A E J M C Morality M I M E ( Tamborini)

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West Virginia University - Department of Communication Studies

The MIME (Model of Intuitive Morality and Exemplars) is a theoretical model that examines the relationship between media and morality. It is a multi-stage model that incorporates exemplification theory and moral foundations theory. Exemplification theory posits that media frequently displays moral exemplars that influence the salience of different moral values. Moral foundations theory identifies five innate moral domains (care, fairness, loyalty, authority, purity) that shape intuitive moral judgments. The MIME model proposes that media content can affirm different moral domains through exemplars, influencing automatic and controlled moral appraisals and selective exposure over time on both short and long-term levels.

Model of Intuitive Morality and ExemplarsMIME Ron Tamborini Michigan State University

Past Research Media & Morality How are media and morality related? ,[object Object],Most studies use a rationalist perspective ,[object Object]

The MIME was a response to this,[object Object]

Media display powerful & frequent moral exemplars

Moral exemplars effect salience of different moral values

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Resume Abid Zafar PERSONAL DETAILS DOB June 04, 1989 Email aabidzafarwarraich@gmail.com Phone 0322 570 66 59 Address Chandni Chowk, Jalal Pur Jattan, Gujrat, Pakistan. PROFILE An enthusiastic individual I approach tasks with results in mind. I am well organized and I can work well as part of a team or on my own. I like completing things on time, and making sure that I keep learning how to do things well and quickly. EDUCATION M. Phil Media & Communication Studies Continues… (2014-2016) International Islamic University Islamabad MA Mass Communication & Media CGPA: 3.90/4.00 (2013) University of Gujrat Published Dissertation: “Comparative Analysis of Political Parties’ News and Advertisements Coverage of National Urdu Dailies Regarding Election 2013” ISBN 978-3-659-52287-1 B.ED Division 1st (2013-2014) Alama Iqbal Open University, Islamabad BA Political Science Division: 2nd (2011) University of Gujrat Diploma of Associate Engineering Division: 1st (2008) (3-Year Diploma: Mechanical), Government Institute of Technology, Gujranwala. Matriculation (Science) Division: 1st (2005) Government Islamia High School, Jalal Pur Jattan, Gujrat WORK EXPERIENCE  Worked as Reporter and Sub-editor in Online International Network from July 1, 2012 to August 31, 2012  Worked as Producer, Host and Reporter at FM- 106.6 from 21th November, 2012 to 25th May, 2013  I have great approach at Online Journalism, attended many seminars  I have great experience of producing audio and video documentaries, news bulletins, features, Reports in two years Masters Degree  Vast experience of writing, editing News stories, Columns, Features, Investigative reports  I have great experience of Social Science Research where I got A+ in Final Thesis  Regular Blogger KEY STRENGTHS & SKILLS  I have great approach of Qualitative and Qualitative Research Methods  I have great skills of writing Thesis and Research Papers  I have great skills of Investigative Reporting  I have skills about reporting and sub-editing in English journalism where I have reported number of seminars, National and International politicians, personalities and celebrities  I have great skills of script writing, News stories, Investigative Reports, Online Journalism, Feature & columns writing  I have multidimensional skills in the field of Mass Communication & Media where I got 3.90 CGPA out of 4.00, which presents my passions in this field  Regular Bloggers  I have great leadership abilities where I represent my class in two years Masters Degree  President of Readers Club, which was about to improve reading and writing habits, conducted many seminar under my presidency  I am a great communicator, host many seminars, workshops and functions at university level  I have great teaching skills where my teachers suggest me to join teaching as a profession  I am a g

