Exam 3

Question 1

Media Literacy

Answer 1

our ability to access, analyze, evaluate, and communicate mediated information

Question 2

Schemas

Answer 2

organized systems of thoughts/information

prof young has slide about dunkin
my mind: wants dunkin now

Question 3

what do stereotypes create?

Answer 3

cognitive structures in our mind

Question 4

stereotypes contain

Answer 4

the perciever’s knowledge, beliefs and expectancies about some group

Question 5

cultivation theory

Answer 5

media images mold society by the long-term presentation of relatively uniforms visions of social reality

ex: show about crime making people think there is more crime than there actually is

Question 6

social norms

Answer 6

our perceptions of the informal, mostly unwritten, rules that define acceptable and appropriate actions within a given group of community

ex: unassigned assigned seats

Question 7

body image

Answer 7

how we view our own body and physical appearance

Question 8

body dissatisfaction

Answer 8

having negative thoughts or feelings about one’s body image

Question 9

thin ideal

Answer 9

media portrayls of thinness as the most desirable body type for women. unrealistic and unattainable

Question 10

muscular ideal

Answer 10

media portrayals of lean, muscular, and toned as the most desirable body type for men

Question 11

objectification

Answer 11

treating a person like an object, often a sexual object

ex: ads portraying women as objects

Question 12

social comparison theory

Answer 12

we have a need to evaluate ourselves against others to see how we measure up, to make sure we fit in w social norms

Question 13

downward comparison and outcomes

Answer 13

we compare to someone we feel is inferior to us in some way.
outcomes: boosts self-esteem, maintain status quo

Ex: Sam views a downward comparison towards Dana because he scored higher on an exam

Question 14

upward comparison and outcomes

Answer 14

we compare ourselves to someone we feel is superior to us in some way
outcomes: lower self-esteem, might serve as motivation for self improvement

ex: comparing yourself to a gym model

Question 15

fiji islands study

Answer 15

studied adolescent girls’ body image and eating behaviors before and after the introduction of television
outcome: after 3 years 74% felt “too big”, 62% dieting, 15% purging

Question 16

informed consent

Answer 16

human participants can enter research freely with full information about what it means for them to take part, and that they give consent before they enter the research. one key principles of research ethics

ex: when you get surgery the doctor has to tell you about every risk

Question 17

natural experiments

Answer 17

studying casual relationships that naturally occur, vs. laboratory or field experiments where the independent variable is manipulated by researchers. limitations: can’t always eliminate the influence of third variables

Question 18

stereotype schema

Answer 18

organized systems of thoughts and informations about objects, events, individuals, groups

Question 19

priming

Answer 19

associations between concept, stored in memory, gets stronger every time they are activated, can be strengthened or activated by media content

Ex: going to a “warm and cheerful” themed party, seeing all of the happy colors gives you cheerful emotions

Question 20

roles of schemas in information processing

Answer 20

schemas simplify complex social environments by helping us process incoming information quickly and efficiently
- schemas have an automatic or unconscious, influence on our behaviors

Question 21

they start with i

3 types of content comparison

Answer 21

1) intergroup
2) interrole
3) interreality

Question 22

intergroup

Answer 22

examining % of one group compared to the % of another group

ex: examining a % of NFL players vs a % of NBA players

Question 23

interrole

Answer 23

examining the distribution of the same group of people in different roles (quality comparison)

ex: comparing different roles in a hospital

Question 24

interreality

Answer 24

examining the actual number/proportions for a group compared to the number/proportion presented in the media

Ex: How many Native Americans there are (2.5%) vs. How many Native Americans are displayed on TV (.25%)

Question 25

expectancies

Answer 25

what we expect of an individual based on their categorization ## Footnote ex: muscular ideal

Question 26

model minority stereotype

Answer 26

stereotype schema that members of a particular group are more high achieving than other minority or marginalized groups ## Footnote ex: the stereotype that all asian people are super smart

Question 27

stereotypes

Answer 27

schemas about particular groups based on age, gender, race/ethnicity, nationality, occupation, interests, personality

Question 28

in group

Answer 28

a group you identify as being apart of ## Footnote ex: uiowa students

Question 29

out group

Answer 29

a group you do not identify as being a part of ## Footnote ex: religous people

Question 30

group identification

Answer 30

the strength of our identification with a group

Question 31

stereotype threat

Answer 31

if stereotypes about a group are primes, in-group members will behave in ways that conform to the stereotypes and avoid out-groups ## Footnote ex: the "im not good at math" barbie saying that math is not for girls

Question 32

# decrease prejudice mediated intergroup contact theory

Answer 32

viewing more (quantity) and/or more positive (quality) media representations of an out-group will increase positive attitudes and decrease prejudice (negative attitudes toward a group) ## Footnote ex: Showing more Native Americans on TV will decrease prejudice against them

