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media as having a long term passive effect on audiences. 1.Mistaking the “TV” world for reality. TV example. Crime. |
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Narrowing variety of opinion. TV does not show wide variety of real life. |
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Individual Effects: Cultivation |
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1.Specific changes in beliefs 2.Various changes in behavior |
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Social effects: Cultivation |
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1.General climate of fear 2.Proto-fascists 3.Chronic insecurity 2.Hyper-individualism |
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Long Term Effects: Cultivation. |
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1.Cultivation rests on Longgterm exposure 2.Mainstreaming depends on stable opinion 3.Contagion from heavy to light viewers takes time. |
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Cultivation as a peripheral process. Most accessible belief. |
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TV cultivation: Least and most cultivation. |
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Most:1.Persistent, consistent “parameters” 2.Strongest exemplars 3.Large loyal audience Least:1.Unpredictable parameters 2.Few vivid exemplars 3.Small, occasional audience. |
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Cultivation: Belief influence, most and least. |
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Most:1.Peripheral, unconsidered attitudes 2.Untestable beliefs 1.Attitudes that you form that you didn't think to hard about are most likely to be affected by cultivation. Least:1.Core beliefs given much thought. Ones that you have centrally processed. 2.Beliefs tested through experience. |
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the power of storytelling. TV cultivation is inevitable. Humans use stories deliberately even if they are wrong. |
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Peripheral processing is used: (cultivation) |
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1.Peripheral processing is used when people are answering a question of cultivation. |
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If we are reminded of cultivation... |
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If we are reminded of cultivation, we may be able to avoid its negative effects. TV. |
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1.Defined as an emotional translates into diverse behavior (ie, not just imitation)\ 2.Linked to exposure to violent content. Monkey see monkey do. 3.Aggression can be dissipated. |
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1.Highly-publicized suicides followed by spike in suicide rate 2.Also increase: single-driver fatal car and airplane crahses. |
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Most vulnerable population: Children. Why? |
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1.emotionally unstable 2.Less experiencedFragile psychologies 3.prone to suggestion 4.likely to personalize interpretations 5.Seeking rationalizations. |
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1.Arousal 2.Value change 3.Attitude change 4.Learning behavior and dis-inhibition 5.Transfer |
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Change in what people believe about sex. they change because: 1.Competing values are prioritized 2.Values are redefined (EG, maturity and virginity at marriage.) |
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We may know of something with no intention of doing it. 1.Learned behavior as exemplar Consequences. |
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1.physical 2.Psychological (in the mood) 3.Interactive |
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Children and sexual facets. 1.inability to act out sexual desire as a result of reading the comic leads to this wrong twist. 2.Inexperience with sexual situations 3.Victimized children seeking controlled |
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Crime comics and sexuality. |
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1.Learning Context-specific 2.Content-specific 3.Value neutral |
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Context flexibleTransfer of content. Its not the acquisition of facts.Positive value. Usually positive. |
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1.Print presumed effective, maybe not TV. 2.Technical promise: 1.Gets kids attention 2.Distance learning 3.Preserve effective lessons perpetually. |
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Educational effects of TV: |
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1.School readiness 2. Pre-school education 3. Literacy. Not just reading and writing, but following narratives and understanding complex works. |
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Use computers as an educational tool and appliance. 1.Create environment where children can experience what they can learn. |
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Better if they are not pointed out that they are wrong or right immediately. |
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1.Dependent on belief 2.False beliefsMany unfalsifiable beliefs involved 3.Value laden |
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1.Necessary neural activity (involuntary) 2.Uninfluenced beliefs (EG its dark in here) 3.Some (raw feels) I feel pain. |
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1.Neural Activity involving judgments 2.Beliefs subject to evaluation 3. Create incentive for surveillance. |
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Accessibility principles: |
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1.We have an impulse to search our beliefs so we can judge. 2.Accessible beliefs weighed first |
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to influence an outcome when you're present |
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cultivation. 1.In the presence of accessibility, cultivation is stronger. |
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accessible beliefs are stronger than: |
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Low motivation leads to more cultivations |
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Studying entertainment effects. |
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Entertainment is basically: |
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1.Zillman said consciously or not you know what mood you are in. you also know the mood you prefer to be in. We choose particular moods we want and choose entertainment to get there. 2.Modulate excitement and boredom. Basic moods routinely associated with entertainment. 3.Affective relief: refers to emotions. |
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1.Noncognitive strategies for dealing with fear: |
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1.Not based on what you think, its more physical than that. Desensitization makes it seem routine. 2.Physical activity 3.Limited sensory input (eg covering eyes) |
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Cognitive strategies for dealing with fear: |
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1.Explain fantasy/reality distinction 2.Explain unlikely nature of real threats (ie provide parameter info to counter exemplar.) |
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1.The content we choose is strongly related to... |
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the mood we are in and the mood we want to be in. |
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When the method reaches its peak and cannot continue its desired effectiveness. |
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1.To recognize relevant beliefs before judgment |
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More interest when outcome or circumstances are uncertain. |
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Mainstreaming depends on... |
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1.Create environment where children can experience what they can learn. 2.Similar to Dewey's philosophy of active learning through problem solving. |
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