children (who are predisposed to act aggressively)” and “operates only in some environmental contexts.”

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40
Q

Dependency Theory 1976

A

states that the degree to which people depend on mass media information depends on several factors (e.g., amount of disorder or conflict in society).

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41
Q

1983

A

NIMH Report on Television and Behavior

concluded that TV violence is linked to societal violence.

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42
Q

Joint Statement

A

“The conclusion of the public health community, based
on over 30 years of research, is that viewing entertainment violence can lead to increases in aggressive attitudes, values and behavior, particularly in children.”

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43
Q

Revisionist Perspectives

A

Studies that indicate limited and powerful effects can be
identified in every period

There was interest in indirect and conditional effects in
powerful effects studies (The Payne Fund studies).

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44
Q

Social (observational) Learning Theory

A

Learning a new

behavior involves observing and imitating that behavior being performed by another person.

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45
Q

Social Cognitive Theory

A

1986, Bandura

People are not just reactive, they are self-organizing, proactive, self-reflecting, and self-
regulating.

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46
Q

Individuals are more
likely to adopt a
modeled behavior if:

A 
 the model is similar to
the observer.
 the model has admired
status.
 the model is rewarded.  the behavior has
functional value.
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47
Q

Triadic Reciprocal Causation

A

behavior Environmental Factors Personal Factors

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48
Q

Distinctive Cognitive Traits

A

 Symbolizing capacity
 Self-reflective capacity
 Self-regulatory capacity
 Vicarious capacity

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49
Q

Symbolizing capacity

A

Symbols, such as words and letters, are utilized to represent specific objects, thoughts, or ideas.

Allows people to store, process, and
transform experiences for mental processes.

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50
Q

Self-reflective capacity

A

The process of thought verification

people make sense of their experiences, explore own cognitions and self-beliefs, and alter their thinking accordingly.

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51
Q

Self-regulatory capacity

A

People evaluate their own behavior and respond

accordingly.

52
Q

Vicarious capacity

A

Ability to learn without direct

experience

53
Q

Four Component Processes

A

Attention, retention, motor reproduction, and

motivation

54
Q

Attention

A

Individuals cannot learn much by observation
unless they perceive and attend to the significant features of the modeled behavior.

Attention Depends on
 Message characteristics (Salience and attractiveness)
 Perceived functional value of the action
 One’s goals and interests
 One’s cognitive skills

55
Q

Retention

A

Modeled behavior must be remembered or retained in order to be used again.

Retention Involves
 Cognitive rehearsal
 Elaboration (Comparing the action to already existing
thoughts relevant to the action)
 Filing the behavior into long-term memory

56
Q

Motor Reproduction

A

Individuals must have physical abilities and skills to replicate the action.

57
Q

Self-Efficacy

A

Belief that one can enact the behavior before the

attempt

58
Q

Motivaton

A

Socially learned behaviors may not be

enacted unless one is motivated.

59
Q

Motivational Rewards or Punishments

A

 Direct (Direct results of own action)
 Self-produced (Self-satisfaction and self-worth)
 Vicarious (Observation of other’s behavior and subsequent
outcomes)

60
Q

Inhibitory Effects

A

It may inhibit or restrain

a person from acting in a previously learned, reprehensive, anti-social, behavior.

61
Q

Disinihibitory Effects

A

It may lift previously

learned internal restraints on certain behaviors

62
Q

Disinhibitory Devices

A 
 Moral justification 
 Advantageous comparison
 Euphemistic labeling 
 Displacement of responsibility 
 Diffusion of responsibility 
 Distortion of the consequences 
 Dehumanization 
 Attribution of blame
63
Q

Moral Justification

A

People believe that their otherwise

deplorable actions are justifiable because they serve a “higher” or “moral” purpose.”

64
Q

Advantageous Comparison

A

By comparing own deplorable acts with even more serious behaviors of others, people make own acts look trivial by comparison.

65
Q

Euphemistic Labeling

A

By calling an otherwise reprehensible act
something other than what it really is, one can engage in an act without self-contempt, and the act is made benign and acceptable.

66
Q

Displacement of Responsibility

A

Some people can readily depart from their moral principles.

“I did it bc I was ordered to do so”

67
Q

Diffusion of Responsibility

A

When deplorable acts are performed in a

group, individuals feel less personally responsible.

68
Q

Distortion of the Consequences

A

After people engage in deplorable acts, they can ease their conscience by ignoring or distorting the harm caused by their conduct.

69
Q

Dehumanization

A

Victims are looked upon

as subhuman and thus can be treated inhumanly.

