Journalism 201 1st Edition Lecture 27 Outline of Last Lecture I. Spring BreakOutline of Current Lecture I. Perspectives on Media EffectsII. Early 20th Century: The Development of Social ScienceIII. “Nickelodeons (1900-1915)IV. Context of FilmV. Payne Fund Studies (1929-1932)VI. War of the Worlds (1938)VII. ContextVIII. Cantril StudiesIX. Cantril: 4 ResponsesX. Cantril: Effects on PerceptionXI. Cantril Study: SummaryXII. Summary: “Magic Bullet” Perspective on Media EffectsCurrent LectureI. Perspectives on Media Effectsa. Magic Bulletb. Two-Step Flowc. Critical-Culturald. Cultivatione. Agenda SettingII. Early 20th Century: The Development of Social Sciencea. Scientific methodb. The problem of mass societyc. The spectacle of new mediaIII. “Nickelodeons (1900-1915)a. Cost a nickel b. Small, size of storec. Handful of short filmsd. Silent, live musiciane. Replaced by bigger theaters, 1915IV. Context of Filma. The medium:i. Multiple-sensory experienceThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.ii. Group experienceb. The social context:i. Urbanizationii. Immigrationc. The result:d. Major form of entertainmentV. Payne Fund Studies (1929-1932)a. Series of studies to examine the effects of movies on young peopleb. Funded by the Payne Fundc. 5 key findingsd. Payne Fund Findings: 1i. Children learn from movies1. 50-60% of what adults learnii. But also what’s not true1. “children accept the information in the movies as correct unless it is flagrantly incorrect”e. Payne Fund Findings: 2i. More movie consumption poor “deportment”, school workf. Payne Fund Finding: 3i. Attitudes toward groupsg. Payne Fund Finding: 4 i. Children imitate movies in playh. Payne Fund Findings: 5i. Adolescents imitate clothing, romancei. Payne Fund Studies: Summaryi. Movies can have powerful effects1. Studies were actually a bit more sophisticated, but interpretations of the studies emphasized direct, uniform effects)VI. War of the Worlds (1938)a. Radiob. From – 1920c. In your housed. October 30, 1938e. Orson Welles, age 23f. Adaptation of book by H. G. Wellsg. Set up as ‘breaking news’ bulletins within a regular showh. Many tuned in late because of another popular program on another stationVII. Contexta. Developments of radio (breaking into programs)b. Hindenburg, 1937c. Hitler: already annexed Austria, SudetenlandVIII. Cantril Studiesa. Hadley Cantril, Princeton psychologistb. Why were some people terrified by the broadcast, others not?i. News reports and InterviewsIX. Cantril: 4 Responsesa. Listened to the events described, concluded it was a playb. Checked other information, concluded it was a playc. Checked other information, continued to believe the broadcasti. Bad choicesii. 2/3rds of this group: went outside, looked out windowiii. Called friends, neighbors, policeiv. Most did not check radio newspaperd. Made no attempt to check other informationi. ‘so frightened that they either stopped listening, ran around in a frenzy orexhibited behavior that can only be described as paralyzed’X. Cantril: Effects on Perceptiona. “I stuck my head out of the window and thought I could smell the gas. And it felt as though it was getting hot, like fire was coming”b. “I looked out of my window and saw a greenish-eerie light which I was sure camefrom a monster. Later on it proved to be the lights in the maid’s car”XI. Cantril Study: Summarya. Media had a strong, direct effect – but only on some audience membersb. For some, the effect was powerful and multi-sensoryc. Individuals’ backgrounds and experiences informed how they interpreted the message/whether they believed itd. Individuals’ actions in response to the media affected how they interpreted itXII. Summary: “Magic Bullet” Perspective on Media Effectsa. “Hypodermic needle” b. Media are:i. Powerfulii. Directiii. Able to incite emotions and actions c. The first of several perspectives we will
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