CM 180 Boston Wk2 Tommy Hilfiger Advertisement in Social Learning Theory Essay Throughout the semester, you will be asked to provide a media example (e.g.,

CM 180 Boston Wk2 Tommy Hilfiger Advertisement in Social Learning Theory Essay Throughout the semester, you will be asked to provide a media example (e.g., print, digital, video, etc.) and write a minimum of 500 words explaining how this media example illustrates any of the theories and concepts covered during a particular week in the semester. The deadline to post your media example/explanation following a particular week’s content is the following Saturday at noon (12:00 pm) EST on Blackboard under “Media Examples.” For example, if you would like to post a media example/explanation for Week 2’s content on Media Effects, Use and Gratifications, or Mood Management based on the recorded lectures and assigned readings for May 26 or May 28, you must post your media example/explanation on Blackboard under the “Media Examples” discussion thread for the appropriate week, “Week 2: Media Examples” in this case, before the following Saturday, May 30 at 12:00 pm EST.For instance, you may submit a magazine advertisement to illustrate gender roles, providing a written explanation of how this advertisement illustrates schema theory and/or research pertaining to media consumption and eating disorders. Alternatively, you may submit a video of a reality-based program, providing a written explanation of how the interaction of the characters in the program, as well as the anticipated outcome, illustrate entertainment theories based on perceived disposition of characters and predicted outcome. Please keep in mind that these two ideas only serve as examples. This assignment will be evaluated in terms of how relevant the media example is to the concepts and theories covered in the respective week of the course, as well as the quality, creativity, organization, and clarity of the written explanation. When referring to assigned readings and any outside resources, please use APA (American Psychological Association) style to appropriately cite them and provide a reference list. CM 180: UNDERSTANDING MEDIA
DR. TV
MEDIA EFFECTS (PART 1)
TAKE A MOMENT
 Can you think of some instances throughout
history when mass media were held responsible for
certain effects?
COLUMBINE MASSACRE
 “In April of 1998, at the end of their junior year, Harris
and Klebold received their copies of the Columbine High
School 1998 yearbook. A full year before their rampage
Klebold made four entries in Harris’s yearbook. One such
entry referred to “the holy April morning of NBK (Natural
Born Killers).” Another entry says in part “killing enemies,
blowing up stuff, killing cops!! My wrath for January’s incident
will be godlike. Not to mention our revenge in the commons.”
– Featured in CBS News compiled by Jefferson County, CO Sherriff ’s
Department
NOT ISOLATED TO ANTISOCIAL EFFECTS,
ALSO PROSOCIAL EFFECTS CAN HAPPEN
WAYS TO CONCEPTUALIZE MEDIA
EFFECTS
Emotional
Cognitive
Behavioral
Physiological
TYPES OF MEDIA EFFECTS
Emotional
Cognitive
Behavioral
Physiological
WAYS TO CONCEPTUALIZE MEDIA
EFFECTS
Emotional
Cognitive
Behavioral
Physiological
WAYS TO CONCEPTUALIZE MEDIA
EFFECTS
Emotional
Cognitive
Behavioral
Physiological
WAYS TO CONCEPTUALIZE MEDIA
EFFECTS
Emotional
Cognitive
Behavioral
Physiological
WAYS TO CONCEPTUALIZE MEDIA
EFFECTS
 Early work focused on cognitive, emotional, and
behavioral dimensions
WAYS TO CONCEPTUALIZE MEDIA
EFFECTS
 Cognitive, emotional, and behavioral dimensions
 Micro vs. macro level
WAYS TO CONCEPTUALIZE MEDIA
EFFECTS
 Cognitive, emotional, and behavioral dimensions
 Micro vs. macro level
 Intentional vs. unintentional
WAYS TO CONCEPTUALIZE MEDIA
EFFECTS




Cognitive, emotional, and behavioral dimensions
Micro vs. macro level
Intentional vs. unintentional
Content-dependent vs. content irrelevant
WAYS TO CONCEPTUALIZE MEDIA
EFFECTS





Cognitive, emotional, and behavioral dimensions
Micro vs. macro level
Intentional vs. unintentional
Content-dependent vs. content irrelevant
Short term vs. long term
WAYS TO CONCEPTUALIZE MEDIA
EFFECTS






