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ECOLOGY OF MASS MEDIA - Coggle Diagram
ECOLOGY OF MASS MEDIA
MASS MEDIA UNDERSTANDING
MASS MEDIA- FORM OF COMMUNICATION WHERE RECIEVE A MESSAGE VIA AN IMPERSONAL MEDIUM BETWEEN THE SENDER AND THE RECEIVER
EXAMPLES ARE NEWSPAPER, MAGAZINE, BOOKS, RAIDO, TELEVISION, MOVIES, VIDEOS, POPULAR MUSIC, COMPUTER APPLICATION, APPS, CELL PHONES
MASS MEDIA ARE SHAPERS AND TRANSFORMERS OF CULTURE
CULTURE- THE LEARNED BEHAVIOR INCLUDING KNOWLEDGE, BELIEFS, ART, MORALS, LAW, CUSTOMS, SKILLS AND TRADITIONS THAT ARE CHARACTERISTIC OF THE SOCIAL ENVIORNMENT IN WHICH AN INDIVIDUAL GROWS UP.
OUTCOMES OF CHILDREN'S MASS MEDIA EXPERIENCE HAVE MANY VARIABLES
CHILD VARIABLES LIKE AGE, GENDER, ABILITY, PSYCHOLOGICAL NEEDS
FAMILY VARIABLES INCLUDE ECONOMICS AND AMOUNT OF ADULT SUPERVISION
BIDIRECTIONAL VARIABLES WHICH IS WHAT THE CHILD BRINGS TO THE MEDIA EXPERIENCE AND HOW MEDIA CHARGES A CHILD.
EXTENDING HUMAN CAPACITY TO PROCESS INFORMATION CHANGES THE WAY WE PERCEIVE REALITY
MACORSYSTEM INFLUENCES ON MASS MEDIA
MASS COMMUNICATION SYSTEM PRIVATELY OWNED AND ALSO REGULATED BY FCC AND FTC
CHILDREN'S TELEVISION ACT OF 1990 REGULATED COMMERCIAL TIME AND INCREASED EDUCATIONAL PROGRAMMING
CHILDREN AND SCREEN MEDIA: TELEVISON AND MOVIES
TELEVISON HAS IMPROTANT SOCIALIZING POTENTIAL
TV MOVIES AND AFFECTS ON CULTURE
THEORIES HOW SCREEN MEDIA INFLUENCE CHILDREN
SOCIAL COGNITIVE THEORY-OBSERVE ROLE MODELS BEHAVE ON SCREEN
ACTIVE BEHAVIOR MORE IMITATED THEN PASSIVE
CHILDREN LEARN POSITIVE AND NEGATIVE BEHAVIOR
CULTIVATION THEORY- MEDIA AFFECTS VIEWERS BELIEFS ABOUT THE WORLD AND ALTERS BEHAVIOR.
MORE TIME EXSPOSED TO VIOLENCE MORE LIKELY TO ENGAGE IN VIOLENCE
MOTIVATION THEORY- DEPENDS ON HOW IT IS USED AND INDIVIDUAL ABILITITES AND CHARACTERISTICS OF USER.
