Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Media Effects Comm 309 > Exam 2 TextBook > Flashcards

Exam 2 TextBook Flashcards

1
Q

What are the Three Dimensions of Persuasion?

A
  • Attitude Change
  • Behavior Change
  • Persistent Change
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What is the Drench Hypothesis

A

the power of “critical images” to overwhelm the stereotypical ones that appear regularly. These images are the ones that stand out, are deviant, intense, and thus more important viewing experiences.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

what is the drip drip hypothesis

A

media cultivation/effects emerge after steady, long-term exposure

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

what is the 6 principles of the weapons of influence

A 
o	reciprocity
o	commitment and consistency
o	social proof
o	liking
o	authority
o	scarcity
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What are the characteristics of the source that can contribute to persuasiveness?

A
  • Credibility
  • Expertise
  • Trustworthiness
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What are the effects of simplicity and repetition on persuasion?

A

• Simplicity and repetition
o Ppl can become bored, persuasive impact decrease
o Need regular new life

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What are the effects of humor on persuasion?

A

o If ppl are laughing, not thinking of msg.

o Distraction

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

what are the effects of fear on persuasion

A

o Protection motivation theory: fear convince audience of threat and their vulnerability to it → tell how to respond effectively to threat
o If audience sees that yielding to msg will be costly in some way, might not be effective

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

what are the effects of guilt on persuasion

A

o Works but also ppl tend to devalue ppl who make them feel guilty
o Can backfire

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

is subliminal persuasion effect

A

yes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

What does it mean when the results are due to a “placebo effect”?

A
  • It is an illusory effect because no effects actually occurred.
  • I.e. tape says “memory” on cover, subjects thought it increased their memory. Not true.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Know Cantor’s research findings about the fear responses of children in different age groups.

A

• 2-7yrs think perceptually
o respond to fear by characters that look grotesque and menacing
• 7+ years more conceptual/abstract thought
o more fear from events that could actually occur in real world

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

What is the difference between cognitive and non cognitive strategies to reduce fear in children?

A
  • Cognitive: encourage children to think bout things they already know and relate them to the aspects of the movie that are scary
  • Non-Cognitive: refrain from trying to encourage child to think about source of fear → use distractions, avoid.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What might account for the fact that certain fear reactions to media have long-term effects.

A
  • The theory of excitation transfer: entire arousal system kicks into gear.
  • Heart rate, blood pressure, muscle tension, etc, arousal doesn’t return to baseline quickly
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Why do certain individuals actually enjoy frightening media?

A
  • Excitation Transfer: this arousal intensifies any emotion that a person feels, this positive emotion at the end of film can be intense.
  • Might have minor relief film s over, kind of euphoria
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

What is the theory of mood management?

A
  • excitatory potential
  • absorption potential
  • semantic affinity
  • hedonic valence
17
Q

what is excitatory potential in mood management

A

can influence lvls of arousal

18
Q

what is absorption potential in mood management

A

some media presentations totally absorb us in the content, others don’t.
o Good mood, less absorption. Bad mood, more absorption.

19
Q

what is semantic affinity in mood management

A

association with positive/negative moods

20
Q

what is hedonic valence in mood management

A

pleasant depictions, happier. Unpleasant, not happier.

21
Q

What are Schemas. How do they impact our perceptions of others?

A
  • Schemas help to organize thoughts
  • General set of expectations that you might have for ppl who hold same role as the specific person you’re thinking about.
22
Q

How have women been portrayed in the media?

A
  • Men far outnumber women
  • Men shown w/ more power, women powerless
  • Women in full range of stereotypical depictions
23
Q

What are the texts concerns about the relationship between depicted stereotypes in the media and actual effects?

A

• Stereotypical depictions do influence attitudes and behavior in a direction consistent w/ the stereotype.

24
Q

How do images of “thinness” impact behavior in females?

A
  • Internalize idea to be “thin”, media plays role in Body dissatisfaction/Body-image disturbance
  • Natural tendency to engage in social comparison, compare bodies w/ those depicted in media
25
Q

How have African Americans been portrayed in the news and what are the implications

A

• Not shown on TV as much as whites and when they are, they are overrepresented as criminals

26
Q

Why is content analysis more prominent in the area of media stereotypes than studies on effects?

A

• Solid conclusions about the content of the media much easier to generate than solid conclusions bout the impact of media.

27
Q

What exactly is Face-ism and what does the research reveal about males and females?

A
  • Face-ism refers to tendency to represent ppl w/ their face /head as opposed to their body.
  • Males more likely to be represented in terms of heads/face, females more likely to be represented w/ their bodies.
28
Q

What does the AAP article say about advertising to children in other countries

A

• Other countries are making bans on ads against children, US still has trouble w/ these regulations

29
Q

What are the issues of concern w/ ads in schools?

A
  • Ads appearing more and more in schools.
  • Has become a prominent issue
  • Schools ads are even appearing under educational TV
30
Q

Is there any evidence for the effectiveness of media education?

A
  • Media education seems to be protective in mitigating harmful effects of media including the effects of cigs, alcohol, and foods.
  • Suggest informing kids on media literacy.
31
Q

According to the AAP, in what ways does the viewing of TV contribute to obesity?

A
  • Increased sedentary activity and displacement of more physical pursuits
  • Unhealthy eating practices learned from media
  • Increased snacking while viewing
  • Interference w/ normal sleep pattern
32
Q

What role does a TV in the bedroom contribute to obesity?

A
  • TV set in room exacerbates impact of TV viewing on children’s weight
  • Teens w/ tv spent more time watching tv, less time being physically active, ate fewer family meals, had greater consumption of sweetened bevs, and ate fewer vegetables than did teens w/out a tv in bed.
33
Q

What are the effects of media on sleep habits?

A
  • Tv disturbs young ppls sleep patterns
  • Evidence that associates obesity
  • Increased snacking & consume bad foods, sleep deprivation leads to fatigue and then sedentary behavior, metabolic changes as well.
34
Q

What does the AAP recommend regarding the advertising of “junk food” during programs predominately viewed by children?

A

• Pediatricians should encourage parents to discuss food ads w/ children as they water and teach their kids bout appropriate nutrition.

35
Q

What role does the depiction of tobacco and alcohol use in movies have on adolescent’s behavior?

A

• Ads make smoking and drinking seem like normative activities and may function as “superpeer” in subtly pressuring teenagers to experiment.

36
Q

On TV, what drugs are portrayed, and which one seems to be the most prevalent.

A
  • Illicit drugs rarely seen on tv
  • Marijuana is the most frequent drug seen in movies
  • Media undermines drug use and legitimizes their use
37
Q

What recommendations does the AAP make for movie depictions and advertising w/ regard to tobacco and alcohol?

A
  • Pediatricians should encourage the entertainment industry to have greater sensitivity bout effects of tv/movies and accept that the industry does have public health responsibility.
  • Cig smoke in movies shud be avoided at all cost and not glamourized
  • Alcohol use shud not be seen as normal behavior and the idea of “funny drunk” should be retired.
38
Q

What has been the effects of graphic warning labels in countries like Canada?

A
  • Found that real world warning labels work – more effective
  • Makes them think about health risks
39
Q

Why might graphic warning labels not be effective?

A
  • Could have unintended consequences
  • Ideas that smokers subconscious defensive reactions may mean that they ignore the scary warning, making the warning less effective than policymakers believe they are.

Media Effects Comm 309 (5 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions