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Intro to Media Effects > Exam 3 > Flashcards

Exam 3 Flashcards

1
Q

Media Literacy

A

our ability to access, analyze, evaluate, and communicate mediated information

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2
Q

Schemas

A

organized systems of thoughts/information

prof young has slide about dunkin
my mind: wants dunkin now

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3
Q

what do stereotypes create?

A

cognitive structures in our mind

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4
Q

stereotypes contain

A

the perciever’s knowledge, beliefs and expectancies about some group

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5
Q

cultivation theory

A

media images mold society by the long-term presentation of relatively uniforms visions of social reality

ex: show about crime making people think there is more crime than there actually is

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6
Q

social norms

A

our perceptions of the informal, mostly unwritten, rules that define acceptable and appropriate actions within a given group of community

ex: unassigned assigned seats

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7
Q

body image

A

how we view our own body and physical appearance

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8
Q

body dissatisfaction

A

having negative thoughts or feelings about one’s body image

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9
Q

thin ideal

A

media portrayls of thinness as the most desirable body type for women. unrealistic and unattainable

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10
Q

muscular ideal

A

media portrayals of lean, muscular, and toned as the most desirable body type for men

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11
Q

objectification

A

treating a person like an object, often a sexual object

ex: ads portraying women as objects

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12
Q

social comparison theory

A

we have a need to evaluate ourselves against others to see how we measure up, to make sure we fit in w social norms

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13
Q

downward comparison and outcomes

A

we compare to someone we feel is inferior to us in some way.
outcomes: boosts self-esteem, maintain status quo

Ex: Sam views a downward comparison towards Dana because he scored higher on an exam

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14
Q

upward comparison and outcomes

A

we compare ourselves to someone we feel is superior to us in some way
outcomes: lower self-esteem, might serve as motivation for self improvement

ex: comparing yourself to a gym model

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15
Q

fiji islands study

A

studied adolescent girls’ body image and eating behaviors before and after the introduction of television
outcome: after 3 years 74% felt “too big”, 62% dieting, 15% purging

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16
Q

informed consent

A

human participants can enter research freely with full information about what it means for them to take part, and that they give consent before they enter the research. one key principles of research ethics

ex: when you get surgery the doctor has to tell you about every risk

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17
Q

natural experiments

A

studying casual relationships that naturally occur, vs. laboratory or field experiments where the independent variable is manipulated by researchers. limitations: can’t always eliminate the influence of third variables

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18
Q

stereotype schema

A

organized systems of thoughts and informations about objects, events, individuals, groups

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19
Q

priming

A

associations between concept, stored in memory, gets stronger every time they are activated, can be strengthened or activated by media content

Ex: going to a “warm and cheerful” themed party, seeing all of the happy colors gives you cheerful emotions

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20
Q

roles of schemas in information processing

A

schemas simplify complex social environments by helping us process incoming information quickly and efficiently
- schemas have an automatic or unconscious, influence on our behaviors

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21
Q

they start with i

3 types of content comparison

A

1) intergroup
2) interrole
3) interreality

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22
Q

intergroup

A

examining % of one group compared to the % of another group

ex: examining a % of NFL players vs a % of NBA players

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23
Q

interrole

A

examining the distribution of the same group of people in different roles (quality comparison)

ex: comparing different roles in a hospital

24
Q

interreality

A

examining the actual number/proportions for a group compared to the number/proportion presented in the media

Ex: How many Native Americans there are (2.5%) vs. How many Native Americans are displayed on TV (.25%)

25
Q

expectancies

A

what we expect of an individual based on their categorization

ex: muscular ideal

26
Q

model minority stereotype

A

stereotype schema that members of a particular group are more high achieving than other minority or marginalized groups

ex: the stereotype that all asian people are super smart

27
Q

stereotypes

A

schemas about particular groups based on age, gender, race/ethnicity, nationality, occupation, interests, personality

28
Q

in group

A

a group you identify as being apart of

ex: uiowa students

29
Q

out group

A

a group you do not identify as being a part of

ex: religous people

30
Q

group identification

A

the strength of our identification with a group

31
Q

stereotype threat

A

if stereotypes about a group are primes, in-group members will behave in ways that conform to the stereotypes and avoid out-groups

ex: the “im not good at math” barbie saying that math is not for girls

32
Q

decrease prejudice

mediated intergroup contact theory

A

viewing more (quantity) and/or more positive (quality) media representations of an out-group will increase positive attitudes and decrease prejudice (negative attitudes toward a group)

ex: Showing more Native Americans on TV will decrease prejudice against them

33
Q

obscenity

A

(a legal term) not protected by free speech, sexual content that is offensive or disgusting

ex: explicit sexual content, graphic violence, or offensive language

34
Q

pornography

A

(not a legal term) is protected under the first amendment as free speech, material with very explicit sexual behavior and nudity

ex: sexual novels or (idk what did i say on the other card)

