Preface |
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xvii | |
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A Scientific Approach to the Study of Media Effects |
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1 | (19) |
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2 | (2) |
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2 | (1) |
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3 | (1) |
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4 | (1) |
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4 | (4) |
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4 | (1) |
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5 | (1) |
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6 | (1) |
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6 | (2) |
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How Are the Goals of Science Achieved? |
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8 | (3) |
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8 | (2) |
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10 | (1) |
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11 | (6) |
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12 | (1) |
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Science Acknowledges the Existence of Objective Truth |
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13 | (2) |
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Science Assumes a Skeptical Attitude |
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15 | (1) |
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Science Can't Answer Certain Kinds of Questions |
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16 | (1) |
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17 | (1) |
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18 | (1) |
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18 | (2) |
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Scientific Methods in Media Effects Research |
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20 | (23) |
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20 | (5) |
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What Is Content Analysis? |
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21 | (1) |
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An Example: The Content of Top-Grossing Movies |
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22 | (3) |
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25 | (4) |
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An Example: The Effects of Talk Show Viewing on Adolescents |
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26 | (3) |
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The Search for Causal Relationships |
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29 | (6) |
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Criteria for Causal Relationships |
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30 | (5) |
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35 | (5) |
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Manipulation of a Key Variable |
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35 | (1) |
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Random Assignment to Experimental Conditions |
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35 | (1) |
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Identical Treatment Except for the Manipulation |
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36 | (1) |
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37 | (1) |
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Different Experimental Designs |
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37 | (1) |
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An Example: The Effects of Mood on Music Listening Choice |
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38 | (2) |
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Controversy About Research Methods |
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40 | (1) |
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Another Methodological Approach |
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40 | (1) |
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41 | (1) |
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42 | (1) |
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42 | (1) |
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A Brief History of Media Effects Research |
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43 | (20) |
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44 | (2) |
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1898---Congress Declares War on Spain |
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45 | (1) |
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1917---Propaganda in World War I |
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45 | (1) |
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The 1920s---Movies Explode as Mainstream Entertainment |
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45 | (1) |
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1929---1932---The Payne Fund Studies |
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46 | (3) |
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What Was the Content of Movies? |
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46 | (1) |
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The Emotional Impact of Movies |
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46 | (1) |
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Does Watching Movies Affect Behavior? |
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47 | (2) |
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The Aftermath of the Payne Fund Studies |
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49 | (1) |
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49 | (2) |
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The Research at Princeton |
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50 | (1) |
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Early Theory of Media Effects: The Magic Bullet Model |
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51 | (1) |
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The People's Choice Study: The Limited-Effects Model |
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52 | (5) |
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52 | (1) |
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Media Impact in the 1940 Campaign |
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53 | (1) |
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Experiments on World War II Movies |
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53 | (2) |
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The Limited-Effects Perspective |
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55 | (2) |
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57 | (1) |
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58 | (1) |
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Many Types of Media Effects |
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58 | (2) |
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60 | (1) |
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60 | (1) |
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61 | (2) |
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Time Spent with Mass Media: Reasons and Consequences |
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63 | (18) |
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The Uses and Gratifications Perspective |
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64 | (5) |
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Why Do Children Watch TV? |
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64 | (4) |
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Uses and Gratifications Among Older Viewers |
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68 | (1) |
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The Problem with Self-Reports |
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69 | (1) |
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70 | (7) |
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The Displacement Hypothesis |
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72 | (3) |
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Television Viewing and Obesity |
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75 | (2) |
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77 | (1) |
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78 | (1) |
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78 | (3) |
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Effects of Media Violence |
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81 | (25) |
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The Presence of Violent Content |
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83 | (3) |
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The Causal Link Between Viewing Violence and Behaving Aggressively |
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86 | (7) |
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The Research of Albert Bandura |
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86 | (2) |
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The Long-Term Studies of Leonard Eron and Rowell Huesmann |
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88 | (2) |
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The Research of Brandon Centerwall |
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90 | (1) |
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91 | (1) |
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A Priming Analysis of the Effect of Media Violence |
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92 | (1) |
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Desensitization to Violence |
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93 | (2) |
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What About Video Games? Are They Training Kids to Kill? |
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95 | (6) |
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An Opinion on Video Games from an Expert on ``Killology'' |
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96 | (1) |
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What Does the Research Say? |
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97 | (4) |
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Why Do People Like Media Violence? |
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101 | (1) |
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102 | (1) |
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103 | (1) |
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103 | (1) |
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104 | (2) |
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Sexual Content in the Media |
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106 | (21) |
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Human Sexuality Brings Out Passionate Opinion |
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106 | (2) |
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Sorting Out Definitions and Terms |
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108 | (1) |
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The Commission on Obscenity and Pornography |
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109 | (4) |
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109 | (1) |
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A Reexamination of the Commission's Findings |
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110 | (3) |
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Research Following the Commission Report |
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113 | (3) |
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113 | (1) |
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Perceptual Consequences of Viewing |
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113 | (1) |
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Behavioral Consequences of Viewing |
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114 | (2) |
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The Meese Commission Report on Pornography |
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116 | (2) |
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116 | (2) |
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118 | (5) |
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The Dynamics of Excitation Transfer |
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118 | (2) |
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120 | (1) |
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Sexual Behavior and Viewing |
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121 | (2) |
