Media Effects In-class Exercise

We have discussed different ways in which "media" (broadly construed) influence our perception, attitudes, and behaviors for several weeks now. For example, we have discussed how the media tell us what to think about (1st level agenda-setting), how exposure to some media content affect our subsequent behavior (priming), and how the ways in which the news media frame changes how we think about an issue (framing).

The purpose of this in-class exercise is to encourage you to think more deeply, and creatively, about different ways in which people are affected by media. In part one of the group exercise, I am asking each of you to bring in at least two examples of how you think media affect you or those around you by Sept 27.

Then, we will begin part 2 of the exercise in class on Oct 2 where you will (1) enumerate all of your group's examples in one post and (2) give all of your media effects examples interesting/cool/sassy/creative/etc. theory-like names. Here are some past examples: 

1. “The “argument compression” effect -- Can it fit in 140 characters? No? Doesn’t matter. 
2. “Memefication” -- social/political matters are only important if you can put them over a silly picture. 
3. The “autocorrect” effect -- spelling accuracy decrease in handwriting. 
4. “............ SQUIRREL! Effect” -- we get so distracted by everything on social media that we now have super short attention spans, just like Dug the dog in the movie Up.

In a nutshell,  I’d like you to come up with your own creative “theories" about how "media" (however you define this term) affect us. 

Part 1: Due at the beginning of class on Sept 27 (Total possible points: 2)

1. Sign up for a group in class on Sept 25. Please exchange contact information, as part 1 of the exercise will require some coordination.
• Those who are absent on Sept 25 will be assigned a team
2. Each group member should bring in at least two examples of media effects at the beginning of class on Sept 27. Your examples will be used for the two competitions on Oct 2. See below for the criteria and coordinate accordingly 
3. You may want to discuss what you mean by “media” and “effect” first so you can delegate  (See Steps #4 and #5 below)

Participation points: Two or more examples = 2 points; one example = 1 point; zero example = 0

Part 2: Due by the end of class on Oct 2 – (Total possible points = 5; possible extra credits = 2)
Note: Each group submits only one post.

1.  Please tell us which team you are on, and list everyone who is in class working on this part of the exercise on Oct 2. 
2. Put in parenthesis the number of examples each team member brought in to meet the requirements for Part 1 of the in-class exercise: EX: Dr. Lee (1), Dr. Drogos (4), Dr. Knight (3), 
3. Use "media effects" for label
4. Define and give examples of “media” (i.e., is it a content producer, a platform, a device or what?)
5. Define and give examples of “effects” (i.e., What do you consider an effect? Attitude change or reinforcement? Behavioral change or reinforcement?, etc.)
6. Competition #1: List all the media effects examples (e.g., all the ways in which you think media affect people) your group came up with. 
• Please do not include duplicates. For example, if two people brought in examples of how pornography contributes to men’s objectification of women, please only list that once. Also, "Playing Mario Kart makes me a more aggressive driver in real life" and "Playing Sonic & SEGA All Stars Racing makes me a more aggressive driver in real life" are basically the same example, except for the games are different. In this instance, please don't list both as two separate media effects examples. Additionally, "brainwash" and "propaganda" are qualitatively the same because the examples are not likely to differ
• The group with the longest list wins this portion of the competitions
• Winning group gets +1 extra credit
7. Competition #2: Drawing from your examples in step #6, please try to give all your "media effect" examples creative names + brief descriptions or examples and submit the most creative one for the class to vote on. See below for examples. 
• The group that gets most votes wins this portion of the competition.
• Winning group gets +1 extra credit
• Past Winners: 
• “The I don’t Want to Live on this Planet Anymore Effect"-- "Too much bragging on social media, which makes me not want to live on this planet anymore"
• “Bourbon Doesn’t Make Me Grow Hair On My Chest "-- "Mila Kunis is the face of Jim Beam Kentucky Bourbon. The commercial is incredibly sexy and appeals to women. Typically, bourbon and whiskey are associated with men who enjoy this barrel aged distilled spirit. In a sense, this commercial defies stereotypical gender norms. As a female who has a great appreciation for Bourbon, Whiskey, and Scotch, it is refreshing to see that Bourbon is being marketed to not such a gender specific consumer."

Note: Please make sure to proofread your group post and follow all the instructions before submitting this in-class exercise. Failure to do so may result in point deductions. 

Clarifications: 

• There are essentially two competitions: 1. Quantity. 2. Creativity.
• For the "quantity" portion of the competition -- the group that reports the longest list wins. 
• For the "creativity" portion of the competition -- Each group will nominate one best example, and the group that receives the most votes wins. I'll be the tiebreaker if necessary.

Have fun and let me know if you have any questions!


p.s. Below is a list of everything we've covered thus far. It should be helpful as you work on this group exercise...

• Lasswell's model of communication
• Positivist ontology
• Social constructivist ontology
• Inoculation
• Descriptive norms
• Injunctive norms
• Cialdini's 6 ways to influence people
• Framing
• Gain frame
• Loss frame
• Episodic frame
• Thematic frame
• Prospect theory
• Selective exposure
• Cognitive dissonance
• Mood management theory
• Confirmation bias
• Selective perception
• Selective retention
• Polarization
• Badder-Meinhof phenomenon
• Reinforcement theory
• Fixed mindset
• Growth mindset 
• Search Engine Manipulation Effect 
• 1st level agenda-setting
• Accessibility
• 2nd level agenda-setting
• Who sets the media's agenda?
• Agenda-setting theory's problems
• Counter-arguments to agenda-setting's problems
• Agenda-cutting
• Priming
• Embodied cognition
• Semantic network
• Lasswell's propaganda theory
• Lippmann's "pictures in our heads"
• Powerful media effects
• Magic bullet theory
• Hypodermic needle theory
• Experiments with "Why we fight" films
• Limited media effects
• "War of the worlds"
• "The people's choice"
• Two-step flow theory
• Uses and gratifications paradigm
• Moderate-to-powerful effects