Term
| Etic perspective (scientific) |
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Definition
| Learning about a culture by comparing it to another |
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|
Term
| Emic perspective (interpretive) |
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Definition
| You can't learn anything about one culture by comparing it to another. You have to study a single culture from within. |
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Term
|
Definition
a system of behavior and its interpretation; values, beliefs and attitudes
Implicit: not directly stated, you have to figure culture out |
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Term
| Describe some characteristics of individualistic cultures |
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Definition
| people emphasize goals, needs, and views of individual or immediate family. People have many "in-groups" but each influences their behavior. |
|
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Term
| Name some countries with individualistic cultures |
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Definition
| US, Canada, Great Britain, France, Germany, Italy and Israel |
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Term
| What are some characteristics of an individualistic self-construal? |
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Definition
| I should be judged on my own merit, I voice my opinions in discussions, my personal identity, independent of others is important to me, and I don't like depending on others |
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Term
| What are some characteristics of a collectivistic self-construal? |
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Definition
| My happiness depends on the happiness of those in my group, when with my group I watch my words so I won't offend anyone, it is important to consult close friends and get their ideas before making decisions, and I feel uncomfortable disagreeing with my group |
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Term
| What are some values of individualism? |
|
Definition
stimulation, hedonism (to have a good time), power, achievement, and self-direction
see yourself separate from others. Build bridges between people but can easily tear them down.
Independent self-construal |
|
|
Term
| Describe some characteristics of a collectivistic culture |
|
Definition
| People have one primary in-group with a very broad influence, people emphasize goals, needs, views of primary in-group |
|
|
Term
| Name some countries with collectivistic cultures |
|
Definition
| China, Japan, India, Mexico, Brazil, Saudi Arabia and Greece |
|
|
Term
| What are the values of collectivism? |
|
Definition
Tradition, conformity and benevolence
Interdependent self-construal |
|
|
Term
| What are the two types of self-construal? |
|
Definition
| Independent and interdependent |
|
|
Term
| Which type of self-construal corresponds with individualistic cultures? |
|
Definition
|
|
Term
| Which type of self-construal corresponds with collectivistic cultures? |
|
Definition
|
|
Term
| Which type of culture uses more self-disclosure? |
|
Definition
|
|
Term
| Why is high self-disclosure more dominant in individualistic cultures? |
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Definition
| People are more willing to reveal more personal and intimate relationship because in an individualistic society no one will reach out to you unless you disclose to them about yourself. In collectivist cultures self-disclosure may be high but only within "in-groups". |
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Term
| What type of communication is associated with individual cultures? |
|
Definition
| Low context communication |
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Term
| What is the explicit code? |
|
Definition
|
|
Term
| What are characteristics of low context communication? |
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Definition
| explicit code, direct communication, precise and categorical statements (black & white, right or wrong), openness, frankness, and discomfort with silence |
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|
Term
| What type of communication is associated with collectivistic cultures? |
|
Definition
| High Context Communication |
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Term
| Describe the implicit code |
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Definition
| in order to fully understand what is being said, must pay attention to what is going on and the context in order to understand the message-- ex. your relationship with the person, their tone of voice, the situation |
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Term
| What are some characteristics of high context communication? |
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Definition
| implicit code, indirect and ambiguous communication, listener's ability to infer intentions, qualification (beating around the bush, explaining why you are saying what you are saying. Partly defends the actions of the other person) and understatement, conceal true feelings to maintain harmony, silence is communication |