Question 33

obscenity

Answer 33

(a legal term) not protected by free speech, sexual content that is offensive or disgusting ## Footnote ex: explicit sexual content, graphic violence, or offensive language

Question 34

pornography

Answer 34

(not a legal term) is protected under the first amendment as free speech, material with very explicit sexual behavior and nudity ## Footnote ex: sexual novels or (idk what did i say on the other card)

Question 35

anecdotal vs. scientific evidence

Answer 35

anecdotal: a factual claim relying only on personal experience or authority scientific: based on observable evidence gathered using systematic methods

Question 36

psychophysiological measure

Answer 36

measurements of physical respones that assess emotional states ex: facial muscles, heart rate, boners

Question 37

experiment and survey limitation

Answer 37

experiment: limited sample, conducted in a lab survey: social deserability bias (tendency to answer questions in a way that will be viewed favorably by others), ## Footnote most research on porn consumption can't meet all three cruteria for causality (mostly constant time order and elimination of third variable explanations)

Question 38

desensitization effect

Answer 38

violence in media makes us numb to violence irl ## Footnote ex: showing the visuals of wars will make us believe it's not that bad because we are no longer sensitive

Question 39

sexual scripts

Answer 39

ideas of how males and females are supposed to interact with each other, including how each gender should behave in sexual or romantic situations | a guide of how you're "supposed" to feel about sex ## Footnote ex: men are supposed to want sex while women are supposed to be more wary

Question 40

sexual uncertainty hypothesis

Answer 40

adolescents are often taught by family and schools that consensual sexual activity is part of love and long-term commitment. but, sex in media is not depicted this way; leads to confusion about how to behave

Question 41

stalking myths

Answer 41

false believes about stalking and harassment 1) stalking is an expression of love 2) victims of stalking were "asking for it" 3) stalking doesn't do much harm

Question 42

# AAECRA media literacy componets

Answer 42

1) access 2) analyze & evaluate 3) create 4) reflect 5) act

Question 43

media literacy practices: critical ignoring

Answer 43

choosing what to ignore; learning how to resist low-quality and misleading but cognitively attractive information, and deciding where to invest our limited attention

Question 44

media literacy practices: self-nudging

Answer 44

designing your digital media environment to decrease media use and set more beneficial media habits (i.e. time limits, deleting apps, avoid using media)

Question 45

media literacy: lateral reading

Answer 45

evaluating the credibility of a source by comparing it with other sources (i.e. verify sponsor for source, check claims, pause before thinking)

Question 46

media literacy practices: do-not-feed-the-trolls-heuristic

Answer 46

ignore, block, and report harassment misinformation (not supported by facts), disinformation (intentional)

Question 47

media literacy component: analyze & evaluate

Answer 47

analyze: using critical thinking and digital skills to analyze message quality, truthfulness, credibility, intention, and pov evaluate: considering potential effects or consequences of messages ## Footnote reading article on climate change, look at bias, citations, publication date, evaluating the credibility of a source

Question 48

media literacy: create

Answer 48

making content using creativity and confident self-expression, w awareness of purpose, audience, and composition techniques ## Footnote ex: creating an infographic about media literacy

Question 49

media literacy: reflect

Answer 49

applying social responsibility and ethical principles to how you use media

Question 50

media literacy: act

Answer 50

using media to share knowledge and solve problems | teach others about how to utilize media knowledge ## Footnote ex: jim shares a misinformed post, let him know that it is wrong (in a nice way unless jim's an asshole)

Question 51

forewarning message

Answer 51

a message that includes information on the techniques of misinformation, the motives or intent behind disinformation, as well as practical tips on how to avoid misleading content ## Footnote Ex: Twitter's community notes

Question 52

ecological model

Answer 52

behaviors have multiple levels of influence, including individual interpersonal institutional, community, and policy levels ## Footnote you decide to start a recycling program at your school (individual behavior). Your friends join in, and you work together to collect recyclables (interpersonal level). The school supports your initiative, providing bins and recognizing your efforts (organizational level). The neighborhood appreciates your eco-friendly actions and gets involved (community level). The city has policies in place that encourage recycling and make it easy for communities to participate (policy level). The society values environmental responsibility, and your actions align with those values (societal level).

Question 53

three ways of knowing

Answer 53

1) personal experience 2) authority 3) social science

Question 54

# know the limitations personal experience

Answer 54

your own life as a source of information limitations: individual differences, trial and error, difficult to detect influences

Question 55

authority

Answer 55

we believe what those we trust tell us to believe limitations: auhtorities may speak outside their expertise, or may protect their own interests ## Footnote ex:my dad, my doctor, my professor

Question 56

# observation (know the limitations for this too) social science

Answer 56

systematic observation (on purpose) , vs. casual observation (spontaneous) limitations: makes predicitions about general patterns not specific individuals, assumes there is an objective truth, but not all questions fit this approach.