YOUNG CHILDREN MOVE SUSCEPTIBLE TO MEDIA INFLUENCE DUE TO COGNITIVE IMMATURITY
DISPLACEMENT THEORY-MEIDA MAY DISPLACE OTHER DEVELOPMENTAL ACTIVITIES LIKE PLAY, HOBBIES, GAMES, SLEEP, ETC
TURNING ON THE TV CAN TURN OFF THE PROCESS THAT TRANSFORMS KIDS INTO PEOPLE
SOCIOEMOTIONAL DEVELOPMENT AND RELATIONSHIPS
SOCIOEMOTIONAL DEVELOPMENT AND RELATIONSHIPS
THIS MEANS ESTABLISING AND MAINTAINING RELATIONSHIPS WITH OTHERS
TV EFFECTS INTERPERSONAL RELATIONSHIPS ( INVOLVES COMMINICATION, RESOLUTION OF PROBLEMS, COMPROMISE)
LIMITS TIME SPENT WORKING WITH OTHERS ON THESE SKILLS
PHYSCIAL DEVELOPMENT AND HEALTH
OBESITY BY WATCHING FOOD ADS TARGETED TO KIDS
PSYCHOLOGICAL DEVELOPMENT AND BEHAVIOR
PERCEPTIONS- WAY CHILDREN PERCEIVE THE SHOWS THEY WATCH
PERCEPTUALLY SALIENT ( HIGH ACTION AND SPECIAL EFFECTS) ARE MORE POPULAR
MODERATELY COMPREHENSIBLE (TOO EASY OR TOO DIFFICULT)
FEATURES THAT GET ATTENTION SERVE AS GUIDES TO DECIDE BETWEEN IMORTANT AND UNIMPORTANT
COMMERCIALS ARE DIFFERENT FOR BOY AND GIRL TOYS
HUDSON SAYS JUDGEMENTS ABOUT FACTUALITY OCCUR IN DEVELOPMENTAL SEQUENCE - 7 YEAR OLDS UNDERSTAND MORE ABOUT WHAT IS REAL THAN 5 YEAR OLDS
WITH LITTLE LIFE EXPERIENCE CHILDREN VIEW TV AS TRUTH AND NEGLECT TO TEST IT AGAINST RAELITY
CULTIVATION THEORY SAYS THAT TV FOSTERS GROWTH OF PREFERECES, ATTITUDES, BEHAVIORS, AND FEARS ENGENDERED BY WHAT IS PORTRAYED
EMOTIONS ABOUT AGGRESSION AND VIOLENCE
VIOLENCE IS THE OVERT EXPRESSION OF PHYSCIAL FORCE AGAINST OTHERS OR SELF OR COMPELLING ACTION AGAINST ONES WILL AND PAIN OF BEING HURT OR KILLED
MEASURED BY PREVALENCE, RATE, ROLE
PREVALENCE IS THE EXTENT TO WHICH VIOLENCE OCCURS IN THE PROGRAM
RATE IS THE FREQUENCY
ROLE IS NUMBER OF CHARAERIZAITONS OF VIOLECNE OF VICTIMIZATIONS
VIOLENCE THAT IS MORE LIKELY TO INFLUENCE BEHAVIOR IS VIOLENCE THAT IS JUSTIFIED, GOES UNPINISHED, OR SHOWS NO HARM OR PAIN TO VICTIMS
ATTITUDES ABOUT AGGRESSION AND MOTIVES TO BEHAVE AGGRESSIVELY
DESENSITIZATION IS THE GRADUAL REDUCTION IN RESPONSE TO A STIMULUS AFTER REPEATED EXPOSURE
MEDIA VIOLENCE IN CHILDHOOD PREDCITS YOUNG ADULT AGRRESSIVE BEHAVIOR
COGNITIVE DEVELOPMENT AND ACHIEVEMENT
ADVERTISING ON THE SCREEN
CHILDREN UNDER THE AGE OF 8 DON'T UNDERSTAND WHAT THE PURPOSE OF AIDS ARE
BROADCASTING TV DIVERSITY AND STEROTYPING
STEREOTYPE IS AN OVERSIMPLIFIED REPRESENTAION OF MEMBERS OF A PARTICULAR GROUP