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Term
| What is uncertainty avoidance? |
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Definition
| the tolerance level for uncertainty and ambiguity |
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Term
| What are the characteristics of a HIGH uncertainty avoidance? |
|
Definition
"What is different is dangerous"
Consensus, predictability, rules, no deviance |
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|
Term
| What are some countries with HIGH uncertainty avoidance? |
|
Definition
|
|
Term
| What are characteristics of LOW uncertainty avoidance? |
|
Definition
| "What is different is curious" |
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|
Term
| What are some countries with LOW uncertainty avoidance? |
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Definition
| Canada, England, India, USA |
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Term
|
Definition
| The level of acceptance of unequal distribution of power by the less powerful |
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|
Term
| Describe a HIGH power distance |
|
Definition
Power is an accepted fact
see boss at the bar... treat them as you would at work |
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|
Term
| What are some countries with HIGH power distances? |
|
Definition
| Egypt, India, Saudi Arabia |
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|
Term
| Describe a LOW power distance |
|
Definition
Power should be used only when legitimate
see boss at bar.... have a few drinks and chat because the setting is different |
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|
Term
| Name countries with a LOW power distance |
|
Definition
|
|
Term
| What are the characteristics of masculine cultures? |
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Definition
| The emphasize: independence, ambition, assertiveness, power, work, material goods, differentiated sex roles |
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|
Term
| Name examples of countries with a masculine culture |
|
Definition
|
|
Term
| What are characteristics of feminine cultures? |
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Definition
| They emphasize: interdependence, quality of life, nurturance, people, fluid sex roles |
|
|
Term
| Name some countries with feminine cultures |
|
Definition
| Chile, Denmark, Finland, Norway |
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|
Term
| What are the positive critiques of Dimensions of Cultural Variation theory? |
|
Definition
| It has a very large scope, it has practical utility, and there is considerable variation on these dimensions |
|
|
Term
| What are some negative critiques of dimensions of cultural variation theory? |
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Definition
| More research is needed on how dimensions influence communication behavior, and there is critique from the emic perspective: need to understand communication within each specific culture. |
|
|
Term
| What is the general focus of face negotiation theory? |
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Definition
| to explain conflict behavior as a function of culture, self-construal, and face concerns |
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Term
|
Definition
| Public self-image, the projected image in interaction with others |
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Term
| Term: What are the three types of face concerns? |
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Definition
| Def: Self-face, other-face and mutual-face |
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Term
|
Definition
| Def: the positive build up of peoples’ face |
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Term
| Term: Define face-threatening |
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Definition
| Def: The tearing down of your face |
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Term
| Term: What are the two facework strategies? |
|
Definition
| Def: face-giving and self-face restoration |
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|
Term
| Term: What is face-giving? |
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Definition
| Def: The facework strategy that involves defending and supporting others |
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|
Term
| Term: What is self-face restoration? |
|
Definition
| Def: The facework strategy that involves justifying actions and blaming the situation |
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|
Term
| Term: What is self-face restoration? |
|
Definition
| Def: The facework strategy that involves justifying actions and blaming the situation |
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|
Term
| Term: What is the basic face concern orientation of collectivistic cultures? |
|
Definition
| Def: Other-face concerns and face-giving strategies |
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|
Term
| Term: What is the basic face concern orientation of individualistic cultures? |
|
Definition
| Def: Self-face concerns and face-restoration strategies |
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|
Term
| Term: What are all the types of conflict styles? |
|
Definition