70
Q

Attribution of Blame

A

Blaming the victims or the situation

71
Q

Persuasion

A

Effects of persuasive messages are intended

72
Q

Attitude as a mediator

A

persuasive message-> attitude -> Behavior

73
Q

Persuasion Models

A

McGuire’s Matrix Model
Cognitive Response Theory
Self-Validation Theory
Elaboration Likelihood Model (ELM) Social Judgment Theory
Theory of Reasoned Action (TRA) Theory of Planned Behavior (TPB) Protection Motivation Theory (PMT) Transtheoretical Model of Behavior Change Automatic Activation Model

74
Q

1920s-30s Persuasion

A

Propaganda

75
Q

1929 Persusuion

A

Radio news of wall street crash brought nationwide panic

76
Q

Carl Hovland 5 variables of persuasive power

A

Credibility of message source
Type of message appeal
Order of arguments presented Audience identification with certain groups
Personality of audience

77
Q

Paul Lazarsfeld Two step flow

A

Media messages influenced certain opinion leaders
in a community
These opinion leaders had influence to change
others’ attitudes

78
Q

Theory of Cognitive Dissonance

A

Inconsistencies between attitude and action cause anxiety that must be resolved

79
Q

McGuire’s Matrix Model

A

Input (Variables under control): source, message, recipient, channel, context

Outputs (variables under control of audience): information, exposure, attention, interest, comprehension, yielding/changing attitude

downside of this model: assumes sequential process

80
Q

Cognitive Response Theory

A

Yielding Depends on cognitive response to message (what audience thinks about the message)

81
Q

Self-validation Theory

A

persuasion depends on
audience member’s confidence in his/her thoughts in response to message

Favorable thoughts about message increase with message
validity, decrease with message doubt
Unfavorable thoughts about message decrease with
message validity, increase with message doubt

82
Q

Elaboration likelihood Model

A 
exposure, attention, interest,
comprehend, acquisition, 
yielding, 
memory, 
retrieval, action, 
reinforcement of the attitude
attitudinal consolidation

Persuasion depends on a person’s likelihood to pay
attention to and think very carefully about a message

As likelihood of mental elaboration increases, the central
route to persuasion is more dominant. As likelihood of mental elaboration decreases, the peripheral route is more dominant

Central Route to Persuasion
Requires cognitive effort
Attention and careful analysis used to judge message merit
More successful in long-term attitude change

Peripheral Route to Persuasion
Occurs in ways that do not involve cognitive effort
Short-term success, but cues may weaken over time

83
Q

Motivation Variables for Elaboration (ELM)

A

Personal relevance of information – use of “you” in
message
need for cognition
Frame message in line with audience values or self-perceptions

84
Q

Peripheral Cue Variables (ELM)

A

Likability or attractiveness of message source
Credibility of source – use of experts Number of arguments contained in message
Length of arguments
Bandwagon effect – number of others agreeable to
message (everybody’s doing it)

85
Q

Variables in Persuasion Process (ELM)

A

Source variables – attractiveness, credibility, believability, features of communication (music)
Message variables – number of arguments in a message or length of arguments, number of people in agreement, unexpected or unusual message, channel of origin
Recipient variables – mood, personal relevance, need for cognition, ability to engage in message elaboration

86
Q

Social Judgement Theory

A

People make judgments about differing views held
regarding an issue
Other possible viewpoints are deemed acceptable,
not acceptable, or neutral
Latitude of acceptability influenced by degree that
personal identity is defined by viewpoint on issue
Strong connection between beliefs and concept of
self-identity increases likelihood of rejection of other beliefs

87
Q

Theory of Reasoned Action (TRA)

A

People decide how to behave based on 2 criteria
Person’s attitude toward the behavior itself
Perceptions about others’ views of behavior

88
Q

Theory of Planned Behavior (TPB)

A

included in revised TRA

Behavior is also based on the person’s perceived control over
the behavior—is it easy or difficult

89
Q

Protection Motivation Theory (PMT)

A

What motivates people to engage in protective behaviors
Threat appraisal
How serious is threat
How likely to affect you
Coping appraisal
How effective is protection
Are you capable of performing protective behavior

90
Q

Transtheoretical Model of Behavior Change

A 
Behavior change is a process that occurs in distinct stages Precontemplation 
Contemplation 
Preparation 
Action
Maintenance
91
Q

Automatic Activaton

A

behavior follows attitude

automatically without reasoning or reflection

92
Q

Gender Differences and emotions

A

ome researchers

argue that men are more persuasive and women are more persuadable

93
Q

Automatic attitude availabilty

A

ven long-held

attitudes are subject to change

94
Q

Obscenity

A

Material appeals to a shameful, sick, morbid, or lustful interest
in sex
Material is offensive beyond community standards regarding
sexual depictions
Material lacks serious literary, artistic, political, or scientific
value

