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Edit Comment Close Premium member Presentation Transcript Media Psychology : Media Psychology Patricia Heisser Metoyer, Ph.D. Conceptual Questions in Media Psychology : Conceptual Questions in Media Psychology What fields benefit from significant understanding and application of media psychology? What is the nexus between psychology and media? What theories in psychology enhance the use of media and how? How do major applications in such areas as perception, attention, learning, memory, to name several examples, apply in media psychology. Conceptual Questions Continued : Conceptual Questions Continued What are specific benefits of understanding human behavior when working with media applications in educational, entertainment, health services, commercial and public policy environments? What are the major research areas in media psychology? Why is media psychology an important and growing field? Why is the study of media effects important? What is the relationship between Media Studies and Media Psychology? Media Psychology : Media Psychology More specific individual definitions may be refined when one examines the psychology of constructing or accessing programs or services on an individual or societal level, using attention, behavior, physical, intellectual, and cultural change as measures. Media Psychology : Media Psychology Broadly defined, media psychology encompasses the behavioral aspects of media in activities, events, theories, and practices regarding the effects and behaviors stimulated by media elements. Media Psychology : Media Psychology Sensory and cognitive psychology, systems theory, human development, motivation and learning and communications theory are all overlapping and synergistic specialties having implications for media psychology. Media Psychology : Media Psychology The specialization in Media Psychology, is available to students interested in integrating the relevant aspects of knowledge from social science, including psychology into various conceptual models as they apply to media and telecommunications. Media psychologists will be prepared to work collaboratively in health, family, consumer, public, political, and educational fields where media and behavior are significant. Media Psychology : Media Psychology The specialty recognizes the emergence of medical media psychology in enhancing public understanding of health issues, patient education, training of health care professionals and media assisted modalities. Media psychology is a health specialty in behavioral medicine, medical and dental schools as well as in a variety of commercial and public settings. Media Psychology : Media Psychology Media psychology has a distinct place in education, including motivation and learning and is central to emerging new knowledge about learning. Media psychology is fundamental in all areas that embrace uses of media and telecommunications programs and services. Media Psychology : Media Psychology Media psychology is seminal to entertainment, publishing, public policy and commerce. Media psychology may also be studied as a singular cross-disciplinary knowledge area or as a single knowledge area having specific focus as part of a students broader program when the student's primary concentration is in a different specialty. Media Psychology : Media Psychology Identifying new methodologies to harness and direct multi-sensory input. Applying he outcomes of research in all aspects of human motivation and media. Enhancing clinical psychology by: Exploring and analyzing further research. Studying the inclusion of audio-visual elements. Forming special interest groups. Examining methods of sharing information via the new media, especially the internet. Media Psychology : Media Psychology Facilitating international communication. Perfecting the practice of clinical psychology using new technologies. Reframing traditional training and career options in psychology. Increasing attention to media psychology in teacher education programs through conducting specific projects. Media Psychology : Media Psychology Extracting and reporting about new knowledge from neuroscience, medicine, human development, cognitive psychology and systems theory related to media and establishing the linkage between that new knowledge and psychology. Projects increasing both professional and public understanding of media psychology. Projects encouraging more media related learning theory in psychology graduate schools and in graduate schools of education. Media Psychology : Media Psychology Projects helping corporations understand the need for media psychologists in formulating their training and marketing programs. Projects which increase understanding of the socio-psycho media effects. Projects applying the effects of marketing and advertising on children and adults in all media related areas. Media Psychology : Media Psychology Applications examining intercultural dissonance, global applications, differences between and within cultures to our 21st century world. Commercial applications using the principles of psychology. Extending research on both the ethics and effects related to media psychology. Media Psychology : Media Psychology Projects dealing with the special challenges faced by the ever-growing senior citizen population. Psychologists can help design programs using TV, phones, and computers to connect