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Media Influences on Pro-social behaviour
Description
A-Levels Psychology (Media) Mind Map on Media Influences on Pro-social behaviour, created by OliviaBridge on 23/02/2013.
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media
psychology
psychology
media
a-levels
Mind Map by
OliviaBridge
, updated more than 1 year ago
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Created by
OliviaBridge
over 11 years ago
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Resource summary
Media Influences on Pro-social behaviour
Exposure to pro-social behaviour
Content analysis - 2/3 Children's programmes - 1 act of violence
Greenberg - equivalent no. pro-social/ anti-social content (Any Hour)
77% Pre - school programmes - pro-social content
4/ top 20 - Under 17's contained any pro - social lesson
Acquisition of pro-social behaviour
SLT - Observe - Imitate - Repetition (Depends on Consquence)
Pro-social TV (represents) Pro-social norms - Rewarded & repeated
Unreliable research - 'One shot exposures'
Children - Most affected - shown exact steps - pro-social behaviour
Shown reward/consequence - Supports SLT
Developmental Factors
Skills associated with pro-social behaviour - developed through childhood/ adolescents
Empathy / moral reasoning
Younger Children - Less affected by pro-social media
Mares - Meta Analysis - Weakest effect: Adolescences / Strongest: Primary School Children
Strongly affected by home experiences: Unrealistic - Media affects development
Parental Mediation
BBC - significance watching TV with parents
'Watch with mother' - Andy Pandy - Interactive for mother & child
Austin - Effective mediation - Parent discusses content
Valkenburg - parental mediation effective enhancing pro-social messages
If content isn't discussed - ineffective
Parent - Mediator is there is discussion
Mares - Meta Analysis (1966 - 1995)
4 Behavioural effects - Pro-social media
Altruism
Requires explicit modelling
Poulos etal. Children helped distressed puppies - Lassie
Those who saw pro-social content - more altruistic behaviour
Self Control
TV model - high self control lead to children displaying high self control
4 year olds - Watched Mister Rogers neighbourhood - more persistent/ obedient to rules
Pro-social Vs. anti-social effects
Mares - Children more likely to generalise after aggressive acts
Pro-social acts imitated directly limiting its overall effectiveness
Nature VS Nurture
Genetic Factors - impact upon violent or aggressive beahaviour
Determinist
Only learnt through media; home experiences?
Positive Interaction
Fredrick observed children play
Pro-social programmes lead to positive behaviour towards each other
Anti-Stereotyping
Johnston - 9-12 year olds watched Freestyle reducing sex role stereotypes (Once week - 13 weeks)
Children: less stereotypes & prejudices
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