95
Q

5 types of pornography

A
  1. Depictions of sexual violence like rape
  2. Depictions of degrading or humiliating activities
  3. Depictions of consensual, nonviolent intercourse
  4. Depictions of nudity
  5. Child pornography
96
Q

Bleakley et al. (2008)

A

Exposure to sexual content increases adolescent sexual activity
Sexually active adolescents more likely to view sexual content
in media

97
Q

x-rated video

A

Domination
Reciprocity
Exploitation
Autoeroticism

98
Q

Effects of Exposure to Highly Explicit Content

A

Sexual Arousal
Changes in values and attitudes
Changes in behaviors
Tends to enhance aggressive tendencies

99
Q

Excitation Transfer

A

intensifies unrelated affective states,
however…
Pleasing, nonarousing nude photographs calmed aggressive
behavior

100
Q

Excitation and valence model

A

Pleasing nonarousing erotica counteracts anger
Displeasing nonarousing erotica increases annoyance
Displeasing nonarousing erotica increases aggression
when provoked, through excitation transfer
Pleasing arousing erotica transfers calmness

101
Q

Contextual variables that contribute to prevailing

tone

A

Context of viewing – alone; with spouse; with male
friend; grandmother; or preacher
Seriousness or triviality
Artistic value or intent
Degree of explicitness/relevance to plot
Cultural context

102
Q

3 mitigating factors to reduce harmful effects (Bryant

& Rockwell, 1994)

A

Clear, well-defined family value system

Free and open discussion encouraged and practiced in family Active viewing and critical analysis of program content

103
Q

4 Major effects of consuming porn

A

Addiction
Escalation
Desensitization
Tendency to act out or copy

104
Q

Factors that increase Violence

A 
 Provocations and frustrations 
 Poverty 
 Easy access to guns 
 Drug and alcohol use
 Gang involvement 
 Parental neglect 
 Violent media
105
Q

National Television Violence Study

A

Definition of violence: Any overt depiction of a credible threat of physical force

106
Q

Five key elements of context that make

people susceptible to negative effects

A

 A perpetrator who is an attractive role model
 Violence that seems justified
perpetrated by “good” characters.
 Violence that goes unpunished
 Minimal consequences to the victims  Violence that seems realistic to the viewer

107
Q

Catharsis Theory

A

Acting aggressively or even viewing
aggression purges angry feelings and aggressive tendencies or drives….

No data to support this theory

108
Q

Pressure Cooker Theory

A

Frustrations lead to anger, and anger

builds up inside a person, like steam inside a pressure cooker, until it is released.

109
Q

Types of Effects from violent media

A

imitation
disinhibition
arousal
desensitization

110
Q

memory

A

network consisting of nodes (concepts) and links (associations)

111
Q

Cognitive Neoassociation Model

A

memory is a network, watching media activates parts of the network, past experiences are remembered and associated with new info

112
Q

General Affective Aggression Model

A

arousal is increased when exposure to mediated violence primes hostility and anger

113
Q

Mental Model

A

Dynamic mental representation of a situation,

event, or object

114
Q

Situational Model

A

Purpose: To represent a story or episode viewed through mass media

A type of mental model

115
Q

Schema

A

A representation of knowledge about a concept or type of stimulus including attributes and relations between them
More abstract
Less contextualized
Less mutable

116
Q

Intervening Variables

A

variables that enhance priming effects

perceived meaning
perceived justifiability 
character identification
perceived reality
memories of prior experience
117
Q

Perceived Meaning

A

Viewer interprets the meaning of violent actions in a particular way

118
Q

Perceived Justifiability

A

Viewer believes the violent behavior is justified for some reason

119
Q

Character Identification

A

Viewer identifies with the character committing the act

120
Q

Perceived Reality

A

viewers believe they are seeing reality as opposed to fiction

121
Q

memories of prior experience

A

viewer sees media and something triggers a memory from the viewer’s past

122
Q

recipient Factors; Ability to engage in message elaboration (ELM)

A

distraction
general intelligence
repetition
comprehension

123
Q

attention depends on

A

 Message characteristics (Salience and attractiveness)
 Perceived functional value of the action
 One’s goals and interests
 One’s cognitive skills

124
Q

retention depends on

A

 Cognitive rehearsal
 Elaboration (Comparing the action to already existing
thoughts relevant to the action)
 Filing the behavior into long-term memory

125
Q

READ THE BOOK!!!!!!!!

A

DO IT

Comm 102 (4 decks)

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