| Preface |
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xv | |
| Acknowledgments |
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xvi | |
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A Scientific Approach to the Study of Media Effects |
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1 | (18) |
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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 | (2) |
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9 | (1) |
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10 | (6) |
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11 | (2) |
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Science Acknowledges the Existence of Objective Truth |
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13 | (1) |
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Science Assumes a Skeptical Attitude |
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14 | (1) |
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Science Can't Answer Certain Kinds of Questions |
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15 | (1) |
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16 | (1) |
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16 | (1) |
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17 | (1) |
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17 | (1) |
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17 | (2) |
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Scientific Methods in Media Effects Research |
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19 | (20) |
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19 | (4) |
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What Is Content Analysis? |
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20 | (1) |
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An Example: The Content of TV Commercials |
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21 | (2) |
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23 | (4) |
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An Example: The Effects of Talk Show Viewing on Adolescents |
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24 | (3) |
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The Search for Causal Relationships |
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27 | (5) |
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Criteria for Causal Relationships |
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27 | (5) |
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32 | (4) |
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Manipulation of a Key Variable |
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33 | (1) |
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Random Assignment to Experimental Conditions |
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33 | (1) |
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Identical Treatment Except for the Manipulation |
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33 | (1) |
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34 | (1) |
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An Example: The Effects of Realistic Versus Reenacted Violence |
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35 | (1) |
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Controversy About Research Methods |
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36 | (1) |
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36 | (1) |
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37 | (1) |
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37 | (1) |
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37 | (1) |
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38 | (1) |
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A Brief History of Media Effects Research |
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39 | (18) |
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40 | (2) |
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1898---Congress Declares War on Spain |
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40 | (1) |
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1917---Propaganda in World War I |
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41 | (1) |
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The 1920s---Movies Explode as Mainstream Entertainment |
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41 | (1) |
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1929--1932---The Payne Fund Studies |
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42 | (3) |
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What Was the Content of Movies? |
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42 | (1) |
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The Emotional Impact of Movies |
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42 | (1) |
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Does Watching Movies Affect Behavior? |
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43 | (2) |
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The Aftermath of the Payne Fund Studies |
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45 | (1) |
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45 | (2) |
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The Research at Princeton |
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46 | (1) |
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Early Theory of Media Effects: The Magic Bullet Model |
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47 | (1) |
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The People's Choice Study: The ``Limited Effects'' Model |
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48 | (3) |
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48 | (1) |
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Media Impact in the 1940 Campaign |
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48 | (1) |
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The Limited-Effects Perspective |
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49 | (2) |
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51 | (1) |
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52 | (1) |
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Many Types of Media Effects |
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52 | (2) |
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54 | (1) |
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55 | (1) |
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55 | (1) |
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55 | (1) |
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56 | (1) |
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Time Spent With Mass Media: Reasons and Consequences |
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57 | (15) |
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The Uses and Gratifications Perspective |
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58 | (4) |
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Why Do Children Watch TV? |
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58 | (4) |
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The Problem With Self-Reports |
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62 | (1) |
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63 | (6) |
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The Displacement Hypothesis |
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64 | (3) |
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Television Viewing and Obesity |
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67 | (2) |
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69 | (1) |
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69 | (1) |
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69 | (1) |
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70 | (1) |
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70 | (2) |
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Effects of Media Violence |
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72 | (18) |
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The Presence of Violent Content |
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74 | (2) |
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The Causal Link Between Viewing Violence and Behaving Aggressively |
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76 | (8) |
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The Research of Albert Bandura |
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76 | (3) |
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The Long-Term Studies of Leonard Eron and Rowell Huesmann |
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79 | (2) |
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The Research of Brandon Centerwall |
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81 | (1) |
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81 | (2) |
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A Priming Analysis of the Effect of Media Violence |
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83 | (1) |
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Desensitization to Violence |
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84 | (1) |
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Why Do People Like Media Violence? |
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85 | (1) |
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86 | (1) |
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87 | (1) |
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87 | (1) |
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87 | (1) |
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87 | (1) |
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88 | (2) |
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Sexual Content in the Media |
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90 | (19) |
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Human Sexuality Brings Out Passionate Opinion |
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90 | (2) |
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Sorting Out Definitions and Terms |
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92 | (1) |
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The Commission on Obscenity and Pornography |
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93 | (2) |
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93 | (1) |
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A Reexamination of the Commission's Findings |
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94 | (1) |
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Research Following the Commission Report |
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95 | (4) |
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96 | (1) |
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Perceptual Consequences of Viewing |
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96 | (1) |
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Behavioral Consequences of Viewing |
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97 | (2) |
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The Meese Commission Report on Pornography |
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99 | (1) |
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99 | (1) |
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100 | (4) |
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The Dynamics of Excitation Transfer |
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101 | (1) |
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102 | (2) |
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Sexual Behavior and Viewing |
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104 | (1) |
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Control over Media Content |
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104 | (2) |
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104 | (1) |
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105 | (1) |
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Social or Economic Control |