| Def: Avoiding, obliging, compromising (win some, lose some), dominating, and integrating (everyone wins) |
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|
Term
| Term: What were 3 added conflict styles? |
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Definition
| Def: Emotional expression, passive aggression, and third party help |
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|
Term
| Term: Explain the basic path of the face-negotiation model |
|
Definition
| Def: Culture → Self-construal → Face-concerns → Conflict style |
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|
Term
| Term: Explain the face negotiation path of individualistic cultures |
|
Definition
| Def: Individualistic (culture) → independent (self-construal) → self-face (face-concerns) → Dominating/Competing, Emotional expression, and passive aggression (conflict styles) |
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|
Term
| Term: Explain the face negotiation path of collectivistic cultures |
|
Definition
| Def: Collectivistic (culture) → interdependent (self-construal) → mutual and other face (face-concerns) → compromising/integrating, third-party help, and avoiding/obliging (conflict styles) |
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|
Term
| Term: What are the conflict styles associated with individualistic cultures? |
|
Definition
| Def: Dominating/Competing, Emotional expression & passive aggression |
|
|
Term
| Term: What are the conflict styles associated with collectivistic cultures? |
|
Definition
| Def: Compromising/integrating, third-party help, and avoiding/obliging |
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Term
| Term: What was the question in the FNT research exemplar? |
|
Definition
| Def: Do self-construals and face-concerns mediate the relationship between culture and conflict style? |
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|
Term
| Term: What four cultures were studied in the FNT research exemplar? |
|
Definition
| Def: Chinese, Japanese, German and U.S. |
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|
Term
| Term: What did the FNT research exemplar consist of? |
|
Definition
| Def: 768 college student participants from 4 cultures, questionnaires that focused on recent conflict with person of the same culture, conflict style choices were dominating, integrating, and avoiding, and face-concern choices were self-face and other-face (see reading for more info) |
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|
Term
| Term: What were the results from FNT research exemplar? |
|
Definition
| Def: It supported FNT but it was limited by self-report data and they found high individualism in both cultures…. College students a separate culture? Could not predict a dominating style simply off of which country you were from and could not predict an interdependent self-construal based off of which country you were from (look at chart on pg. 81) |
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Term
| Term: What are some positive critiques of FNT? |
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Definition
| Def: Does fairly well on all major criteria… see reading for picky critiques |
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|
Term
| Term: What are some negative critiques of FNT? |
|
Definition
| Def: Critique from the emic perspective: need to understand conflict from within each specific culture |
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|
Term
| Term: What’s the general focus of communication accommodation theory? |
|
Definition
| Def: The process of seeking approval or signaling distinctiveness by converging with or diverging from the speaking style of others |
|
|
Term
|
Definition
| the constant movement toward or away from others by changing your communicative behavior |
|
|
Term
| What are the two accommodation strategies? |
|
Definition
| Convergence and divergence |
|
|
Term
|
Definition
| adapting communication behavior to become more similar to another person through verbal and nonverbal elements |
|
|
Term
|
Definition
| accentuating communication differences between oneself and another person (verbal and nonverbal) |
|
|
Term
| when are people more motivated to converge their communication? |
|
Definition
When personal identity is salient, people desire social approval
desire for social approval --> converge --> positive response from other
but... people may diverge instead of converging & people may be concerned with social identity |
|
|
Term
| when are people motivated to diverge? |
|
Definition
Social identity theory: when their social identity is salient (important), people feel the need to emphasize their distinctiveness
Need for distinctiveness --> divergence--> negative response |
|
|
Term
|
Definition
| group memberships and social categories that we use to define who we are |
|
|
Term
| If people dont communicate on the basis of their personal identity what can they communicate on the basis of? |
|
Definition
| Social identity ... (mommy speak) |
|
|
Term
| Define initial orientation and tell how it relates to CAT |
|
Definition
Predisposition to focus on personal vs. group identity during conversation.
Are you more likely to converge or diverge? |
|
|
Term