seniors with one another and their families making special accommodations like using enlarged print on computer screens, amplification devices on telephones, etc. Media Psychology : Media Psychology Creating programs that create a nexus between media and behavior in working with challenged populations. Projects developing all aspects of distance learning. Working in all areas of entertainment including he development of games, children’s programs, reference programs, documentaries, and other media products. All aspects of television, cinema, DVD, and telecommunications. Forensic media which includes expert work in media disputes and research, including facilitating dispute resolution in media matters. Concepts and Theories : Concepts and Theories Synesthetics Semiotics Semantics Psychologies related to Television, Motion Pictures, CD and other blended media Psychologies related to newspapers, radio and other media Phenomenology Neuroscience and media Personality theory and media Emotions and Media: The Amygdale Theory Range of Emotion Involving Behaviors Concepts and Theories : Concepts and Theories Empathy and Accurate Empathy Subliminal communication and suggestion The psychologies of control The psychologies of persuasion Captology Maptology Psychovisualization Repetition Violence and media Concepts and Theories : Concepts and Theories Cognitive dissonance Perception and Reality Attention: Pay attention Addiction: Positive and Negative Forced feedback techniques Cinamatherapy Absence of Presence Color Sound Learning and motivation Brain based learning Concepts and Theories : Concepts and Theories Memory: short and long term Mastery Retention Trying Learned Helplessness Concepts and Theories : Concepts and Theories Success Intelligence, multiple and specific intelligences Literacies, multiple and specific Forced feedback techniques Psychosocial bias Subtractive bilingualism Concepts and Theories : Concepts and Theories Presence Pscybermedia Robotics Artificial Intelligence Feedback techniques Concepts and Theories : Concepts and Theories Emoticons Affect regulation Gestalt theory Fuzzy Logic Iconography, including emoticons Concepts and Theories : Concepts and Theories Power of the Situation Learning Psychologies Distributed Learning Techniques Learning Management Systems Concepts and Theories : Concepts and Theories Semantic Memory Forensic Media Subtractive Memory Synesthetics and Sensory Psychology Concepts and Theories : Concepts and Theories Semiotics and Symbolic Literacy Language semantics, enunciation, pronunciation, and dialectical dissonance Portrayal of Psychologists in the media Computer assisted psychotherapy Concepts and Theories : Concepts and Theories Animation and media communication Telemedicine Blogs Media Ethics Forensic Media Phishing Cultivation Theory : Cultivation Theory Cultivation theory in its most basic form, then, suggests that exposure to television, over time, subtly "cultivates" viewers' perceptions of reality. This cultivation can have an impact even on light viewers of TV, because the impact on heavy viewers has an impact on our entire culture. Gerbner and Gross (1976) say "[t]elevision is a medium of the socialization of most people into standardized roles and behaviors. Its function is in a word, enculturation" (p. 175). Cultivation Effect : Cultivation Effect The cultivation effect Miller (2005) says "Several critics have been levied against the link between viewing patterns and resultant views of the world" (p. 287). They have suggested the extension of cultivation theory by differentiating between first-order and second-order cultivation effects. "First-order cultivation effects refer to the effects of television on statistical descriptions about the world" (Miller, 2005, p. 287). For example, "a first-order effect would suggest that heavy viewers would overestimate the likelihood of being the victim of a crime" (Miller, 2005, p. 287). "Second-order cultivation effects refer to effects on beliefs about the general nature of the world" (Miller, 2005, p. 287). For example, "a second-order effect would suggest that heavy viewers would be more likely to view the world as a mean or scary place" (Miller, 2005, p. 287). Cultivation Theorists : Cultivation Theorists "Cultivation theorists have appreciated this distinction but never developed the implications of the distinctions on a theoretical level" (Miller, 2005, p. 287). "In more recent years, the discussions regarding cultivation theory have been somewhat more measured and more concerned with extending the theory in a useful way (e.g., Hawkins &Pingree, 1980; Potter, 1993) (Miller, 2005, p. 286). Research : Research Research about the effects of TV began with the investigation in the studies mentioned above and has been most often tested "through a comparison of the content of television and the beliefs people hold about the nature of the world" (Miller, 2005, 283). Gerbneret al. (1976) say "Instead of asking what communication 'variables' might propagate what kinds of individual behavior changes, we want to know what types of common consciousness whole systems of messages might cultivate" because "the world of TV drama consists of a complex and integrated system of characters, events, actions, and relationships whose effects cannot be measured with regard to any single element or program seen in isolation" (p. 181). Slide 33: Gerbneret al. (1976) say, "We