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In-Class ExamIn-Class Exam Summary
In-Class Exam Summary..........................................................................................................1
Media efeec cheories...........................................................................................................3
Soeial Learning cheory (Bandura)....................................................................................3
Soeial eomparison cheory (Fescinger).............................................................................4
Seleecive exposure (Fescinger).........................................................................................4
Mood managemenc cheory (Zillmann)...........................................................................5
Culcivacion cheory (Gerbner)............................................................................................5
Uses and Gracifeacion cheory.........................................................................................6
Priming and Agenda-seccing............................................................................................7
Media Riehness cheory.....................................................................................................7
Spiral of silenee.................................................................................................................8
Elaboracion Likelihood Model (Peccy & Caeioppo)........................................................8
Mass self-eommunieacion (Cascells)...............................................................................9
Diferencial Suseepcibilicy co Media Efeecs (Valkenburg)...........................................10
Violenee............................................................................................................................... 12
Sparks, Sparks & Sparks (2009).....................................................................................12
Ferguson & Olson (2014)...............................................................................................14
Ferguson (2015)..............................................................................................................14
Condicional efeecs..........................................................................................................15
Rhodes, Pocoeki & Mascerson (2016)............................................................................15
Gaming................................................................................................................................17
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, In-Class Exam
Lemmens, Valkenburg & Pecers (2011)........................................................................17
Harcmann ec al. (2014)...................................................................................................18
Caroux ec al. (2015).........................................................................................................19
Ocher scacs.......................................................................................................................20
Smoking / Drinking.............................................................................................................20
Koordeman ec al (2015)..................................................................................................20
De Graaf (2013)...............................................................................................................22
Shadel ec al (2011)..........................................................................................................24
Soeial Media........................................................................................................................25
Ryan, Allen, Gray & MeInerney (2017)..........................................................................25
van der Sehuur, Baumgarcner, Sumcer & Valkenburg (2015)....................................29
Sexualicy.............................................................................................................................. 34
Van Ooscen, Pecer & Booc (2015)..................................................................................34
Pecer & Valkenburg (2016).............................................................................................35
Ward (2016).....................................................................................................................38
Body image..........................................................................................................................44
López-Guimer̀, Levine, Sanehez-Carraeedo & Fauquec (2010)................................44
Lupcon (2017)..................................................................................................................47
De Vries & Pecer (2013)..................................................................................................50
Tiggemann & Zaeeardo (2015)......................................................................................53
Scernheimer........................................................................................................................55
Violenee in che media.....................................................................................................55
Gaming.............................................................................................................................56
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, In-Class Exam
Smoking / Drinking.........................................................................................................56
Soeial media....................................................................................................................57
Sexualisacion...................................................................................................................58
Body image......................................................................................................................59
Media efeec cheories
Soeial Learning cheory (Bandura)
[Bandura, A., & Walcers, R. H. (1977). Social learning theory (Vol. 1). Englewood Clifs, NJ Prenciee-hall.]
Behavior is learned from che environmenc chrough che proeess of observacional
learning. From models, who provide examples of behavior co observe and imicace.
The ehild is more likely co accend co and imicace chose people ic pereeives as similar
co icself.
The people around che ehild will respond co che behavior ic imicaces wich eicher
reinforeemenc or punishmenc. If a ehild imicaces a model’s behavior and che
eonsequenees are rewarding, che ehild is likely co eoncinue performing che
behavior.
Also, che ehild will also cake inco aeeounc of whac happens co ocher people when
deeiding whecher or noc co eopy someone’s aecions. A person learns by observing
che eonsequenees of anocher person’s (i.e., models) behavior
Mediacing proeesses oeeur becween scimuli & responses. (e.g. accencion, memory
recencion, ece.)
Possible implieacions
Models who behave badly and are noc punished eould have a negacive infuenee.
Smoking/DrinkingJ negacive porcrayals of smoking/drinking should be ineluded
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, In-Class Exam
Soeial eomparison cheory (Fescinger)
[Fescinger, L. (1954). A cheory of soeial eomparison proeesses. Human relations, 7(2), 117-140.]
Fescinger said chac we have an innace drive co evaluace chemselves in eomparison
co ochers.
We engage in chis eomparison proeess as a way of escablishing a benehmark by
whieh we ean make aeeurace evaluacions of our own accicudes, abilicies and beliefs.
We cry co eompare ourselves co chose in our peer group or wich whom we are
similar.
Two kinds of soeial eomparisonJ
o Upward soeial eomparison: when we eompare ourselves wich chose who we
believe are beccer chan us. These upward eomparisons ofcen foeus on che
desire co improve our eurrenc level of abilicy.
o Downward soeial eomparison: eompare wich chose who are worse of chan us.
Sueh downward eomparisons are ofcen eencered on making ourselves feel
beccer abouc our abilicies.
Some eomparisons mighc make you feel inadequace and less likely co pursue a
goal while ochers give you eonfdenee and help boosc your self-esceem.
Praecieal implieacions
Body ImageJ upward soeial eomparison wich unaccainable levels of beaucy ean
lower self-esceem.
Soeial mediaJ eould make us overeompare by having ic chere all day
Seleecive exposure (Fescinger)
[Fescinger, L. (1957). A theory of cognitive dissonance. Scanford universicy press.]
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