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Control over Media Content |
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123 | (1) |
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123 | (1) |
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123 | (1) |
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Social or Economic Control |
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124 | (1) |
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Control Through Education |
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124 | (1) |
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124 | (1) |
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125 | (1) |
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125 | (2) |
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127 | (21) |
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Fright Reactions to Media Are Prevalent |
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128 | (1) |
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Developmental Theory: What Scares One Child May Not Scare Another |
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129 | (1) |
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Experimenting with the Incredible Hulk |
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130 | (4) |
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Why Is the Paranormal So Scary? |
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134 | (3) |
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134 | (1) |
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The Nightmare on Elm Street Series |
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135 | (1) |
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136 | (1) |
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Theory About Emotional Coping: What's a Parent to Do? |
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137 | (2) |
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139 | (2) |
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Frightening Films and Roller-Coaster Rides |
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139 | (1) |
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The Sexual Dynamic in Viewing Frightening Films |
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140 | (1) |
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Beyond Fear: Other Emotional Reactions to Media |
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141 | (4) |
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Empathy: I Feel What You Feel |
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141 | (2) |
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Using Media to Manage Your Mood |
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143 | (1) |
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Does Mediated Emotion Disrupt and Confuse Our Emotional Well-Being? |
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143 | (2) |
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145 | (1) |
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146 | (1) |
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146 | (2) |
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Persuasive Effects of the Media |
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148 | (26) |
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148 | (1) |
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How Media Messages Persuade Without Even Trying |
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149 | (6) |
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The Theory of Media Cultivation: Cultivating Attitudes Is Attitude Change |
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151 | (2) |
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Do Media Messages About the Paranormal Influence Paranormal Beliefs? |
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153 | (2) |
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Intentional Persuasion in the Media |
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155 | (3) |
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Using Entertainment to Improve Public Health |
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155 | (1) |
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The Great American Values Test |
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156 | (1) |
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How Does an Advertiser Determine Success? |
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157 | (1) |
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Some Evidence for the Effectiveness of Advertising |
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157 | (1) |
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Some Key Principles of Media Persuasion |
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158 | (7) |
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159 | (1) |
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Message Features: Simplicity and Repetition |
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160 | (1) |
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More Message Features: Fear, Guilt, and Humor |
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161 | (2) |
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163 | (2) |
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Subliminal Persuasion: The Magic Key? |
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165 | (5) |
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166 | (1) |
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167 | (1) |
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167 | (2) |
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169 | (1) |
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170 | (1) |
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170 | (1) |
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171 | (3) |
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The Effects of News and Political Content |
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174 | (18) |
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174 | (8) |
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175 | (1) |
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175 | (1) |
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Agenda-Setting Theory: A Theory About Thinking |
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176 | (2) |
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178 | (1) |
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How Much of the News Do We Remember? |
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179 | (3) |
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182 | (4) |
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Another View of News: Do Certain News Reports Cause More People to Die? |
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186 | (3) |
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Imitative Suicides and the News |
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187 | (2) |
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189 | (1) |
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189 | (1) |
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190 | (2) |
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The Effects of Media Stereotypes |
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192 | (19) |
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Stereotypical Representations in the Media |
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192 | (11) |
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193 | (2) |
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Effects of Sex Role Stereotypes |
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195 | (1) |
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Media Images of Thin Bodies and Effects on Body Image |
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196 | (4) |
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200 | (1) |
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Overrepresentation of African Americans as Lawbreakers |
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200 | (3) |
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The Imbalance in Media Research on Stereotypes |
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203 | (2) |
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An Intriguing and Under-Studied Media Depiction: Faces |
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205 | (3) |
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208 | (1) |
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209 | (1) |
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209 | (2) |
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The Impact of New Media Technologies |
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211 | (14) |
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The Revolution in New Media Technology |
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211 | (2) |
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Computers and the Internet: Connection or Alienation? |
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213 | (10) |
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The Carnegie Mellon Study |
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214 | (2) |
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Applying the Lessons of History |
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216 | (3) |
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Thinking About New Technology |
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219 | (2) |
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Speculation About New Technology Effects |
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221 | (2) |
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223 | (1) |
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223 | (1) |
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224 | (1) |
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Meet Marshall Mcluhan: A Less Scientific Approach to Media Impact |
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225 | (18) |
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Is There Any Value to Considering Marshall McLuhan? |
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225 | (1) |
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226 | (1) |
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The Eras of Communication History |
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227 | (4) |
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227 | (1) |
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Moving from the Tribal Age to the Print Age |
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228 | (1) |
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Moving On to the Current Electronic Age |
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229 | (2) |
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The Medium Is the Message |
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231 | (1) |
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The Effects of Electronic Media on Human Beings |
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232 | (7) |
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Education in the Electronic Age |
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233 | (2) |
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War in the Electronic Age: Not So ``Hot'' |
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235 | (1) |
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Politics in the Electronic Age: Was Bill Clinton ``Cooler'' Than George Bush? |
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236 | (1) |
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Did McLuhan's Perspective Predict a Winner Between John Kerry and George W. Bush? |
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237 | (1) |
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Drugs in the Electronic Age |
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238 | (1) |
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239 | (1) |
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240 | (1) |
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240 | (1) |
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241 | (1) |
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241 | (1) |
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Important Sources on Marshall McLuhan |
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242 | (1) |
Appendix: Theories and Theoretical Concepts Discussed in the Text (By Chapter) |
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243 | (2) |
Name Index |
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245 | (2) |
Subject Index |
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247 | |