believe that the key to the answer rests in a search for those assumptions about the 'facts' of life and society that television cultivates in its more faithful viewers. That search requires two different methods of research" (p. 181). They are content analysis and cultural indicators analysis. Content Analysis : Content Analysis The first step in cultivation research is content analysis: in short, the process of studying the subject matter on TV. For example, in 1969, Gerbner and his colleagues "began to chart the content of prime-time and weekend children's television programming, and Gerbner et al. (1986, p. 25) noted that 2,105 programs, 6,055 major characters, and 19,116 minor characters had been analyzed by 1984. Significantly, Gerbneret al. (pp. 25 - 26) noted the following patterns: " (Miller, 2005, pp. 283 – 284) Men outnumbered women three to one on television Older people and younger people are underrepresented on television Blacks and Hispanics are underrepresented on [American] television Seventy percent of television characters are "middle class" Crime is 10 times as rampant in the "television Cultivation Analysis : Cultivation Analysis The second step in cultivation research is the cultural indicators analysis: the process of "assessing individuals' beliefs about what the world is like" (Miller, 2005, p. 284). This analysis involves surveys of individuals using factual questions about the world. "For example, an analysis of perceptions about violence might ask respondents about the likelihood of being a victim of violent crime. The forced-choice answer to these questions would include both a 'television response' (e.g., a 1 out of 10 chance of being a victim) and a 'non-television response' (e.g., a much smaller chance closer to the actual likelihood of being a victim)" (Miller, 2005, 284). Miller (2005) says a separate measure (often at a different point in time) would be used to assess the overall viewing habits of the individual (p. 283) Cultivation analysis : Cultivation analysis The final step in cultivation research is cultivation analysis: "a comparison between light television viewers and heavy television viewers. If heavy television viewers tended to provide answers that were more in line with the television response, researchers would have support for the cultivation hypothesis" (Miller, 2005, p. 283). You do not have the permission to view this presentation. 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Media Psychology Pheismet Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINT lite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 838 Category: Others/ Misc License: All Rights Reserved Like it (12) Dislike it (3) Added: May 12, 2010 This Presentation is Public Favorites: 0 Presentation Description No description available. Comments Posting comment... By: budiputrakedua (18 month(s) ago) phsycology is okay for me Saving..... Post Reply Close Saving..... Edit Comment Close By: patriciahmet (22 month(s) ago) Very scholarly discussion of a complex issue. Good for students beginning to study the top! Saving..... Post Reply Close Saving..... Edit Comment Close Premium member Presentation Transcript Media Psychology : Media Psychology Patricia Heisser Metoyer, Ph.D. Conceptual Questions in Media Psychology : Conceptual Questions in Media Psychology What fields benefit from significant understanding and application of media psychology? What is the nexus between psychology and media? What theories in psychology enhance the use of media and how? How do major applications in such areas as perception, attention, learning, memory, to name several examples, apply in media psychology. Conceptual Questions Continued : Conceptual Questions Continued What are specific benefits of understanding human behavior when working with media applications in educational, entertainment, health services, commercial and public policy environments? What are the major research areas in media psychology? Why is media psychology an important and growing field? Why is the study of media effects important? What is the relationship between Media Studies and Media Psychology? Media Psychology : Media Psychology More specific individual definitions may be refined when one examines the psychology of constructing or accessing programs or services on an individual or societal level, using attention, behavior, physical, intellectual, and cultural change as measures. Media Psychology : Media Psychology Broadly defined, media psychology encompasses the behavioral aspects of media in activities, events, theories, and practices regarding the effects and behaviors stimulated by media elements. Media Psychology : Media Psychology Sensory and cognitive psychology, systems theory, human development, motivation and learning and communications theory are all overlapping and synergistic specialties having implications for media psychology. Media Psychology : Media Psychology The specialization in Media Psychology, is available to students interested in integrating the relevant aspects of knowledge from social science, including psychology into various conceptual models as they apply to media and telecommunications. Media psychologists will be prepared to work collaboratively in health, family, consumer, public, political, and educational fields where media and behavior are significant. Media Psychology : Media Psychology The specialty recognizes the emergence