The effect of the congruity between the involvement types of advertising commercial and a television program on the effectiveness of the commercial was studied. Participants (N = 103) viewed either a cognitive or an affective commercial for a product, which was embedded in either a cognitive or an affective television program. The results showed that the effects of the congruence influence the impact on memory. Free recall and cued recall were significantly influenced by the program-commercial congruity. Free recall and cued recall were significantly higher for the cognitively involving commercial in the cognitively involving program context than in the affectively involving program context. Similarly, free recall and cued recall were significantly higher for the affectively involving commercial in the affectively involving program context than in the cognitively involving program context.
Commercial interests invariably become entwined with making films, with reporting the news and with other forms of information and entertainment. Pervasive mediagenerated gender and racial stereotypes distort cultural representations and negatively impact users' perceptions of society. As students learn to create various forms of media, their points of reference are often these negative images, which are then reflected to some extent in their content. This creates a worrisome cycle reinforcing the stereotypes in the present and perpetuating these for the future. While there are clearly no right or wrong answers in art, there are good and bad interpretive choices in pedagogy. This essay explores and articulates a more useful method of student engagement, especially in reference to media literacy, multiculturalism and stereotypes and presents pedagogical methods and strategies to combat negative images in the media.
This paper describes a curricular project in which a network of media educators, in making a case for the educational and social values of an interactive documentary, integrated it in a media degree program to encourage activism in students and promote civic engagement. The project provides valid and important results in an immediate sense, while also establishing the foundation for strengthening the media curriculum at educational institutions. For educators, this has positive implications, as along with the traditional content we teach, we also strive to increase the awareness of civic issues among our students to make them better citizens.
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