| What are some predictors of greater focus on group identity? |
|
Definition
| collectivistic cultural context, high group solidarity and or dependence, distressing history of interaction with out-group members (causes divergence), stereotypes and norms for treatment of out-group members (speaking to the elderly) |
|
|
Term
| What is objective accommodation? |
|
Definition
| actually converging or diverging |
|
|
Term
| What is subjective accommodation? |
|
Definition
| being perceived as converging or diverging, this is the primary determinant of how recipient evaluates communication and responds |
|
|
Term
| What are the two different ways recipients can evaluate accommodation? |
|
Definition
|
|
Term
| what is attribution theory? |
|
Definition
describes how people assign motives or intentions to others
think about why a person is converging or diverging , does the person recognize what's going on |
|
|
Term
|
Definition
| the perceptual process by which we observe what people do and then try to figure out their intent or disposition |
|
|
Term
| What are some fundamental attribution errors? |
|
Definition
we tend to attribute peoples behaviors to internal dispositions (rather than external factors); people who do thins like that are like that
affects interpretation of accommodation behavior
-someone who converges with me must be "like me"
-someone who diverges from me must be "not like me"
other factors affect attribution (see reading!!!) |
|
|
Term
| What are the negative critiques of CAT? |
|
Definition
| testable hypotheses/prediction of the future - these problems are more evident in more advanced/detailed presentations of theory |
|
|
Term
| What are the positive critiques of CAT? |
|
Definition
| high heuristic value, practical utility (practical relevance in the area of sale, successful with convergence) |
|
|
Term
| What is the focus of theories of persuasion? |
|
Definition
| it focuses on the effectiveness of messages designed to influence attitudes and behaviors |
|
|
Term
| what are the 3 theories of persuasion? |
|
Definition
| social judgement theory, elaboration likelihood model, and extended parallel process model |
|
|
Term
| What is the general focus of social judgement theory? |
|
Definition
| attitudes and responses to persuasive messages |
|
|
Term
| What are the 3 latitudes in SJT? |
|
Definition
| latitude of acceptance, latitude of rejection, and latitude of non-commitment |
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|
Term
| In SJT, the point where your belief lies is called what? |
|
Definition
|
|
Term
|
Definition
| The extent that issue is linked to closely held values and self-concept - aka value-relevant involvement |
|
|
Term
| What are characteristics of high ego-involvement? |
|
Definition
| small/non-existent latitude of non-commitment, wide latitude of rejection, and extreme position |
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|
Term
| According to SJT, how are persuasive messages judged? |
|
Definition
| They're judged against existing attitudes |
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|
Term
| When are biases in the judgement process high? |
|
Definition
| When there is high ego involvement |
|
|
Term
| Explain the contrast effect and how it applies to SJT |
|
Definition
| Contrast effect is the tendency to see point of views in latitude of rejection as more extreme than they are |
|
|
Term
| explain assimilation effect and how it applies to SJT |
|
Definition
| assimilation effect refers to when people hear a persuasive message w/in your latitude of acceptance, you see it as closer to your position than it really is |
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|
Term
| When do people adjust their attitudes according to SJT? |
|
Definition
| When a message falls within their latitude of acceptance |
|
|
Term
| What happens sometimes with messages that fall in a person's latitude of rejection? |
|
Definition
| The boomerang effect can occur.... they become even more biased away from the persuasive message |
|
|
Term
| What was the research exemplar for SJT? |
|
Definition
| students were asked how much sleep they think they needed a night and then were given messages that told them otherwise. Messages ranged from 7-0 hours (students thought 8 initially), there were two people giving the message, ymca director and nobel peace prize winner |
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|
Term
| What were the results of the SJT research exemplar? |
|
Definition
| They found general support for the theory, greatest attitude change from message was 3 hours, but there was no boomerang effect and nobel peace prize winner was able to sway more towards lower hours (3.2 average) |
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|
Term
| How many studies were used in the SJT meta-analysis? |
|
Definition
|
|
Term
| What information was found by the SJT meta-analysis? |
|
Definition
As ego involvement increased, extent of persuasion decreased -
This effect was weakened, but still present, when persuasive arguments were strong |
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|
Term
| What were the positive critiques of SJT? |
|
Definition