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Violence in Media Competencies Addressed in This Discussion This discussion addresses the following competencies: Competency 1 : Apply theoretical perspectives to motives for criminal behavior. Competency 3 : Analyze the relationship between society and criminal behavior. Competency 4 : Apply scholarly research findings to topics in criminal psychology. Introduction The impact of the media on violence is an area of ongoing debate. This media includes, but is not limited to, video games, movies, and news reporting. The debate focuses on the way media influences or promotes the general acceptance of violent behavior in society, including the focus on long-term psychological effects that violent media may have on the development of children. One group may argue that violence in media needs to be censored while another group may argue that censorship is a means to mask other possible causes of violent behavior. Instructions Using the Capella library resources and the Internet, select and read at least two recognized (within the field of psychology or criminal justice) articles to support your position on media violence. In your main post: Analyze the impact of multiple media on violence in society. Examine whether violence in media promotes the normalization of aggression, the desensitization to violence, the committing of violent acts, or a lack of empathy in children and perhaps even adults. Why or why not? List any psychological or social theories that support your position. Discuss how violence in media impacts, involves, and is relevant to the criminal justice system and the determining of dispositions. Discussion Objectives The competencies addressed in this discussion are supported by discussion objectives, as follows: Competency 1: Apply theoretical perspectives to motives for criminal behavior. List any psychological or social theories that support your position. Discuss how violence in media impacts, involves, and is relevant to the criminal justice system and the determining of dispositions. Competency 3: Analyze the relationship between society and criminal behavior. Analyze the impact of multiple media on violence in society. Examine whether violence in media promotes the normalization of aggression, the desensitization to violence, the committing of violent acts, or a lack of empathy in children and perhaps even adults. Why or why not? Competency 4: Apply scholarly research findings to topics in criminal psychology. Select and read at least two recognized (within the field of psychology or criminal justice) articles to support your position on media violence. Response Guidelines After completing your main post, respond to at least two other learners' posts during the discussion week. Please note that to earn full credit for your discussion, you must participate on two separate days and make a minimum of one post on each of those two days. Comment on themes raised in the posts and ...

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This study explores the potential correlation between an adolescent's leisurely video game experience and their narrative composition writing ability in a first-semester University writing course. Our data report moderate correlations between students' aggregated video game experience (years spent playing) and their ability to articulate tension and turn, and use proper organization in composition assignments, notably an early-semester diagnostic essay (assigned on the first day of class, prior to formal instruction). Findings suggest that leisurely gameplay might help develop competency with the same creative skills related to written narrative ability, potentially facilitating the learning of these skills in the classroom. Citation: Bowman, N. D., Baldwin, C., & Jones, J. (2015, November). Virtual tensions fuel narrative tensions: The impact of leisurely video game experience on first-year college students’ observed composition writing ability. Paper presented at the National Communication Association, Las Vegas.

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This paper proposes a validated 15-item scale that merges theoretically divergent perspectives on player-avatar relations in extant literature (parasociality as psychological merging and sociality as psychological divergence) into a single instrument that measures player-avatar interaction (PAX). PAX is defined as the perceived social and functional association between an MMO player and game avatar, inclusive of four factors: emotional investment, anthropomorphic autonomy, suspension of disbelief, and sense of player control. These four factors were stable across two large multi-game (N = 494) and game-specific player samples (N = 458), in both exploratory and confirmatory factor analyses. Construct validity tests show scale dimensions have expected significant relationships with a sense of human-like relatedness and player-avatar relationship features, and predictive validity tests indicate theoretically likely and relevant factor associations with gameplay motivations and MMO genres.

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Through content analysis of their coverage on a large-scale media event, this paper examines the difference of agendas set by traditional media (represented by newspapers) and new media (represented by micro-blogs) in China. The results show that the agendas discussed by the Chinese people on micro-blogs are not significantly influenced by newspapers. In terms of the topics of the news, newspapers are more concerned with the Chinese economy and people's livelihood while micro-blogs are more concerned with political and legal reforms in China. As for media tone, newspapers are more likely to cover the event positively while micro-blogs tend to be negative. These findings that the Chinese government may be incapable of exercising their traditionally strong media agenda influence over newer digital media suggest that Chinese citizens, or netizens, may enjoy more freedom of speech in micro-blogging. Zhang, G., Bowman, N. D., Shao, G., & Guan, D. (2015, May). “The people dissent, or The People’s consent?” Comparing news agendas of traditional and new media surrounding a large-scale Chinese political event. Paper presented at the International Communication Association, Puerto Rico.

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West Virginia University - Department of Communication Studies

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“Web-sling to save or shoot to kill?” The impact of dissonant origin and ant...

