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TEL-T 205 : EXAM 1
Automaticity |
We are being influenced without knowing it. |
Media Literacy 7 Skills |
1. Analysis
2. Evaluation
3. Grouping
4. Induction
5. Deduction
6. Synthesis
7. Abstracting |
Analysis |
Breaking down a message into meaningful elements. |
Evaluation |
Judging the values of an element.Grouping |
Grouping |
Determining which elements are alike in some way |
Induction |
Inferring a pattern across a small set of elements. |
Deduction |
Using general principles to explain particulars |
Synthesis |
Assembling elements into a new structure |
Abstracting |
Creating a brief, clear, and accurate description capturing the essence of a message. |
Media literacy |
Set of perspectives that we actively use to expose ourselves to the mass media to interpret the meaning of the messages we encounter. |
Dimensions of Media literacy |
1. Cognitive
2. Emotional
3. Aesthetic
4. Moral |
Why is media literacy a continuum? Not a category. |
Media literacy varies from person to person. |
Information Processing Tasks |
1. Filtering
2. Meaning Matching
3. Meaning Construction |
Filtering |
Are you paying attention to a message? |
Meaning Matching |
Do you know what the message is? |
Meaning Construction |
Personal meaning. |
Subliminal |
Physically happens outside of human ability to see. |
Subconscious |
Physically able to notice, but you don't notice. (Inserting hidden words in commercials) |
Exposure States |
1. Automatic
2. Attentional
3. Transported
4. Self-Reflexive |
Mass Audience |
Heterogeneous, anonymous, no interaction among members, no social context. (started around WWI to understand propaganda) |
Niche Audiences |
1. Geographic
2. Demographic
3. Social Class
4. Geodemographic
5. Psychographic |
VALS typology |
There are THINKERS, ACHIEVERS, EXPERIENCERS, BELIEVERS, STRIVERS, and MAKERS. This is used to find a specific audience to market to a specific group. |
Strategies for niche building |
1. Appeal to existing needs
2. Cross-media promotion
3. Conditional audiences |
Children as special audiences |
THey are at a greater risk for media manipulation |
4 Stages of Cognitive Development |
1. Sensorimotor
2. Preoperational
3. Concrete Operational
4. Formal Operational
|
Mediation |
Actively restricting what kids can/can't watch. |
Coviewing |
Observing media together. |
5 Stages of Media Development |
1. Innovation (Marketing/Technological)
2. Penetration (Public acceptance)
3. Peak
4. Decline (Other media takes its place)
5. Adaptation |
Players in economic game |
Consumers
Advertisers
Media Companies
Media Employers |
Return on Revenue |
Profit after expenses / total profit |
Return on Investment |
profit after expenses / assets invested |
Conglomerates |
Multiple revenue streams. Market across media |
Scale Economies |
As scale increases, profit increases. Product cost goes down. |
Scope Economies |
Achieved through multiproduct production |
Expressive writing |
Proven to make people feel better. |
Magic window |
How children see TV. We learn it is not real. |
Constraints on coverage |
1. Deadlines
2. Resource limitations
3. Geographical focus |
Statistical and normative deviance |
News covers things that are unusual. |
Shift in journalistic priorities |
From significance/proximity to conflict/appeal to emotions/ visualization |
Degrees of Objectivity |
Fabrication
Bias
Partial Story
Context
Balance |
Agenda setting |
News shapes perceptions of importance of social issues. |
Cultivation hypothesis |
Heavy viewers assume the TV world = real world. |
Framing |
Angle of story influences public reactions. |
3 Major Dramas |
Drama
Comedy
Romance |
Constraints on TV |
Compelling and simple. Prevent channel changing
|
FCC |
Federal Communications Commission guidelines. 6-10 pm restrictions. |
Why do we stereotype? |
People are cognitive misers |
Simplified extended conflict |
Drawing out conflict so people are more attached. |