| there's a testable hypotheses, it has lots of practical utility, there is a long history of research support; meta-analysis: influence of ego-involvement, and high heuristic value for theory |
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|
Term
| What is the negative critique of SJT? |
|
Definition
| boomerang effect is not always supported |
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|
Term
| According to SJT... how far from someone's anchor attitude will you most likely be able to persuade them? |
|
Definition
| The furthest away from their anchor attitude toward the other side that still lies in their latitude of acceptance |
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|
Term
| What is the general focus of the Elaboration Likelihood Model? |
|
Definition
| Cognitive processes and persuasive message effectiveness.... or basically how people respond to persuasive messages |
|
|
Term
| What question does ELM ask? |
|
Definition
| Why does the same persuasive message work with some people but not others? |
|
|
Term
| According to ELM, what two routes of elaboration can be taken? |
|
Definition
| Central route and peripheral route |
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|
Term
| Describe the central route |
|
Definition
| actively thinking about a message; involves high elaboration; contemplating the ideas, arguments, implications, etc. before decision |
|
|
Term
| describe the peripheral route |
|
Definition
| accepting or rejecting a message without much, if any, elaboration; instead rely on "peripheral cues" |
|
|
Term
| What are the two factors that determine if elaboration will be high or low? |
|
Definition
|
|
Term
| What are the factors influencing motivation according to ELM? |
|
Definition
| need for cognition, and personal relevance/outcome-relevant involvement (compare to ego-involvement/value-relevant involvement) |
|
|
Term
| According to ELM, what factors influence ability to elaborate? |
|
Definition
| Distraction (sleepy, sick, etc.), prior knowledge |
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|
Term
| What factors influence direction of elaboration (whether it is positive or negative)? |
|
Definition
| pre-existing ideas or biases, and argument quality |
|
|
Term
| According to ELM if someone is pro-message or con-message how does that effect their elaboration? |
|
Definition
pro-message = positive elaboration
con-message = negative elaboration |
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|
Term
| According to ELM how is elaboration effected if argument quality is strong or weak? |
|
Definition
Strong=positive elaboration
Weak=negative elaboration |
|
|
Term
| In ELM, if a person is not motivated but peripheral cues are present, what will occur? |
|
Definition
| A peripheral attitude shift and then you move back to motivated to process or not |
|
|
Term
| What are the requirements in order for a person to take the central route? |
|
Definition
| The person must be motivated to process the information and have the ability to process the information |
|
|
Term
| According to ELM, what happens when a person is not motivated to process a message and no peripheral cues are present? |
|
Definition
| The person will retain or regain their initial attitude |
|
|
Term
| What are the peripheral cues that allow decision without elaboration? |
|
Definition
| credibility/authority of person giving message, consistency, social proof, liking, scarcity, reciprocation |
|
|
Term
| Explain reciprocation and how it applies to peripheral cues |
|
Definition
| People that give you something b/c you gave something to them... motivated to give again (st. jude and address returns? |
|
|
Term
| Explain consistency and how it applies to peripheral cues |
|
Definition
| animal lovers seeing a sad pet commercial... if they are consistent with loving animals they'll donate |
|
|
Term
| Explain social proof and how it applies to peripheral cues |
|
Definition
| bandwagon, fit in w/ the group you want to be seen as |
|
|
Term
| Explain liking and how it applies to peripheral cues |
|
Definition
| attractiveness and how much you like the person giving the message |
|
|
Term
| Explain scarcity and how it applies to peripheral cues |
|
Definition
| scarcity of time you have to buy a product (limited time only!) |
|
|
Term
| When is the peripheral route successful? |
|
Definition
| if the cue provokes favorability toward the message |
|
|
Term
| When is the central route successful? |
|
Definition
| if elaboration is favorable to the message - influenced by bias and argument quality |
|
|
Term
| How long do messages processed on the peripheral route last compared to central route messages? |
|
Definition
| Messages on the peripheral route tend to be temporary whereas messages on the central route tend to endure |
|
|
Term
| What was the research exemplar for Elaboration likelihood method? |
|
Definition
|
|
Term
| What was the factor for motivation in the ELM research exemplar? |
|
Definition
high: students were told to rank jobs and justify why and best work would receive $25
low: no instructions or incentive, just took a glance |
|
|
Term
| How was ability affected in the ELM research exemplar? |
|
Definition
high: given 10 minutes
low: given 3 minutes |
|
|
Term
| In the ELM research exemplar what affected high and low elaboration? |