AFFECT OF SCREE VIEWING ON ACADEMIC ACHIEVEMENT
VIEWING BEFORE AGE 3 WAS NEGATIVELY RELATED TO LATER ACADEMIC ACHIEVEMENT. VIEWING AT AND BEYOND AGE 3 WAS POSITIVELY VIEWED ON ACHIEVEMENT
EFFECT ON SCREEN MEDIA VIEWING ON CHILDREN'S READING AND COMMUNICATION SKILLS
MESOSYSTEM INFLUENCES ON SCREEN MEDIA
COMMUNITY, MEDIA LINAGES
PBS, CABLE, SATELLITE TV, RECORDING DECIVES, PUBLIC INTEREST GROUPS
SCHOOL-MEDIA LINKAGE
EDUCATIONAL TV IN THE CLASSROOM
REINFORCES READING AND LECTURE MATERIAL
AIDS IN THE DEVELOPMENT OF A COMMON BASE OF KNOWLEDGE AMONG STUDENTS
ENHANCES STUDENTS COMPREHENSION AND DISCUSSION
PROVIDES GREATER ACCOMIDATIONS OF DIVERSE LEARNING STYLES
INCREASE STUDENT MOTIVATION AND ENTHUSIASM
PROMOTES TEACHER EFFECTIVENESS
COGNITIVE IMPACT OF EDUCATIONAL VIDEOS ON INFANTS AND TODDLERS
INFANTS WHO WATCH EDUCATIONAL VIDEOS MAY NOT RELATE THE IMAGES TO WHAT IS PRESENT IN THE REAL WORLD. pEST WAY IS BY TALKING TO THEM
MORAL DEVELOPMENT AND VALUES
PROSOCIAL SHOWS HAVE MORE LASTING EFFECTS OF AN ADULT WATCHES IT AND DISCUSSES IT WITH THE CHILD
MEDIA INFLUENCES ON THE SOCIAIZATION OUTCOMES OF SCREEN MEDIA
SELECTIVE ATTENTION INVOLVES CHOOSING STIMULI FROM ONE'S ENVIORNMENT TO NOTICE, OBSERVE, AND CONSIDER
SELECTIVE ATTTENTION IS CRUCIAL TO LEARNING BECAUSE CHILDREN'S PERCEPTION AND CONCEPTS OF THE WORLD
infant/toddlers show attention to loud noises, bright colors, movement
PRESCHOOL SHOW ELEVATED ATTENTION TO ANIMATION, STRANGE VOICES, LIVELY MUSIC, RHYTHM, REPITITON
OLDER CHILDREN PAY ATTENTION TO MORE COMPLEXITIES. THEY UNDERSTAND STORY LINE AND PLOT
INFLUENCE OF ADULT COVIEWING
PARENTS CAN MEDIATE VIEWING BY
CONTROLLING THE NUMBER OF HOURS OF TV EXPOSURE
CHECKING RATING AND EVALUATING WHAT KINDS OF PROGRAMS MAY BE VIEWED
VIEWING TV WITH THEIR CHILDREN AND DISCUSS PROGRAMING
ARRANGING FAMILY ACTIVITIES OTHER THAN TV VIEWING
CHILDREN AND PRINT MEDIA BOOKS AND MAGAZINES
HOW BOOKS AND MAGAZINES SOCIALIZE CHILDREN
EXPOSURE TO PRINT IN INFLUENCED BY THE SES OF THE FAMILY ( GREATER EDUCATION =GREATER VALUE ON BOOKS)
LITERACY -BEING ABLE TO COMMUNICATE THROUGH READING AND WRITING
BOOKS AND RADIO FOCUS ON THE LANGUAGE AND TV FOCUSES ON MORE ON THE ACTIONS
CHILDREN ARE MORE LIKELY TO INCLUDE THEIR OWN PERSONAL EXPERIENCES WHEN TELLING ABOUT A BOOK
LANGUAGE AND SOCIALIZAITON
SOCIALIZING EFFECT OF MAGAZINES IN CONSUMERISM