Cognitive, emotional, and behavioral dimensions
Micro vs. macro level
Intentional vs. unintentional
Content-dependent vs. content irrelevant
Short term vs. long term
Reinforcement vs. change
LEVELS OF MEDIA EFFECTS
Directs Effects
Direct Effects Model
(Bullet Theory)
Moderate Effects
Limited Effects
Limited Effects Model
Happy Medium
(Conditional Effects)
WE SEE THIS IMPACT EVERYDAY
EFFECTS ON CHILDREN’S SOCIAL
REALITY
EFFECTS ON HEALTH
EFFECTS ON HEALTH (CONT.)
EFFECTS ON HEALTH (CONT.)
EFFECTS ON HEALTH (CONT.)
EFFECTS OF INDECENCY
EFFECTS OF INDECENCY (CONT.)
EFFECTS OF INDECENCY (CONT.)
EFFECTS ON CENSORSHIP
EFFECTS ON PROFANE LANGUAGE
EFFECTS ON TIME DISPLACEMENT
EFFECTS ON PRIVACY AND RELIGION
EFFECTS ON AUDIENCE
ENGAGEMENT
EFFECTS ON PUBLIC
OPINION/CLIMATE
EFFECTS ON RELATIONSHIPS
EFFECTS ON RELATIONSHIPS (CONT.)
EFFECTS ON LIFESTYLE/BEHAVIORS
HTTP://FEEDLY.COM/K/1MSITII
EFFECTS ON LIFESTYLE/BEHAVIORS
HTTP://FEEDLY.COM/K/1MSITII
EFFECTS ON LIFESTYLE/BEHAVIORS
HTTP://FEEDLY.COM/K/1MSITII
EFFECTS ON LIFESTYLE/BEHAVIORS
HTTP://FEEDLY.COM/K/1MSITII
EFFECTS ON PERSUASION
LEVELS OF MEDIA EFFECTS
Directs Effects
Direct Effects Model
(Bullet Theory)
Moderate Effects
Limited Effects
Limited Effects Model
Happy Medium
(Conditional Effects)
SOCIAL LEARNING (COGNITIVE)
THEORY (BANDURA, 1977)
 We enact behaviors that we think are
appropriate for given situations
 We learn “appropriate” behaviors by
observing others
EXAMPLE
HTTPS://WWW.YOUTUBE.COM/WATCH?V=PZXL-KM2UQU
WHAT ARE DISTINCT HUMAN
TRAITS?
 Symbolizing capacity
 Communication via shared understanding of symbols
allows storing and processing experiences into
cognitive models that guide actions
 Self-regulatory capacity
 Behavior is self-directed with motivation
WHAT ARE DISTINCT HUMAN
TRAITS?
 Self-reflective capacity
 Ability to perform self-check for correct thinking
 Vicarious capacity
 Ability to learn without direct experience
BOBO DOLL EXPERIMENT
BOBO DOLL EXPERIMENT
HTTP://WWW.YOUTUBE.COM/WATCH?V=HHHDOVKHDNU
SOCIAL LEARNING PROCESS
Attention
Retention
Reproduction
Observational Learning
Types of reproduction?
enactive vs. symbolic
SOCIAL LEARNING PROCESS
Attention
Retention
Reproduction
Observational Learning
Types of motivation?
Past reinforcements
Promised reinforcements
Vicarious reinforcements
Motivation
Disinhibition
DISINHIBITION
 Overcoming concerns or “hang-ups”
Reprehensible
Conduct
Detrimental
Effects
Inhibition
VS.
Reprehensible
Conduct
Positive
Effects
Disinhibition
EXAMPLES OF DISINHIBITORY
COGNITIVE TECHNIQUES
 Moral justification
 Bad actions serve a moral purpose and are therefore,
justified
EXAMPLES OF DISINHIBITORY
COGNITIVE TECHNIQUES
EXAMPLES OF DISINHIBITORY
COGNITIVE TECHNIQUES
 Euphemistic labeling
 Relabeling acts as something acceptable camouflages
bad behavior
EXAMPLES OF DISINHIBITORY
COGNITIVE TECHNIQUES
EXAMPLES OF DISINHIBITORY
COGNITIVE TECHNIQUES
 Displacement of responsibility
 Authority figure accepts responsibility for directing
others to act
EXAMPLES OF DISINHIBITORY
COGNITIVE TECHNIQUES
 Diffusion of responsibility
 Transgressor acts within a group and others bear a
share of responsibility
EXAMPLES OF DISINHIBITORY
COGNITIVE TECHNIQUES
 Disregard or distort consequences of action
 Act performed without thought of negative
consequences
EXAMPLES OF DISINHIBITORY
COGNITIVE TECHNIQUES
IS THERE A DIFFERENCE BETWEEN
POSITIVE VS. NO CONSEQUENCES?
WHAT ABOUT EXPOSURE TO
REAL-LIFE VS. FICTIONAL MODELS?
WHAT OTHER BEHAVIORS
MAY BE LEARNED? (BAHK, 1997)