|
Definition
High motivation + high ability = high elaboration
Low motivation + low ability = low elaboration |
|
|
Term
| What were the findings of the ELM research exemplar? |
|
Definition
| High elaboration participants were more likely to select job ads with high argument quality, and low elaboration participants were more likely to select job ads with peripheral cues |
|
|
Term
| What are the positive critiques of ELM? |
|
Definition
| it has high heuristic value and can be used for many practical things such as advertising for health campaigns |
|
|
Term
| What are the negative critiques of ELM? |
|
Definition
testable hypothesis, relative simplicity
theory is very complex (especially in more advanced/detailed presentations)
Some critics argue theory's predictions can be ambiguous
- when will credibility act as a peripheral cue vs. provide motivation to elaborate? |
|
|
Term
| What is the general focus of Extended Parallel Process Model? |
|
Definition
| The effectiveness of persuasive messages that use "fear appeals," especially health campaigns |
|
|
Term
| What was the first theory of EPPM called? |
|
Definition
|
|
Term
| According to EPPM what are the key influences on fear appeal effectiveness? |
|
Definition
Perceived threat; perceived susceptibility and perceived severity
Perceived efficacy; response efficacy and self-efficacy |
|
|
Term
| Define perceived efficacy and the difference between response and self-efficacy |
|
Definition
perceived efficacy is whether you can do something about a threat
response efficacy pertains to whether or not something can be done about the problem whereas self-efficacy focuses on whether or not you believe you can personally do something about the problem |
|
|
Term
| In EPPM, what does "parallel processes" mean? |
|
Definition
| when exposed to fear appeal, you are simultaneously thinking about threat and efficacy |
|
|
Term
| What are the responses to fear appeals that people use? |
|
Definition
| danger control and fear control and no response |
|
|
Term
|
Definition
the target takes action to reduce danger
---for fear appeals this is the desired response |
|
|
Term
|
Definition
The target takes action to reduce fear either through avoidance or aggression
--- this is an unsuccessful outcome |
|
|
Term
| In EPPM, what contributes to an outcome with no response? |
|
Definition
| A failure to generate enough threat |
|
|
Term
| According to EPPM, what factors influence a response of fear control? |
|
Definition
| you have a high perceived threat but a low perceived efficacy because you believe there's nothing you can do about the threat |
|
|
Term
| According to EPPM, what factors influence the outcome of danger control? |
|
Definition
| You have a high perceived threat but also a high perceived efficacy so you believe there's something you can do to control your fear |
|
|
Term
| What are some influences on message appraisals in EPPM? |
|
Definition
the message components; message content relevant to each appraisal
individual differences; personality and culture |
|
|
Term
| What are the positive critiques of EPPM? |
|
Definition
| testable hypotheses, practical utility, and strong research support in multiple contexts |
|
|
Term
| What are the negative critiques of EPPM? |
|
Definition
| there is further specification of the model needed, feedback loop between emotion and threat, more attention to individual, cultural differences that influence perceptions of threat and efficacy |
|
|
Term
| What theories that we studied are considered mood effects theories? |
|
Definition
| Cultivation theory and agenda-setting theory |
|
|
Term
| What theory that we studied deals with media use? |
|
Definition
|
|
Term
| What is the general focus of cultivation theory? |
|
Definition
| the influence of television content on perceptions of reality |
|
|
Term
| What are the three parts to Gerbner's program of theory and research in Cultivation Theory? |
|
Definition
Institutional process analysis: why do media institutions produce certain content?
Message system analysis: what is the content of television messages?
Cultivation analysis: How does t.v. content affect viewers? what world-view does tv watching cultivate? |
|
|
Term
| Describe the message system analysis in Cultivation theory? |
|
Definition
Tracked tv for more than 2 decades, randomly selected week each fall season, videotaping of prime time show and weekend children's shows - wanted to see how violence progressed over 20 years
marked every violent act - over 20 years violence remained the same |
|
|
Term
| What were the findings of the message system analysis in Cultivation theory? |
|
Definition
-half of prime time programs contain actual bodily harm or threatened violence
-weekend children's shows average 20 incidents/hour
-2/3 of major t.v. characters caught up in violence
-symbolic double jeopardy: minorities appear less but are more likely to be victimized |
|
|
Term
| What were the two different viewer profiles in the cultivation analysis? |
|
Definition
Heavy viewers (4 or more hours of viewing t.v. a day)
Light viewers (2 or fewer hours daily) |
|
|
Term
| What are differences in perceptions of society in heavy viewers vs. light viewers? |
|
Definition
Heavy viewers....