West Virginia University - Department of Communication Studies

Research has yet to identify causes for jealousy reactions on social network sites. An experiment examined how message exclusivity affects jealousy responses to a hypothetical scenario. A total of 191 students were randomly assigned to imagine their emotional and behavioral responses to an ambiguous message given by their partner to a romantic rival in a private Facebook message (high exclusivity) or posted publicly on the rival’s Facebook wall (low exclusivity). Those reading high exclusivity messages reported more negative emotion and were more likely to confront. Threat perception and negative emotion predicted confrontational behavior. There was an indirect effect of exclusivity on threat perception through negative emotion. There was no direct link between exclusivity and threat perception. Citation: Cohen, E.L., Bowman, N.D., & Borchert, K. (2014). Private flirts, public friends: Understanding romantic jealousy responses to an ambiguous social network site message as a function of message access exclusivity. Computers in Human Behavior, 35, 535-541. doi:10.1016/j.chb.2014.02.050

Private Flirts, Public Friends: Understanding Romantic Jealousy Responses to ...

West Virginia University - Department of Communication Studies

Video games have long been understood as an entertaining and popular medium, and recent work has suggested that at least part of their appeal rests in their ability to foster feelings of sociability and belonging with others. From this, we expected that following an episode of social ostracism, playing video games with other people would be an enjoyable experience due the game’s ability to restore one’s social needs. However, in a 2 (social inclusion vs. social ostracism) x 2 (choosing to play alone vs. co-playing) quasi-experimental design, individuals who were socially ostracized in a ball tossing game reported no deficit in their subsequent enjoyment of the video game- reporting above-average enjoyment - while individuals who were socially included reported significantly lower enjoyment when playing alone compare to all other conditions. These effects held, controlling for individual sex, trait need for belonging, video game self-efficacy, and individual performance at the game. These results ran counter to predictions regarding the socially restorative power of video games following a social ostracism episode, and offer insight into how social scenarios might foster expectations of entertainment media products. Citation: Bowman, N. D., Kowert, R., & Cohen, E. (2014, November). When the ball stops, the fun stops too: The impact of social inclusion on video game enjoyment. Paper to be presented at the National Communication Association, Chicago.

When the ball stops, the fun stops too: The impact of social inclusion on vid...

West Virginia University - Department of Communication Studies

Taking an initial step to empirically investigate cultural conjecture about stay-at-home mothers' (SAHMs') and working mothers’ (WMs') rivalry, the purpose of this study was to identify the content of stereotypes held for these subgroups of mothers. Through open-ended responses from SAHMs, WMs, and a broad non-parent sample, 5,523 traits of SAHMs and WMs emerged. Following coding procedures used in previous stereotype research (Hummert, Garstka, Shaner, & Strahm, 1994; Ruble & Zhang, 2013), the authors grouped the traits into 28 SAHM and 21 WM stereotype categories. The SAHM stereotype categories align with traditional views of womanhood, feminism, and family structure and reveal positive evaluations of mothering ability. Examples of the SAHM stereotype categories include: “domestic,” “caregiver,” “family-oriented,” and “ideal mom.” The WM stereotype categories align with non-traditional views of womanhood, motherhood, and family structure and reveal negative evaluations of mothering ability. Examples of the WM stereotype categories include: “determined,” “independent,” “work-focused,” and “substandard mom”. SAHM and WM stereotypes provide evidence for both stagnant and progressing ideals of women such that SAHMs are perceived as feminine, heterosexual housewives who are solely competent at mothering and WMs are perceived as independent, strong women who lack maternal instincts. Building on social identity (Tajfel & Turner, 1986) and subsequent theorizing (Cuddy, Fiske, & Glick, 2007), these results lay groundwork for further assessment of these stereotypes, particularly their prevalence, valence, and links to specific family and intergroup communication practices.

Stereotypes of Stay-at-Home and Working Mothers

West Virginia University - Department of Communication Studies

Guided by Rhetorical and Relational Goals Theory, this study examined college students' perceptions of effective teaching behaviors. Specifically, students (n = 209) were asked to design their ideal instructor by prioritizing ten teaching behaviors and characteristics from rhetorical and relational traditions (i.e., assertive, responsive, clear, relevant, competent, trustworthy, caring, immediate, humorous, disclosure). Results indicated that students preferred teacher clarity, competence, and relevance from their instructors. Teacher self-disclosure, immediacy, and caring were considered to be luxury behaviors rather than necessary behaviors. Academic beliefs (i.e., learning orientation, grade orientation, academic entitlement) were significantly related to many student preferences for effective teaching behaviors.

