Com 132TodayAssignment #1Assignment #2 –Due Nov 9thModels of learning and behaviorClassical ConditioningOperant Conditioning - Behaviorism (J Watson)LearningShift to CognitionPowerPoint PresentationParadigm shift- CognitionAtkinson, et al. model.Information ProcessingSchema TheoryInformation processingConstructivismConstructivistDevelopmental PsychologySocial CognitionConstructivist Approach to Television EffectsPriming and televisionCatharsisCultivationGerbner VideoNEWSTHOUGHTS?Lect3w – 10/14/15Com 132AdminOffice hours shifted 1:30 to 2:30 today.Assignment #1Discuss first then turn inAssignment #2NewsTheory- ContinuedViolenceSexual ContentTodayMeet with some strangers.What went right?What went wrong?How did you search?How did you synergize?What about television would you like to measure?Assignment #1Content Analysis ExerciseInstructions:1) Choose something to analyze and title the study 2) Define the variables3) Choose the sample (at least 3 to 4 hours of programming)4) Choose the unit(s) of analysis5) Make a coding sheet6) Perform the content analysis using the coding sheet(s).7) Report results- in table and/or figure form.8) One paragraph discussion of findings9) Turn in paper version and email me the Title and the Discussion Paragraph in the body of the email.Assignment #2 –Due Nov 9thModels of learning and behaviorWe could spend a whole career on this topic.How do people learn?Classical ConditioningPavlovPaired stimulus- responseHow can we use this model to explain television viewing behaviors and television effects?Operant Conditioning- Behaviorism (J Watson)BF SkinnerReinforcementIf a reward follows a response, the response is more likely to occur in the future.Negative ReinforcementMakes the response more likely to occurPunishmentDecreases the likelihood of the behaviorLearningClassical and Operant ConditioningExternal ForcesLearning explained better through Cognition thinking, internal, but more complexShift to CognitionLinguists challenged behaviorism as language generation cannot be explained by reinforcement schedules.Social Learning Theory- BanduraImitation, vicarious reinforcementTelevised aggression toward Bobo dollReciprocal Determinism - Environment Behavior Personal FactorsParadigm shift- CognitionLearning occurs in the mindInternal forces versus previously accepted Models that used External forces to explain learning.Levels of Processing- Craik & LockhartDepth of thinking/elaboration affects learningInformation Processing Approaches- Anderson, Atkinson, et al.SR- STS – LTMSchema (Ausubel, Bransford, Spiro)Abstract knowledge structures, prototypes, ideal forms, scriptsAtkinson, et al. model.Information ProcessingTelevision images have too many stimuliViewers choose to pay attention to what?Attention research (Anderson & Lorch). > comprehension = > attentionWhat do viewers choose to elaborate for storage in LTM?Viewers utilize schema (scripts) to help guide attentionSchema TheoryIdeal forms, scriptsChair, restaurantRelation to personal experience,Information processingYoung children have less ability to parse what material is important. Less able to make socially accurate inferences.Less developed schemaSame is true for viewers not socialized in the same ways (differing cultures). e.g., restaurant schema, birthday partyConstructivismBrunerBased on our experience, we actively construct our own understanding of the worldLearning is the search for meaningLearning process focuses on the learning of concepts, not factsConstructivistUsing what learners know about the world, develop concepts (broad and specific) through making relationships.Building real life connectionsDevelopmental PsychologyPiaget Stages of developmentAs the mind develops, so does the ability to comprehend information presented.Social CognitionVygotskyCulture and interaction with others is the prime determinant of developmentZone of proximal developmentAbility to understand concepts fully with aid of a knowledgeable facilitatorScaffoldingParental MediationConstructivist Approach to Television EffectsReality is socially and cognitively constructed.“Factual meaning” is based on socialized members of a shared cultureWhen content elements are inferred or unspoken, it is more difficult to construct meaning.Children with incomplete socialization have more trouble making meaningful connectionsPeople are active participants… not sitting being affected.Priming and televisionWhen exposed to certain elements of the mass media, items tend to evoke (or prime) other semantically related thoughts (Berkowitz & Rogers, 1986) Once activated, more likely that it will come to mind again.Catharsis The Catharsis approach has been used for years by the television industry.Viewing violence acts as a release for violent thoughts and thus leads to less violent attitudes and behaviors.Does exposure to violence release violent urges in a cathartic manner?Studies(S. Feshbach, 1955)While few studies have supported this theory, the catharsis approach has generally not been supported by the research literature.CultivationGerbner (1994) (Temple, Annenberg, PA)Not just particular shows, but the medium itself.Gradual, indirect, cumulative, significant.Primarily heavy viewers.For example, minorities, upper-class, lower-class and older people represented on television shows differentlyCartoons in Swan articleFew people making decisions- mostly white malesPolice and violence are over representedLeads to fear (?) Mean World SyndromeGerbner VideoDonald Trump on Oregon Shooting: 'The Result Would've Been Better' if Somebody 'Had a Gun’http://theslot.jezebel.com/donald-trump-on-oregon-shooting-the-result-wouldve-bee-1735928925NEWSHow to establish causation?Experimental Methodology.. But what about the lasting impact and ethical concerns.Need to build argument from related types of