-perceive greater chance of involvement with violence
-are more afraid of walking alone at night
-believe that a larger % of society is involved with law enforcement
-have greater mistrust of people
-"mean world syndrome" |
|
|
Term
| How does mainstreaming pertain to cultivation theory? |
|
Definition
| Television encourages commonality of outlook among heavy viewers |
|
|
Term
| T.V. affects heavy viewers not just in violence. How else are heavy viewers mainstreamed? |
|
Definition
-political/social attitudes
-posh world - people are wealthy, nice things to be cool
-skinny world syndrome |
|
|
Term
| What is resonance and how does it pertain to cultivation theory? |
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Definition
Resonance: TV violence promotes mental replaying of actual experienced violence
-almost everyone has experienced some type of physical violence
-resonance strongest for people who have experienced more actual violence |
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Term
| How does accessibility relate to cultivation theory? |
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Definition
| The T.V. is the most accessible source of information for many people |
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Term
| Describe the research exemplar for Cultivation Theory |
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Definition
Asked: how does viewing crime dramas affect views of reality (especially in the criminal justice system)?
surveyed 103 randomly selected lafayette residents who were eligible to serve on juries |
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Term
| What were the results of the research exemplar for Cultivation Theory? |
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Definition
| People who were crime drama viewers predicted there to be more lawyers in the workforce and more people to die from murder than non-viewers |
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Term
| What are the positive critiques of Cultivation Theory? |
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Definition
| It has a large scope and practical utility - the research exemplar shows a correlation between hours of TV viewed and cultivation differential (.091) |
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Term
| What are the negative critiques of Cultivation Theory? |
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Definition
| Some people may dismiss the correlation from the meta-analysis because it is so small |
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Term
| What type of theory is the agenda-setting theory? |
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Definition
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Term
| What was the idea of the original agenda-setting theory? |
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Definition
| the media tells us what to think about |
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Term
| According to the original agenda-setting theory, who sets the media agenda? |
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Definition
| News editors, major public figures, public relations professionals, interest aggregations, extreme events |
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Term
| What does the revised agenda-setting theory say? |
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Definition
| that the media tells us what to think (as well as what to think about) |
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Term
| What was the first study testing AST, where was it set, and what did it ask? |
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Definition
| The study of the Nixon v. Humphrey campaigns in 1968 at UNC Chapel Hill and it asked what is the relationship between media content and voter perception |
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Term
| What method was used to study media content and voter perception in the UNC Chapel Hill study of AST? |
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Definition
| Various media sources were studied, papers and evening news, story prominence was recorded based on position and length, issues were ranked 1) foreign policy 2) law and order 3) fiscal policy 4) public welfare 5) civil rights, and undecided voters' were surveyed on their key issues |
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Term
| What were the findings of the Chapel Hill study for AST? |
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Definition
| There was a correlation between media agenda and voters' agenda... the question of causation still remained though |
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Term
| What did the 1976 AST study of the Carter v. Ford election ask? |
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Definition
| Do public priorities really "lag" behind the media agenda? |
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Term
| What method was used to conduct the 1976 Carter v. Ford study of causation in AST? |
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Definition
| Surveyed public on important issues, Lebanon, NH, Evanston, IL, Indianapolis, IN, examined media election coverage in papers and TV |
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Term
| What were the findings of the 1976 Carter v. Ford study of causation in AST? |
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Definition
There was a 4-6 week lag in public agenda... the public followed media opinion
alternative opinion: public surveys and media issues both reflect "reality", media just knows sooner |
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Term
| What did the Yale experiments of AST ask? |
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Definition
| Is the media the cause of public agenda effect? |
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Term
| What was the method used in the Yale experiments of AST? |
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Definition
| They spliced previous features into current newscasts, different groups viewed different features including issues on pollution, national defense, & economic inflation, they assessed agenda change over time |
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Term
| What were the findings of the Yale experiments of AST? |
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Definition
Media produces agenda change unless something is already highly ranked (because it has nowhere to go)
in this study economic inflation was seen as highly ranked |
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Term
| Who are the people most affected by the media agenda? |
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Definition
| Those high in curiosity and those who get news via traditional rather than new media |
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Term
| What are the two causes of being high in curiosity according to AST? |
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Definition
| 1) high relevance of issue being discussed and 2) uncertainty about the issue |