My Ideal Professor: Examining College Students' Preferences for Effective Tea...

West Virginia University - Department of Communication Studies

WVU COM 105 - Chapter 10 (Advertising)

West Virginia University - Department of Communication Studies

Paper presented at Meaningful Play 2014, East Lansing, MI, 16 October 2014 Popular opinion of digital games tends to classify them as toys, diversions and distractions, however this focus on games solely as sources of hedonic pleasure is theoretically, empirically, and phenomenologically myopic – it obscures the full range of affective, emotional, and cognitive experiences that one can have when playing digital games. In this vein, this study explores the phenomenal experience of enjoyment and appreciation in massively multiplayer online games, addressed through players’ descriptions of favorite gameplay memories. Through emergent thematic analysis of these descriptions and statistical analysis of individual differences, we demonstrate that elements of online game content can be both enjoyed as ego-driven reward and achievement and appreciated relationally with respect to other players, characters, and the gameworld. However, memorable game experiences are not necessarily experienced as having entertainment value, such that games scholars should be more inclusive of what is considered as important to players – potentially the win, the worth, and the work of play.

The win, the worth, and the work of play: Exploring phenomenal entertainment ...

West Virginia University - Department of Communication Studies

The (not so) Secret Life of Avatars

West Virginia University - Department of Communication Studies

WVU: Lambda Pi Eta + UCA Meeting (Fall 2014)

West Virginia University - Department of Communication Studies

Early in graduate school, scholars are introduced to the foundational epistemologies and ontologies of their fields. Similar to the way in which children tend to adopt the world-views of their parents, young scholars tend to acclimatize to the theoretical and methodological assumptions of their advisors. In this process, scholars learn to harness the tools of their chosen focus of study, often at once mastering one tool-set and becoming blind to the potential utility of others. In this presentation, we present the results of a line of research on player-avatar relationships (PARs) that has successfully leveraged the seemingly-inherent friction of two very divergent approaches to research: interpretative scholarship aimed at generating rich data from conspicuous participants (in which the data analyzed are subjective accounts of human experiences gathered using quasi-ethnographic methods) and post-positive scholarship aimed at gathering broad data from anonymous participants (in which the data analyzed are observed cognitions, attitudes or behaviors produced through survey and experimentation). Initial solutions from both camps produced competing explanations regarding PARs – the former suggesting them to be best framed as authentic social relationships, the latter suggesting them to be best framed as para-social affinities. Subsequent studies theoretically and methodologically blended both approaches, resulting in a broader and deeper conceptualization of PARs that accounts for counterintuitive patterns in the qualitative data and substantially improves variance explained by data models designed to understand uses and effects. Talk delivered at the University of Muenster, Thursday July 24. Images contained are not property of authors, with exception of data tables and figures.

You say dāta, I say däta: Harnessing the friction of competing epistemologie...

West Virginia University - Department of Communication Studies

Plus de West Virginia University - Department of Communication Studies (20)

It’s too dirty for me, so it’s too dirty for the kids: A cross-comparison of ...

Of beard physics and worldness: The (non) effect of enhanced anthropomorphism...

Virtual tensions fuel narrative tensions

From toy and tool to partner and person: Phenomenal convergence/divergence ...

Emotion, anthropomorphism, realism, control: Validation of a merged metric f...

Through the Looking Glass (Self): The impact of wearable technology on perce...

Sport Fans and Sci-Fi Fanatics: The Social Stigma of Popular Media Fandom

The people dissent, or The People’s consent? Comparing news agendas of tradit...

Mountaineers Are Always Free (To Post Online): Facebook and Group Identity P...

Taking video games to task

“Web-sling to save or shoot to kill?” The impact of dissonant origin and ant...

Private Flirts, Public Friends: Understanding Romantic Jealousy Responses to ...

When the ball stops, the fun stops too: The impact of social inclusion on vid...

Stereotypes of Stay-at-Home and Working Mothers

My Ideal Professor: Examining College Students' Preferences for Effective Tea...

WVU COM 105 - Chapter 10 (Advertising)

The win, the worth, and the work of play: Exploring phenomenal entertainment ...

The (not so) Secret Life of Avatars

WVU: Lambda Pi Eta + UCA Meeting (Fall 2014)

You say dāta, I say däta: Harnessing the friction of competing epistemologie...