of medical media psychology in enhancing public understanding of health issues, patient education, training of health care professionals and media assisted modalities. Media psychology is a health specialty in behavioral medicine, medical and dental schools as well as in a variety of commercial and public settings. Media Psychology : Media Psychology Media psychology has a distinct place in education, including motivation and learning and is central to emerging new knowledge about learning. Media psychology is fundamental in all areas that embrace uses of media and telecommunications programs and services. Media Psychology : Media Psychology Media psychology is seminal to entertainment, publishing, public policy and commerce. Media psychology may also be studied as a singular cross-disciplinary knowledge area or as a single knowledge area having specific focus as part of a students broader program when the student's primary concentration is in a different specialty. Media Psychology : Media Psychology Identifying new methodologies to harness and direct multi-sensory input. Applying he outcomes of research in all aspects of human motivation and media. Enhancing clinical psychology by: Exploring and analyzing further research. Studying the inclusion of audio-visual elements. Forming special interest groups. Examining methods of sharing information via the new media, especially the internet. Media Psychology : Media Psychology Facilitating international communication. Perfecting the practice of clinical psychology using new technologies. Reframing traditional training and career options in psychology. Increasing attention to media psychology in teacher education programs through conducting specific projects. Media Psychology : Media Psychology Extracting and reporting about new knowledge from neuroscience, medicine, human development, cognitive psychology and systems theory related to media and establishing the linkage between that new knowledge and psychology. Projects increasing both professional and public understanding of media psychology. Projects encouraging more media related learning theory in psychology graduate schools and in graduate schools of education. Media Psychology : Media Psychology Projects helping corporations understand the need for media psychologists in formulating their training and marketing programs. Projects which increase understanding of the socio-psycho media effects. Projects applying the effects of marketing and advertising on children and adults in all media related areas. Media Psychology : Media Psychology Applications examining intercultural dissonance, global applications, differences between and within cultures to our 21st century world. Commercial applications using the principles of psychology. Extending research on both the ethics and effects related to media psychology. Media Psychology : Media Psychology Projects dealing with the special challenges faced by the ever-growing senior citizen population. Psychologists can help design programs using TV, phones, and computers to connect seniors with one another and their families making special accommodations like using enlarged print on computer screens, amplification devices on telephones, etc. Media Psychology : Media Psychology Creating programs that create a nexus between media and behavior in working with challenged populations. Projects developing all aspects of distance learning. Working in all areas of entertainment including he development of games, children’s programs, reference programs, documentaries, and other media products. All aspects of television, cinema, DVD, and telecommunications. Forensic media which includes expert work in media disputes and research, including facilitating dispute resolution in media matters. Concepts and Theories : Concepts and Theories Synesthetics Semiotics Semantics Psychologies related to Television, Motion Pictures, CD and other blended media Psychologies related to newspapers, radio and other media Phenomenology Neuroscience and media Personality theory and media Emotions and Media: The Amygdale Theory Range of Emotion Involving Behaviors Concepts and Theories : Concepts and Theories Empathy and Accurate Empathy Subliminal communication and suggestion The psychologies of control The psychologies of persuasion Captology Maptology Psychovisualization Repetition Violence and media Concepts and Theories : Concepts and Theories Cognitive dissonance Perception and Reality Attention: Pay attention Addiction: Positive and Negative Forced feedback techniques Cinamatherapy Absence of Presence Color Sound Learning and motivation Brain based learning Concepts and Theories : Concepts and Theories Memory: short and long term Mastery Retention Trying Learned Helplessness Concepts and Theories : Concepts and Theories Success Intelligence, multiple and specific intelligences Literacies, multiple and specific Forced feedback techniques Psychosocial bias Subtractive bilingualism Concepts and Theories : Concepts and Theories Presence Pscybermedia Robotics Artificial Intelligence Feedback techniques Concepts and Theories : Concepts and Theories Emoticons Affect regulation Gestalt theory Fuzzy Logic Iconography, including emoticons Concepts and Theories : Concepts and Theories Power of the Situation Learning Psychologies Distributed Learning Techniques Learning Management Systems Concepts and Theories : Concepts and Theories Semantic