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Term
| According to the revised agenda-setting theory, how does the media tell us what to think? |
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Definition
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Term
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Definition
| the selection of a restricted number of thematically related attributes for inclusion on the media agenda when a particular object or issue is distressed |
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Term
| What are the four framing processes? |
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Definition
| Selection, emphasis, exclusion, and elaboration |
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Term
| In Ghanem's "Texan Crime Study", what were the two frames the media put on the crime in Texas? |
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Definition
"crime is something that can happen to anyone"
"crime occurs locally" |
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Term
| What are the positive critiques of AST? |
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Definition
| There is strong research support for original agenda-setting and framing effects and it has high heuristic value |
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Term
| What are the negative critiques of AST? |
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Definition
| Agenda-setting may be declining as more people turn to new media |
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Term
| What type of theory is Mood Management theory and what does it emphasize? |
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Definition
| It is a "media use theory" and it emphasizes individual choice and use of media |
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Term
| What are the three major assumptions of Media Use theory? |
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Definition
1) communication behavior is goal-directed, purposive, and motivated
2) people use media to satisfy felt needs or desires
3) people are typically, though not always, more influential than media (people set the agenda themselves) |
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Term
| What is the general focus of Mood Management Theory? |
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Definition
| the influence of mood on use of media |
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Term
| What is hedonistic motivation? |
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Definition
| increase pleasure, reduce pain |
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Term
| What do viewers use media to manage according to mood management theory? |
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Definition
Physiological arousal (if stressed use media to reduce, if bored, use media to increase)
Emotion/Mood (if negative, use media to make positive and if positive use media to maintain) |
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Term
| What are the four characteristics of media according to mood management theory? |
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Definition
| Excitatory potential, hedonic valence, semantic affinity, and absorption potential |
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Term
| What does excitatory potential refer to when it comes to media? |
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Definition
| Arousing vs. not arousing |
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Term
| What does hedonic valence refer to in the media? |
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Definition
| Positive/uplifting vs. Negative/depressing |
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Term
| What does semantic affinity refer to when it comes to media? |
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Definition
| Similar to vs. different from viewer's current experiences |
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Term
| What does absorption potential refer to when it comes to the media? |
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Definition
| Involving vs. uninvolving |
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Term
| When is a person more likely to be involved in media vs. not involved? |
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Definition
involved: when they are sad and want to forget about the world and be engaged
not involved: when a person is in a happy mood |
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Term
| Which characteristic of the media is physical? |
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Definition
| Excitatory potential; arousal. |
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Term
| Which characteristics of media that influence choice are emotional? |
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Definition
| hedonic valence, semantic affinity, and absorption potential |
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Term
| What two theories did the MMT research exemplar compare and what did each one say? |
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Definition
MMT: Selection of energetic-joyful music increases with negative mood
MAT: Selection of energetic-joyful music varies with anticipated activity |
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Term
| What was the method involved in the mood management research exemplar? |
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Definition
| College students were used in an experiment where they were exposed to funny game vs. serious task, while waiting for 7 minutes for more of the same game/task, allowed to choose from music selections, either high vs. low energetic-joyful |
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Term
| What were the results of the MMT research exemplar? |
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Definition
| The hypotheses for MMT was not supported but MAT was supported. Found that people use music to adjust mood for task. |
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Term
| What are the positive critiques of MMT? |
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Definition
| there is a testable hypotheses and large scope, the research exemplar shows it is falsifiable, and considerable research supports mood management propositions |
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Term
| What are the negative critiques of MMT? |
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Definition
| The research exemplar, does not do a good job of explaining why people choose to watch media with strong negative content (horror, tear-jerkers), other theoretical explanations are needed |
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Term
| What does CAT suggest about subjective accommodation? |
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Definition
| Subjective accommodation determines how the recipient responds and what really matters is subjective accommodation |
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