Alcohol
Drinking
Portrayals in
Dramatic
Media
Presentations
Viewer’s
Attitude
Toward
Alcohol
Consumption
Favorable Attitudes
Toward Alcohol
FINDINGS FROM BAHK (1997)
?
Degree of Negative Consequences
(Fear Appeal)
Favorable Attitudes
Toward Alcohol
FINDINGS FROM BAHK (1997)
Degree of Negative Consequences
(Fear Appeal)
LONG-TERM EFFECTS?
 One-shot study limitation
 Long-term exposure to alcohol in the family or via
media.
 Application of cultivation theory.
 Mainstreaming: exposure to repeated messages
homogenizes people’s perceptions of reality.
GENERALIZABILITY OF FINDINGS
 Can findings be generalized to larger population?
 Undergraduates may be more prone to alcohol
consumption.
 Also explanatory limitation: Does not take into account
pre-existing attitudes and genetic predisposition
toward alcoholism.
CONDITIONAL EFFECTS?
 Does not take into account brand of alcohol.
 Brands can shape opinions.
 Can social learning vary depending on media
platform?
OTHER APPLICATIONS OF SOCIAL
LEARNING THEORY
 Social learning in relation to representations of
cigarettes and marijuana use in the media.
Message
Effectiveness
HOW DOES MESSAGE EFFECTIVENESS RELATE
TO DEGREE OF NEGATIVE CONSEQUENCES?
?
Degree of Negative Consequences
(Fear Appeal)
Message
Effectiveness
DOES THIS ALWAYS HAPPEN?
Degree of Negative Consequences
(Fear Appeal)
CONSIDER ADVERTISING USING FEAR
APPEAL
Message
Effectiveness
CAN TOO MUCH FEAR APPEAL
FAIL TO BE EFFECTIVE?
Degree of Negative Consequences
(Fear Appeal)
WHAT OTHER BEHAVIORS
MAY BE LEARNED?
RELATED TO BODY IMAGE (E.G., BRATZ DOLLS)
HTTP://WWW.YOUTUBE.COM/WATCH?V=4MW1ARQC7VW
ANOTHER EXAMPLE:
THINNESS PROMOTING MEDIA
HARRISON & CANTOR (1997)
 Examined the effects of:
 Media Exposure
 Magazine
 Health/fitness, beauty/fashion, entertainment/gossip,
news/current events, men’s entertainment
 TV
 Thin (Beverly Hills 90210, Melrose Place)
 Average (Seinfeld, Northern Exposure)
 Heavy (Roseanne, Designing Women)
STUDY CONDUCTED IN LATE 1990S
STUDY CONDUCTED IN LATE 1990S
STUDY CONDUCTED IN LATE 1990S
RESULTS
*Fitness magazines
(strongest)
Magazine
Consumption by
Women
Disordered Eating
Drive for Thinness
RESULTS (CONT.)
TV (Thinness
Promoting)
Consumption by
Women
Body
Dissatisfaction
CRITICISMS OF SOCIAL LEARNING
THEORY
 Predictive controversy
 Yes to forecasting behaviors, but can’t predict what one
deems as “positive” in media portrayals.
 E.g., source, action, outcome?
 Suggests that disinhibition is necessary
 Is this always the case?
CRITICISMS OF SOCIAL LEARNING
THEORY
 Alternative explanations
 Arousal stimulating aggression, not imitation
 Catharsis
BENEFICIAL OUTCOMES
RELATED TO SOCIAL LEARNING
 Effects of educational shows
 Literacy skills
 Positive social behaviors
 Creativity/problem solving skills
BENEFICIAL OUTCOMES
RELATED TO SOCIAL LEARNING
SESAME STREET EXAMPLE
HTTP://WWW.YOUTUBE.COM/WATCH?V=YND1T2O8VAE
WESTJET COMMERCIAL
HTTPS://WWW.YOUTUBE.COM/WATCH?V=LUP81W2IA7E
4:07 7
learn-us-east-1-prod-fleet01-xythos.s3.amazonaws.com — Private
45 of 91
SOCIAL LEARNING (COGNITIVE)
THEORY (BANDURA, 1977)
. We enact behaviors that we think are
appropriate for given situations
. We learn “appropriate” behaviors by
observing others
EXAMPLE
HTTPS://WWW.YOUTUBE.COM/WATCH?V=PZXL-KM2UQU
WHAT ARE DISTINCT HUMAN
TRAITS?
Symbolizing capacity
Communication via shared understanding of symbols
allows storing and processing experiences into
cognitive models that guide actions

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