| It's such a controversial topic today, in
| |
| | by audiences is usually involved by a
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| order to get my own conclusion, I will
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| | process of negotiation with other members
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| exam the arguments and studies of two
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| | of the audience. They believed instead of
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| papers: one is "The Function of
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| | passively absorbing media output, a
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| Television: Life Without the Big Box" by
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| | discussion is held between family
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| Charles Winick who supports the functions
| |
| | members, friends and even strangers about
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| of television; the other is "Some Hazards
| |
| | the programmes seen on T.V. In this
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| of Growing Up in a Television
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| | model, opinion leaders emerge to help
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| Environment" by Jerome L. Singer and
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| | interpret the message we are being sent.
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| Dorothy G. Singer who does not agree that
| |
| | They believed the stimulus relationship
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| TV should be viewed as much as today and
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| | between media and audiences was replaced
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| it has already became a society problem.
| |
| | by the complexity of human meaning and
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| I agree with the view of Singers, in
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| | personal relationships. Finally the third
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| addition, I think this is the problem
| |
| | alternative model, which rejected both
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| that should be solved urgently.
| |
| | the hyperdermic syringe model and the
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| Charles Winick considers that most
| |
| | two-step, flow model, was the 'long-term'
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| important for children is that they can
| |
| | effect model. This model suggests that
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| learn from TV. "The children of today do
| |
| | media may influence us in many ways that
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| not need to learn to read as early or to
| |
| | are hard to measure and have long term
|
| develop an imagination. All their fairy
| |
| | effects on our attitudes, creating new
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| tales, bedtime stories and cartoons are
| |
| | ideas or reinforcing our original ones
|
| shown in living color on TV". He shows a
| |
| | rather than changing opinions we already
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| great children program "Sesame Street" as
| |
| | have.
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| an example. " It has led to the
| |
| | Cumberbatch carried out a study where he
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| production of a television program in
| |
| | analysed all programmes broadcasted on
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| which the contents are closely based upon
| |
| | all four channels, in four separate weeks
|
| knowledge of what young children need to
| |
| | between May and September 1986. The
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| know and about their manner of
| |
| | primary unit for counting was the violent
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| learning...it's a highly effective
| |
| | act; he quoted "a coherent uninterrupted
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| educational program which has
| |
| | sequence of actions involving the same
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| successfully taught basic skills to
| |
| | agents in the same role". Cumberbatch
|
| children from a range of very different
| |
| | found that 30% of programmes contained
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| home backgrounds." In Singers' paper,
| |
| | some violence. The overall frequency was
|
| they argue that although the average
| |
| | 1.14 violent acts per programme, 1.68
|
| child spends a great deal of time
| |
| | acts per hour, where each act lasted
|
| watching television, they learn very
| |
| | approximately 25 seconds and so therefore
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| little from the medium.
| |
| | occupying just over 1% of T.V time.
|
| A common model is the 'hyperdermic
| |
| | However he claimed that if boxing and
|
| syringe model'. According to this model,
| |
| | wrestling were excluded, the average
|
| the media had the power to change
| |
| | duration would be 13 seconds and if
|
| attitudes and behaviour for the
| |
| | verbal threats were to be included than
|
| 'pro-social' as well as the 'anti-social'
| |
| | the average frequency would rise to 1.96
|
| influence. Empirical research has soon
| |
| | acts per hour. He found that most
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| revealed the shortcomings of the
| |
| | violence was shown in spy, fantasy, war
|
| hyperdermic syringe model and it was
| |
| | detective, crime and thriller programmes,
|
| recognized that the effectiveness of the
| |
| | and less violence on quiz shows and chat
|
| media in getting its message across
| |
| | shows plus non-contact sports. However he
|
| depended on the personal influence
| |
| | claimed that injuries from violent acts
|
| affecting the perceptions of audience
| |
| | were rare. 26% of occasions, violence
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| members. An alternative of this was the
| |
| | resulted in death but 61% no injuries
|
| development of the 'two-step flow' which
| |
| | were shown as the victims simply showed
|
| was produced by Katz and Lazarfelo. They
| |
| | pain or were shocked.
|
| believe the way the media is interpreted
| |
| |
|
