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Nov 24, 2024
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Straubhaar, J., LaRose, R., & Davenport, L. (2016). Media Now: Understanding Media, Culture,
and Technology. In
Google Books
. Cengage Learning.
https://books.google.co.ke/books/about/Media_Now_Understanding_Media_Culture_an.
html?id=u_G5DQAAQBAJ&redir_esc=y
Of such
ia
see.
Violence
The effects of
nals ofmedia effects 1960s triggered culminating in
Those, in turn, led early evening hours children are a special ing between the real mind,
ifScooby-Doo should be true for little
Content analysis 1967, George Gerbner
the amount of violence the sample to cable TV ofall prime-time programs
Olent incidents per program Watch 2 hours of television these involved "high-risk" as violent
acts
Which no harmful e even more violence
it even more (Wilson games, which are
2005) and the
undredg ofexperimental study described earlier, but do those effects
in real-world settings behavior and Viewership it is possible that violent
violence are one of the most enduring topics in the anresearch (Eastin, 2013). Riots in major
cities in the late national concern about the effects of television on violence, landmark
studies sponsored by the U.S. Surgeon General.
to a short-lived effort in the 1970s to limit violence in the when children were most likely to be
viewing. Effects on concern because youngsters have trouble distinguishworld and the
world of the small screen. To the child's recovers instantly from a bash on the head, then
the same
brother.
studies document the amount of violence. Beginning in conducted a series ofcontent analysis
studies to track on U.S. network television. Later research expanded networks
(Federman, 1998) and found that three-fifths contained violence, and they averaged over
six viper hour. They estimated that preschoolers who daily witness 10,000 violent acts
each year. Most portrayals that children are likely to imitate, by attractive characters in
realistic settings
than other programs, glamorize it just as much, and
et al., 2002). Recently, attention has shifted to with violent role models (Lachlan, Smith, &
popular first-personshooter genre is saturated with
studies, many patterned after Bandura's Bobo demonstrate that children can imitate violence
persist outside the laboratory? Survey studies
also tend to show a relationship between ofviolent television (Paik & Comstock, 2014).
people also like to watch violent programs,
CHAPTER 15 MEDIA USES
CHILD'S PLAY? The effects of violent video games on aggressive behavior are highly
controversial. Some reviews of the research find substantial effects, whereas others find
none.
so that it might be said that aggressive behavior causes viewing of TV violence rather than
television causes real-world aggressivenes8
More convincing are longitudinal panel studies in which television viewing at one time is related
to violence exhibited years later. Long-term panel studies (e.g., Huesmann & Eron, 2013)
indicate that television viewing at an early age is related to aggressive behavior as well as
to criminal convictions and developing an antisocial personality later in life (Robertson
McAnally, & Hancox, 2013). However, Other longitudinal studies of TV violence have
found no effects (Milavsky et al., 1982) or have yielded inconsistent findings Over time
(Huesmann & Eron, 1986) or across countries.
Thus, the findings are not entirely consistent across the thousands ofstudies ofmedia violence
that have been conducted over the years. Some reviews of the studies examining the
effects of violent video games find evidence ofmajor effects on aggression (Greitemeyer
& Mügge, 2014), whereas others find little evidence that such effects exist (Kutner &
Olson, 2008). Researchers disagree over the validity Of the methods used in the studies
and the interpretation Of the findings (Ferguson & Kilburn, 2010). For example, many
experimental studies focus on aggressive attitudes rather than behavior or use measures
of violent behavior, such as administering blasts of loud noise, that have little in common
with the real-world violent acts that are the real concern. Survey studies rely on often
faulty memories about the amount of exposure to violent media. Also, the studies
typically involve children and college students drawn from normal populations that do
not frequently engage in violence.
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Above all, there is the question of how socially significant the effect is: is it large enough to
justify parental or public policy interventions?
