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How Mass Media Affect Our Perception of Reality -- Part 2 - Page 5


It's important to realize that those who use mass media to promote their product, service, or belief system don't have a responsibility to tout the virtues of their competitors. We thus shouldn't be surprised that they try to make the best possible case for what they have to offer - and often push the envelope of accuracy and honesty. Things tend to be black and white in a single unit of MM information, no shades of gray. You have to surf the relevant MM widely if you want to understand all sides of an issue before you make your choice.

The Latin phrase caveat emptor emerged long before mass media, but buyer beware is still good advice for anything that reaches us via mass media. Folks who successfully use MM to promote something unabashedly use their knowledge of how to influence our decisions. They seek rapid/impulsive and not delayed/reflective decisions. We're not required to believe what MM present - so we shouldn't complain if we neglected to use our rational reflective processes to determine whether the message was useful or bogus before buying into it.

This article was created by Scientific Learning.
http://www.scientificlearning.com

 

Previous...

 Page 1:  Introduction
 Page 2:  Gaining Attention
 Page 3:  Context
 Page 4:  Persuasion
 Page 5:  Living with Mass Media Trickery



Robert Sylwester is an Emeritus Professor of Education at the University of Oregon. He focuses on the educational implications of new developments in science and technology and has written several books and over 150 journal articles. His most recent books are The Adolescent Brain: Reaching for Autonomy (2007, Corwin Press), How to explain a brain: An educator's handbook of brain terms and cognitive processes (2004, Corwin Press),and A biological brain in a cultural classroom: Enhancing cognitive and social development through collaborative classroom management(2003, Corwin Press. second edition). The Education Press Association of America gave him three Distinguished Achievement Awards for his published syntheses of cognitive science research. He has made over 1400 conference and in-service presentations on educationally significant developments in brain/stress theory and research.



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