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105 | (1) |
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Control Through Education |
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106 | (1) |
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106 | (1) |
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107 | (1) |
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107 | (1) |
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107 | (1) |
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107 | (2) |
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109 | (18) |
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Fright Reactions to Media Are Prevalent |
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111 | (1) |
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What Scares One Child May Not Scare Another |
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112 | (1) |
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Experimenting with the Incredible Hulk |
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113 | (3) |
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Why Is the Paranormal So Scary? |
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116 | (4) |
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117 | (1) |
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The Nightmare on Elm Street Series |
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118 | (1) |
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119 | (1) |
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120 | (2) |
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122 | (2) |
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Frightening Films and Roller-Coaster Rides |
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122 | (1) |
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The Sexual Dynamic in Viewing Frightening Films |
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123 | (1) |
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124 | (1) |
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125 | (1) |
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125 | (1) |
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125 | (1) |
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125 | (2) |
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Persuasive Effects of the Media |
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127 | (24) |
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127 | (1) |
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Subliminal Persuasion: The Magic Key? |
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128 | (3) |
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128 | (1) |
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129 | (1) |
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129 | (2) |
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How Media Messages Persuade Without Even Trying |
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131 | (6) |
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The Theory of Media Cultivation |
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133 | (2) |
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Do Media Messages About the Paranormal Influence Paranormal Beliefs? |
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135 | (2) |
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Intentional Persuasion in the Media |
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137 | (3) |
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The Great American Values Test |
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137 | (2) |
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How Does an Advertiser Determine Success? |
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139 | (1) |
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Some Evidence for the Effectiveness of Advertising |
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139 | (1) |
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140 | (1) |
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Some Key Principles of Media Persuasion |
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140 | (7) |
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142 | (1) |
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Message Features: Simplicity and Repetition |
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143 | (1) |
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More Message Features: Fear, Guilt, and Humor |
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143 | (2) |
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145 | (2) |
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147 | (1) |
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147 | (1) |
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147 | (1) |
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148 | (1) |
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148 | (3) |
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The Effects of News and Political Content |
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151 | (16) |
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Do Certain News Reports Cause More People to Die? |
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151 | (2) |
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Imitative Suicides and the News |
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152 | (1) |
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153 | (7) |
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154 | (1) |
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154 | (1) |
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Agenda-Setting Theory: A Theory About Thinking |
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155 | (2) |
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157 | (1) |
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How Much of the News Do We Remember? |
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158 | (2) |
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160 | (4) |
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164 | (1) |
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164 | (1) |
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164 | (1) |
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165 | (1) |
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165 | (2) |
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The Effects of Media Stereotypes |
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167 | (18) |
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167 | (4) |
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Stereotypical Representations in the Media |
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171 | (9) |
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172 | (1) |
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Effects of Sex Role Stereotypes |
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173 | (2) |
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Media Images of Thin Bodies and Effects on Body Image |
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175 | (2) |
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177 | (1) |
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Overrepresentation of African Americans as Lawbreakers |
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177 | (3) |
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The Imbalance in Media Research on Stereotypes |
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180 | (2) |
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182 | (1) |
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182 | (1) |
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182 | (1) |
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183 | (1) |
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183 | (2) |
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The Impact of New Media Technologies |
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185 | (15) |
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The Revolution in New Media Technology |
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185 | (2) |
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Computers and the Internet: Connection or Alienation? |
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187 | (5) |
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The Carnegie Mellon Study |
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187 | (3) |
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Applying the Lessons of History |
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190 | (2) |
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Are Video Games Really Training Kids to Kill? |
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192 | (6) |
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An Opinion on Video Games from an Expert on ``Killology'' |
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193 | (1) |
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What Does the Research Say? |
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194 | (4) |
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198 | (1) |
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198 | (1) |
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198 | (1) |
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198 | (1) |
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199 | (1) |
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Meet Marshall McLuhan: A Less Scientific Approach to Media Impact |
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200 | (17) |
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Is There Any Value to Considering Marshall McLuhan? |
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200 | (1) |
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201 | (1) |
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The Eras of Communication History |
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202 | (4) |
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202 | (1) |
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Moving from the Tribal Age to the Print Age |
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203 | (1) |
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Moving on to the Current Electronic Age |
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204 | (2) |
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The Medium Is the Message |
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206 | (1) |
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The Effects of Electronic Media on Human Beings |
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207 | (5) |
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Education in the Electronic Age |
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208 | (1) |
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War in the Electronic Age: Not So ``Hot'' |
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209 | (2) |
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Politics in the Electronic Age: Was Bill Clinton ``Cooler'' Than George Bush? |
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211 | (1) |
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Drugs in the Electronic Age |
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212 | (1) |
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212 | (1) |
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213 | (1) |
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214 | (1) |
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215 | (1) |
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215 | (1) |
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215 | (1) |
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Important Sources on Marshall McLuhan |
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216 | (1) |
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216 | (1) |
| Names Index |
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217 | (2) |
| Subject Index |
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219 | |