Media influences on PSB Flashcards
pro social behaviour
an act that benefits others but which can appear to have no direct benefit for the person performing it
Mares
meta analysis
positive interaction-friendly non-aggressive interactions, affection
CHILDREN WHO VIEWED THIS ACTED MORE POSTIVELY WITH OTHERS COMPARED TO VIEWING NEUTRAL CONTENT (MODERATE EFFECT)
altruism- sharing, offering help, comforting
CHILDREN WHO VIEWED THIS ACTED MORE ALTRUISTICALLY COMPARED TO NEUTRAL
(MODERATE TO LARGE) though smaller when altruistic acts were less explicit
self-control- resistance to temptation, obedience to rules, ability to work independently, persistance at a task
CHILDREN VIEWING THIS TENDED TO SHOW IT THEMSELVES
(MODERATE WHEN COMPARED TO NEUTRAL but LARGE WHEN COMPARED TO AS)
content analysis method
systematic technique for analysing text (written or verbal- inc advertisments, tv programmes)
extracting quantative from qualitative data in an objective way
observed variable must be clearly operationalised (presenting coders with a system for categorising occurrences
coders trained in using categories to ensure inter-rater reliability
SLT
bandura-
if a child watches a character in the media showing pro-social behaviour and is rewarded for this then it’s likely to be mimicked.
characters are seen as role models
vicarious learning in the observer as they imagine the same effects happening to them
they are most likely to imitate when the expectation for reward is greater than that for punishment for the behaviour
attention
retention
motivation
Sprafkin
children 5-6 yrs watch one of 3 films
group a- film of lassie boy risks life to save dog
group b- film of lassie with a positive message about dogs but no incident of boy helping the doggo
group c- episode of Brady brunch- a family based sit com
button pressing game in which can win prizes
press the button if they hear the barking of a puppy in distress- making a choice between the prize game and puppy
group A chose to help the puppy more quickly and for longer periods than the other groups
only those who had only seen the specific pSB were more likely imitate
only group A showed significant behaviour for helping dog
group B didn’t respond as quickly
only supports specific PSA being imitated
ps messages cannot be transferred into real life by children
a clear relationship was found but it lacks realism because it was a lab experiment (controlled
OStrov
assessed education TV viewing in 76 304 year olds by questioning their parents
followed up for 2 years measuring PSB through observation
viewing educational media designed to demonstrate PSB was associated with higher frequency of PSB
found that children were more likely to imitate same sex role models
the use of questionnaires is subjective
not well controlled
however it’s longitudinal and doesn’t rely on recall of memory - increasing it’s validity and since it’s a field experiment it’s got high realism.
OStrov and Sprafkin together
support SLTwell
lab and field
highly valid- ecologically and experimentally
can trust the findings
weaknesses of one are accounted for by the other
triangulation- evidence stengenthed by both methods showing same conclusion
impact value
noticing an act/message and remember ignored to recreate themselves
PSA more subtle and abstract/less memorable
ASA have higher impact value
advert intervals also contribute to loss of
impact due to segregated story line
exposure to filmed models has less effect than real life models
however prolonged viewing of PS programs could result in substantial and enduring increases in children’s PSB
Sensitisation description
Sensitisation requires us to imagine how other people experience the world, the ability to see other people’s perspectives we develop basic understanding of this early on
developmental psychology, ability to empathise becomes more sophisticated with age.
Media is able to trigger our empathetic abilities and sensitise us to PSB
Wilson
sensitisation can be used to explain sprafkins findings about helping the dog (due to the children being sensitised to the suffering of the puppies by watching it, so felt greater empathy when faced with it themselves) instead of SLT through imitating behaviour from the episode.
empathy is a fundamental part of a child-s social-emotional development
highly empathetic children engage in frequent psa
watching well portrayed emotions and PSB may help develop empathy and sensitise them.
evaluation of Sensitisation
SLT doesn’t differentiate learning mechanisms according to age, whereas S places emphasis on the development psychology of humans.
S could be seen as a more subtle explanation of PSB than SLT, SLT actually appears to be more convincing as an explanation)
(Mares found psm to have more of an effect on children than adolescents)
(Midlarksy and Hannah suggest young people imitate PSB if they think it will bring them rewards)
the fact that young people are more affected by PS media suggests that STL is more powerful because this theory emphasis selfish motivation as they’re too young/immature to sensitise
there’s a lack of studies demonstrating that exposure to PSB int he media directly leads to higher levels of empathy in children.
line of argument example
Sprafkin- the psb observed and displayed is very similar (helping the dog)
Such programme may not lead to a general increase in PSB
Evidence from Mares- children more likely to respond to PSB than adults but also the PSM must be explicit - for example the effect size was much smaller for Altru when they were subtle.
generalising contexts difficult (implicit alt from mares and group B from sprafkin)
Practical implication- importance of showing a range of PSA for children to imitate and ones that are specific not general
smith et al
children have numerous opportunities to learn empathy though the media
shelton and rodgers
found empathy was enhanced in adults through showing industrial whaling and prosocial anti whaling environmental action enhanced empathy to whales
eisenburg
empathy develops with age
SLT doesn’t differentiate according to age but sensitisation puts emphasis on developmental psychology. Sensitisation is more subtle. could be that learning causes sensitisation
