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Ecology of Mass Media - Coggle Diagram

- - - - age
      - cognitive ability
      - gender
      - social experience
      - psychological needs
    - - economics
      - time
      - mediation
    - - media changes child
      - child changes effect of media
- - - - expanded learning opportunities
      - expanded risk of exposure to inappropriate content
- - - - restrictions on content
      - structure of ownership
      - 1984: Regan Administration deregulation
        
        decline of educational content
        
        increase of advertising
        
        Children's Television Act of 1990
        
        10.5 mins of ads per hour on weekdays
        
        12 mins of ads per hour / weekends
        
        1996: minimum 3 hours educational programs per week
- - - - Action for Children's Television (ACT)
      - Center for Media Literacy (CML)
        
        educate public
        
        reduce violence
        
        reduce advertising to children
        
        develop ratings system
  - - - reinforces material
      - common base of knowledge
      - enhanced comprehension & discussion
      - accommodation of diverse learning styles
      - student engagement & motivation
      - promotes teacher effectiveness
- - - - sleep habits
      - meal arrangements
      - leisure time
      - conversation patterns
    - - fashion fads
      - hairstyles
      - music styles
      - sports
  - - - All children: fine for all 2 and up
      - Older children: for over 7 (TV-YZ, TV-FV - more violent than others)
      - General Audience: all ages
      - Parent Guidance: watch with younger children
      - Strongly Cautioned: Don't let children under 14 watch alone
      - Mature Audience: Not for under 17
    - - G - general audience: all ages
      - PG - Parental guidance: not suitable for all children
      - PG-13 - parents strongly cautioned: not for children under 13
      - R - Restricted: under 17 needs parent
      - NC-17 : under 17 not admitted
  - - - obesity
      - substance abuse
    - - perception of reality
        
        factuality: did it really happen?
        
        Social realism: how close is this to real life?
      - emotions about aggression & violence
        
        How TV violence is rated
        
        prevalence: the extent to which it occurs
        
        rate: frequency of violent episodes
        
        role: number of characterizations of violence or victimization
        
        National Television Violence Study NTVS
        
        when perp is more attractive, more likely to be modeled
        
        when violence unpunished or justified, stronger influence
        
        no harm or pain depicted, more likely to influence
  - - - easily persuaded (advertising)
      - can't tell fantasy from reality
    - - susceptible to subtle deception
      - don't understand disclaimers, endorsements, etc...
    - - Latinos cast as low-status workers
      - Middle Easterners: cast as criminals
      - Minorities: under-represented
    - - TV before 3: harmful
      - TV after 3: can be helpful
    - - inappropriate content
      - excitement, entertainment over prosocial values
      - sexuality: info comes mostly from TV
  - - - Infants/toddlers: loud noise, bright colors, movement
      - Preschoolers: animation, silly voices, lively music, rhyming, etc...
    - - control hours of TV
      - check ratings & select programs
      - co-viewing & discussion
      - arrange other family activities
- - - - middle-class overrepresented
      - female roles passive/dependent
      - minority males portrayed as working class
      - people w/disabilities underrepresented
      - older people underrepresented / stereotyped
      - gender roles
      - single-parent families
- - - - inferential reasoning
      - comprehension monitoring strategies
      - digital literacy skills
    - - information rich
      - information poor