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Ecology of mass media :camera: - Coggle Diagram
Ecology of mass media :camera:
Def: Large audience quickly receive a given message (impersonal)
Culture Def:
learned behavior= knowledge, beliefs, art, morals, law, customs, skills, characteristic of social environment one grows up in
spreads and transforms culture
Gerbnre and Gross pg. 333
Theory of cultivation
TV is a socialization agent
misperception of real world
many variables like age, gender, cognitive ability , social experiences, and psychological needs of child
Family variables: time, economics, liesure activities, meditation
Bidirectional variables: what child brings to the media experience
Ex: computer knowledge enables a kid to download software
Can change, enhance, or interfere with experience
Chronosystem influences
media enviornment =
availability
variety of choices
proliferation of portible devices
facility of use
affordability
appeals to people by age and diversity
diff. languages and CC
reality TV/voting in
technology enables
choice on content
when and where to watch
parental controls
interactive media
learning experiences for kids
access to inappropriate content
Macrosystem influences
politics
laws media operates
broadcast media regulated by
FCC=federal communications commission
policies for media restrictions on content and ownership
1984 FCC lifted some restrictions
trends
learning content decreased and advertising increased
led to childrens TV act in 1990
=10.5 min per 1 hour of for advertising with children's TV shows weekdays
12 min/hr weekends
1996= act amended to include 3 hr. of children's programing per week
1 more item...
FTC= Federal trade commissions
consumer protection = not harmful or misleading
state and local laws too
economics
corporate sponsors for shows
higher audience fractionation as income increases due to more devices in the home
American Academy of Child and Adolescent Psychiatry
"kids and Pop Culture" website with ratings and parental reviews
technology
type of medium and content
Children :tv: and Screen Media
used for entertainment, education, news, consumer info.
due to cognitive immaturity kids more vulnerable to amt. time spent watching TV
neg.
images real
violence solves problems
buy what is advertised
attitudes/stereotype/behavior normal
not complicated for kids
affects on culture
sleeping habits
mealtime
liesure activities
conversation patterns
new products advertised quick and globally
fashion
hairstyles
sports
music
Pecora 2007 pg. 337
history of TV
programs became a showcase for licensed products like Disney
1990's other advertisements allowed during kids shows like hair products ect..
plus new tween market
Theories how sceen media affects kids
Social cognitive Theory
bandura
learn my modeling role models
Cultivative theory
Gerbner
media affects view beliefs and alters behavior
Motivation theory
Rubin
how media is used and individuals abilities and characteristics
displacement theory
some researchers
media as entertainment may important developmental activities like play, games, sleep, hobbies, develop. vocab or plot in stories
Screen media and socialization concerns
sociodevelopment and relationships
too much time on TV (avg 3-5 hrs a day) plus more for disadvantaged households
affects family interaction and shared time
miss out on communication , problem solving, and compromising practice with people
Physical development and health
obesity
substance use and abuse on rise due to adds
psychological development and behavior
preception
two types
factuality= real or scripted
judgements of this in a developmental sequence
based on genre
social realism= tv show similar to real event
use content cues to compare with what they know
inexperience with real world makes them believe what they see
Huston and colleagues pg. 341
perceptually salient features = high action, special visual, auditory affects
moderately comprehensible
violence
prevalence
sanitize, glamorize, trivialize violence
portrayed as necessary and harmless
role/# of violent characters
rate/ frequency
repetition desensitizes violence
leads to arousal feelings
kids more aggressive who watch it vs. kids who don't
cognitive development and achievement
children under 8 don't understand pervasive content
commercials influence Childs commercialism views
8-14 yrs. celebrity endorsement more influencial
"things make a person" advertising
advertising = attention getting, repetition, brands
TV takes time away from achievement pursuits
less effort
viewing before 3 took away from later academic achievement
however, educational programming associated with higher grades
best way to help babies is talk to them/ no TV
moral development and values
moral= right from wrong
prosocial behavior on screen influences kids to have pro social behaviors
but better if parent watches with child
casual sexual relationships on TV influence teen views on it
values= qualities/beliefs
kids exposed to adult shows don't have cognitive ability to understand them and process the content properly
shows reveal adult secrets to keep kids interested
Scharrer found kids getting less info on cooperation, peace, obedience
Selective attention
choosing stimuli from ones environment to notice, observe, consider
senses equipped to respond to stimuli
Coviewing with parent beneficial
tune out irrelivancies
absorb complicated plots
unerstand underlying messages
parents can mediate viewing by
controlling # of hours
checking rating and evaluating programs being viewed
view program and discussing with child
arranging family activities other than viewing tv
Mesosystem influence
community linkage
PBS
Cable and satelite
recording devices
public interest groups
Ex: ACT or CML pg. 353
School linkage
tv in classroom
reinforces reading and lecture material
aids develop. common base knowledge
enhances comprehension \discussion
accommodate diverse learning
increases motivation and enthusiasm
promotes teacher effectiveness
Peer Linkage
peer groups interact with tech
afraid miss something or no know what group is talking about
source of gossip
Family Linkage
parents regulate and monitor
hard for parents to mediate tech time
Books and magazines socialize kids
literacy= communicate through reading and writing
kids learn quality of language
replace action with thought
internalize attitudes of others
vehicle for emotion
read aloud
improves listening comprehension
needed before reading comprehension
enhances attachment
provides model for child to imitate
picture books relay psychological wisdom
literature more structured and complex than media
magazines more consumerism
teens prefer magazines than books
zuckerman and Khandekar 2010 pg. 356
"reach out and read" program
parents are not reading to children
Books enhance
language
reading
comprehension
kids more advanced in language if read alot and are read to
psychological development
role models
values
cope with problems
understanding feelings
"Challenges" attempt to remove material from schools
Bans= remove content
reasons are for sexual content, offensive language or unsuitable for age group
Children and audio media
used by youth to control mood and enhance emotional state
rock music interest enhances in fifth grade
teens listen to music between 2-5 hrs. a day
music part of adolescent identity
values with lyrics
symptom of alienation= despairing lyrics
contagion= exposed to suggestion and then act on it
Kids and the internet
problems with internet technology pg. 364
reading online requires higher levels of infernal reasoning
plus comprehension monitoring strategies
need to learn how to thumb through search results and make educated decisions
can be a fun learning environment
risks of kids surfing the internet pg. 365
COPPA protects kids under 13 by requiring parents permission for info gathered
KIDS Devices and Games
by pass commercials
media used = more than 8 hours
media used is multi dimensional and flexible
concern= role of phones in sexual lives of teens
male and female streotypes in games
pos. and neg. influences of video games table pg. 369