Meta-analysis studies that review previous research and that quantifr the magnitude Ofthe effects
can help answer that question. A recent review Ofsuch studies (Comstock, Scharrer, &
Powers, 2014) found that the effects ofmedia violence are substantial and consistent
across both television and video game studies. The size of the effect is somewhat less
than the relationship between cigarette smoking and cancer, but greater than the
(negative) relationship between condom use and AIDS. However, other factors have a
greater impact on youth violence, including family and peer influence, socioeconomic
status, and substance abuse (U.s. DHHS, 2001). still, these conclusions remain highly
controversial. Significant effects are found in only about half of the experimental studies
of television violence and might be at least partially away by genetic factors or exposure
to violence in the home (Ferguson,
And, there is no affect consistent community-level evidence that rates the of availability violent
crime ofmedia (Ferguson,
for
so, after 70 years Of debate and research, questions about the impact ofviolent media remain.
Concerned parents who may wish to err on the side of caution by protecting their children from
media violence could benefit from warnings when violence is about to appear.
Unfortunately the content labels supplied by television networks underrepresent the
amount of violence in program content (Kunkel et al., 2002), and less than a third of
parents fully utilize them, in part because they find that the ratings do not provide
detailed enough guidance (Gentile et al., 2011). Moreover, the labels may not be effective
unless accompanied by improved parental supervision or automatic content filtering.
Simply labeling the programs as violent attracts more young viewers to the "forbidden
fruit" (Bushman & Cantor, 2003). Parental intervention can make a difference. Providing
brief negative evaluations of violent television characters (Nathanson, 2004) can reduce
violence effects. Strict rules about the types of games children play may reduce their
antisocial behavior; however, making negative statements about a child's favorite game
may have the opposite effect (Martins, Matthews, & Ratan, 2015).
Given the above reference to cite; Write an academic essay given the following prompt;
COMM 2600: CRITICAL ESSAY ASSIGNMENT
The purpose of this assignment is to give you an opportunity to articulate in your own words,
your perspective on a media issue. The goal of this assignment is to enable you too critically
observe your own media use and to reflect on how changes in the media affect your own life. As
a starting point, please use the Media Literacy and Thinking Critically about the Media sections
that are present at the end of each chapter in your textbook. These questions can serve to inspire
some ideas that you would like to write about in your critical essays. The objective of this
exercise is to foster active and creative thinking and not just limit your learning to grades in a
multiple-choice exam. This is not a personal statement, and so the tone should be formal and
appropriate to academic work. Referencing oneself extensively with terms such as “I think” or “I
believe” should be avoided.
Format:
• All written assignments submitted for grading in this class must adhere to the following
standards:
1. Your first and last name must be included
2. The assignment title must be included
How to organize your essay:
1. Start with an introduction paragraph identifying one main issue or argument that the book
chapter is making. Your textbook will serve as the primary source for the main argument. This
paragraph should provide a broad outline of what issue or topic your paper will be discussing.
Please provide APA-style citation for your textbook in this paragraph.
2. A paragraph(s) detailing the issue/topic and its important aspects in terms of the
argument/conclusions you will be making. This will be based primarily on your textbook, and
must include appropriate citations of the said textbook.
3. Compare and contrast the main issue/argument with a different point of view from a secondary
source (outside the textbook). You may find it easiest to accomplish in two paragraphs: (i) one to
introduce the salient points of the alternative view (from the secondary source), and (ii) another
to actually compare/contrast salient points form the alternative view (secondary source) with the
arguments coming from the main view (textbook). This alternative view can come from a
different author (book, journal article, magazine or newspaper piece), or from other classes you
are taking that is unique to your discipline or major. The idea is to bring in an alternative view,
beyond your textbook, which is highly credible. Please be sure to properly CITE these alternative
sources and choose sources that are academic, professional, reliable, and accurate. Please note
that the objective of the assignment is to compare and contrast views tied to specific sources.
Thus, arguments in this section CANNOT be based on your personal (or subjective)
opinions/views.
4. Conclusion paragraph that summarizes both views from the main and supplementary sources
and ends with a clear perspective (a clear position or stand) on the issue. This perspective should
reflect student’s critical thinking abilities and must be based on the arguments made in the essay.
5. Please limit the use of quotes. Paraphrasing ideas will help you better understand the content
and have a better grasp of the arguments made by the authors.
Minimum of 1200 words.
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