READ ALOUD MAKES CHILDREN WANT TO LEARN TO READ
FEWER THAN 1/2 OF CHILDREN ARE READ TO DAILY
PERCENTAGE DROPS TO 36% IN LOW INCOME FAMILIES
HIGH INCOME FAMILIES HAVE 2 OUT OF 5 CHILDREN AREN NOT READ TO DAILY
LANGUAGE, READING, AND COGNITIVE DEVELOPMENT
BOOKS ENHANCE LANGUAGE, READING SKILLS, COMPREHENSION AND COGNITIVE DEVELOPMENT
LITERACY LANGUAGE IS MORE COMPLEX THEN JUST TALKING AND TV PROGRAMS
BOOKS CAN BE USED TO HELP CHIDLREN GAIN AN UNDERSTANDING OF THEMSELVES AND THE WORLD AROUND THEM
PSYCHSOCIAL DEVELOPMENT
MODELS FOR BEHAVIOR
ROLE MODELS
VALUES
COPE WITH PROBLEMS (FOLK AND FAIRY TALS GOOD AT RELATING HARD THINSG IN WAYS CHILDREN CAN UNDERSTAND)
UNDERSTANDING FEELINGS
PRINT MEDIA AND SOCIALIZATION CONCERNS
CHALLENGE-A FORMAL WRITTEN COMPLAINT TO REMOVE OR RESTRICT MATERIALS
BAN IS THE REMOVAL OF THESE MATERIALS. USUALLY BEAUSE OF SEXAL EXPLICIT, HAVE OFFENSIVE LANGUAGE, BE UNSUTIABLE FOR AGE GROUP
GENRES AND CONCERNS- FANTASY, VIOLENCE, STEROTYPING
EXSPOSURE TO MASS MEDIA IS CORRELATED WITH OBESITY AND NEGATIVE BODY IMAGE
CHILDREN AND AUDIO MEDIA:POPULAR MUSIC
INTEREST IN MUSIC INCREASE IN 5-6TH GRADES
TEENS LISTE TO MUSIC FROM 2 TO 5 HOURS PER DAY GIRLS LISTEN MORE THAN BOYS
MUSIC STYLE IS ONE OF THE MOST POWERFUL INDETIFYING MARKERS IN SCHOOL CROWD STRUCTURE
EFFECTS OF MUSIC LYRICS
MUSIC VIDEOS TEACH WHAT IS COOL INSTEAD OF FINDING SOCIAL VALUES
FASCINAITON WITH LYRICS IS A SYMPTOM OF ALIENATION NOT ITS CAUSE
CONTAGION-PHENOMENON WHICH AN INDIVIDUAL EXSPOSED TO A SUGGESTION WILL ACT ON IT.
CHILDREN AND DIGITAL MEDIA - THE INTERNET
INFORMATION IS MULTI DEMINTIONAL INSTEAD OF LINEAR
PROBLEMS WITH INTERNET TECHNOLOGIES ARE
PIRACY ISSUES
PRIVACY ISSUES
CAPACITY TO HACK INTO UNAUTHORIZED INFO
VIRUES AND WORMS
UNSOLICITED JUNK OR SPAM
MORE THAN 2/3 OF CHILDREN HAVE ACCESS TO WIFI
COPING WITH INTERNET INFORMATION OVERLOAD
READING COMPREHENSION IS DIFFERNT THAN FROM BOOKS
TEENS TODAY NO LONGER IDENTIFY BY SELF EXPLANATION BUT BY HOW THEIR OWNLINE PERSON IS VIEWED
SOME RISKS ARE
ACCESSING INAPPROPRIATE OR OVERWHELIMG MATERIAL
BEING EXSPOSED TO ONLINE INFORMATION THAT PROMOTES HATE, VIOLENCE, PORNOGRAPHY
BEING AMBUSED WITH ADVERTISMENTS
BEING INVITED TO UNKNOWN SOURCES WITH GAMES AND PRIZES
CHILDREN AND MULIT MEDIA: DEVICES AND GAMES
EMPOWERING THAT SENSE OF SELF EFFICACY IS ENHANCED BY BEING ABLE TO EASILY ACCESS INFORMATION