Memory Forensic Media Subtractive Memory Synesthetics and Sensory Psychology Concepts and Theories : Concepts and Theories Semiotics and Symbolic Literacy Language semantics, enunciation, pronunciation, and dialectical dissonance Portrayal of Psychologists in the media Computer assisted psychotherapy Concepts and Theories : Concepts and Theories Animation and media communication Telemedicine Blogs Media Ethics Forensic Media Phishing Cultivation Theory : Cultivation Theory Cultivation theory in its most basic form, then, suggests that exposure to television, over time, subtly "cultivates" viewers' perceptions of reality. This cultivation can have an impact even on light viewers of TV, because the impact on heavy viewers has an impact on our entire culture. Gerbner and Gross (1976) say "[t]elevision is a medium of the socialization of most people into standardized roles and behaviors. Its function is in a word, enculturation" (p. 175). Cultivation Effect : Cultivation Effect The cultivation effect Miller (2005) says "Several critics have been levied against the link between viewing patterns and resultant views of the world" (p. 287). They have suggested the extension of cultivation theory by differentiating between first-order and second-order cultivation effects. "First-order cultivation effects refer to the effects of television on statistical descriptions about the world" (Miller, 2005, p. 287). For example, "a first-order effect would suggest that heavy viewers would overestimate the likelihood of being the victim of a crime" (Miller, 2005, p. 287). "Second-order cultivation effects refer to effects on beliefs about the general nature of the world" (Miller, 2005, p. 287). For example, "a second-order effect would suggest that heavy viewers would be more likely to view the world as a mean or scary place" (Miller, 2005, p. 287). Cultivation Theorists : Cultivation Theorists "Cultivation theorists have appreciated this distinction but never developed the implications of the distinctions on a theoretical level" (Miller, 2005, p. 287). "In more recent years, the discussions regarding cultivation theory have been somewhat more measured and more concerned with extending the theory in a useful way (e.g., Hawkins &Pingree, 1980; Potter, 1993) (Miller, 2005, p. 286). Research : Research Research about the effects of TV began with the investigation in the studies mentioned above and has been most often tested "through a comparison of the content of television and the beliefs people hold about the nature of the world" (Miller, 2005, 283). Gerbneret al. (1976) say "Instead of asking what communication 'variables' might propagate what kinds of individual behavior changes, we want to know what types of common consciousness whole systems of messages might cultivate" because "the world of TV drama consists of a complex and integrated system of characters, events, actions, and relationships whose effects cannot be measured with regard to any single element or program seen in isolation" (p. 181). Slide 33: Gerbneret al. (1976) say, "We believe that the key to the answer rests in a search for those assumptions about the 'facts' of life and society that television cultivates in its more faithful viewers. That search requires two different methods of research" (p. 181). They are content analysis and cultural indicators analysis. Content Analysis : Content Analysis The first step in cultivation research is content analysis: in short, the process of studying the subject matter on TV. For example, in 1969, Gerbner and his colleagues "began to chart the content of prime-time and weekend children's television programming, and Gerbner et al. (1986, p. 25) noted that 2,105 programs, 6,055 major characters, and 19,116 minor characters had been analyzed by 1984. Significantly, Gerbneret al. (pp. 25 - 26) noted the following patterns: " (Miller, 2005, pp. 283 – 284) Men outnumbered women three to one on television Older people and younger people are underrepresented on television Blacks and Hispanics are underrepresented on [American] television Seventy percent of television characters are "middle class" Crime is 10 times as rampant in the "television Cultivation Analysis : Cultivation Analysis The second step in cultivation research is the cultural indicators analysis: the process of "assessing individuals' beliefs about what the world is like" (Miller, 2005, p. 284). This analysis involves surveys of individuals using factual questions about the world. "For example, an analysis of perceptions about violence might ask respondents about the likelihood of being a victim of violent crime. The forced-choice answer to these questions would include both a 'television response' (e.g., a 1 out of 10 chance of being a victim) and a 'non-television response' (e.g., a much smaller chance closer to the actual likelihood of being a victim)" (Miller, 2005, 284). Miller (2005) says a separate measure (often at a different point in time) would be used to assess the overall viewing habits of the individual (p. 283) Cultivation analysis : Cultivation analysis The final step in cultivation research is cultivation analysis: "a comparison between light television viewers and heavy television viewers. If heavy television viewers tended to provide answers that were more in line with the television response, researchers would have support for the cultivation hypothesis" (Miller, 2005, p. 283).