35
Q

anecdotal vs. scientific evidence

A

anecdotal: a factual claim relying only on personal experience or authority
scientific: based on observable evidence gathered using systematic methods

36
Q

psychophysiological measure

A

measurements of physical respones that assess emotional states
ex: facial muscles, heart rate, boners

37
Q

experiment and survey limitation

A

experiment: limited sample, conducted in a lab
survey: social deserability bias (tendency to answer questions in a way that will be viewed favorably by others),

most research on porn consumption can’t meet all three cruteria for causality (mostly constant time order and elimination of third variable explanations)

38
Q

desensitization effect

A

violence in media makes us numb to violence irl

ex: showing the visuals of wars will make us believe it’s not that bad because we are no longer sensitive

39
Q

sexual scripts

A

ideas of how males and females are supposed to interact with each other, including how each gender should behave in sexual or romantic situations

a guide of how you’re “supposed” to feel about sex

ex: men are supposed to want sex while women are supposed to be more wary

40
Q

sexual uncertainty hypothesis

A

adolescents are often taught by family and schools that consensual sexual activity is part of love and long-term commitment. but, sex in media is not depicted this way; leads to confusion about how to behave

41
Q

stalking myths

A

false believes about stalking and harassment
1) stalking is an expression of love
2) victims of stalking were “asking for it”
3) stalking doesn’t do much harm

42
Q

AAECRA

media literacy componets

A

1) access
2) analyze & evaluate
3) create
4) reflect
5) act

43
Q

media literacy practices: critical ignoring

A

choosing what to ignore; learning how to resist low-quality and misleading but cognitively attractive information, and deciding where to invest our limited attention

44
Q

media literacy practices: self-nudging

A

designing your digital media environment to decrease media use and set more beneficial media habits
(i.e. time limits, deleting apps, avoid using media)

45
Q

media literacy: lateral reading

A

evaluating the credibility of a source by comparing it with other sources (i.e. verify sponsor for source, check claims, pause before thinking)

46
Q

media literacy practices: do-not-feed-the-trolls-heuristic

A

ignore, block, and report harassment misinformation (not supported by facts), disinformation (intentional)

47
Q

media literacy component: analyze & evaluate

A

analyze: using critical thinking and digital skills to analyze message quality, truthfulness, credibility, intention, and pov
evaluate: considering potential effects or consequences of messages

reading article on climate change, look at bias, citations, publication date, evaluating the credibility of a source

48
Q

media literacy: create

A

making content using creativity and confident self-expression, w awareness of purpose, audience, and composition techniques

ex: creating an infographic about media literacy

49
Q

media literacy: reflect

A

applying social responsibility and ethical principles to how you use media

50
Q

media literacy: act

A

using media to share knowledge and solve problems

teach others about how to utilize media knowledge

ex: jim shares a misinformed post, let him know that it is wrong (in a nice way unless jim’s an asshole)

51
Q

forewarning message

A

a message that includes information on the techniques of misinformation, the motives or intent behind disinformation, as well as practical tips on how to avoid misleading content

Ex: Twitter’s community notes

52
Q

ecological model

A

behaviors have multiple levels of influence, including individual interpersonal institutional, community, and policy levels

you decide to start a recycling program at your school (individual behavior). Your friends join in, and you work together to collect recyclables (interpersonal level). The school supports your initiative, providing bins and recognizing your efforts (organizational level). The neighborhood appreciates your eco-friendly actions and gets involved (community level). The city has policies in place that encourage recycling and make it easy for communities to participate (policy level). The society values environmental responsibility, and your actions align with those values (societal level).

53
Q

three ways of knowing

A

1) personal experience
2) authority
3) social science

54
Q

know the limitations

personal experience

A

your own life as a source of information
limitations: individual differences, trial and error, difficult to detect influences

55
Q

authority

A

we believe what those we trust tell us to believe
limitations: auhtorities may speak outside their expertise, or may protect their own interests

ex:my dad, my doctor, my professor

56
Q

observation (know the limitations for this too)

social science

A

systematic observation (on purpose) , vs. casual observation (spontaneous)
limitations: makes predicitions about general patterns not specific individuals, assumes there is an objective truth, but not all questions fit this approach.

Intro to Media Effects (3 decks)

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