Beverly Roskos | University of Alabama - Tuscaloosa (original) (raw)

Papers by Beverly Roskos

Journal of Clinical Psychology, 2006

SAGE Publications, Inc. eBooks, May 15, 2012

The International Encyclopedia of Communication Theory and Philosophy, Oct 23, 2016

ABSTRACT Accession Number: 2005-02098-008. Partial author list: First Author & Affiliatio... more ABSTRACT Accession Number: 2005-02098-008. Partial author list: First Author & Affiliation: Roskos-Ewoldsen, David R.; University of Alabama, Tuscaloosa, AL, US. Release Date: 20050307. Publication Type: Book (0200). Format Covered: Print. Document Type: Chapter. Book Type: Textbook/Study Guide. ISBN: 1-4129-1539-2, Paperback. Language: English. Major Descriptor: Mass Media; Social Psychology. Minor Descriptor: Applied Psychology; News Media; Politics; Pornography; Violence. Classification: Mass Media Communications (2750). Population: Human (10). Intended Audience: Psychology: Professional & Research (PS). Page Count: 28.

Routledge eBooks, Aug 29, 2006

... M. Allen, MK Casey, Wherefore Art Thou Mass Media Theory? ... MK Casey, M. Allen, T. Emmers-S... more ... M. Allen, MK Casey, Wherefore Art Thou Mass Media Theory? ... MK Casey, M. Allen, T. Emmers-Sommer, E. Sahlstein, D. DeGooyer, AM Winters, AE Wagner, T. Dun, The Impact of Earvin ""Magic"" Johnson's HIV-Positive Announcement. ...

SAGE Publications, Inc. eBooks, Jan 15, 2014

the classification of objects into categories (Bailey, 1994). To classify an object as a member o... more the classification of objects into categories (Bailey, 1994). To classify an object as a member of a category, we must have explicit or implicit understanding about how the objects can be similar or different. For example, some persuasive strategies use references to authority (e.g., experts, parental figures), whereas others may reference friends. Are these similar kinds of strategies? How would a researcher know how a person classifies persuasive strategies? As one might imagine, knowing how we classify is more complex than knowing that we classify. This chapter covers how to use scaling and clustering statistical methods—to address questions of interest to communication researchers. Borg and Groenen (1997) identified several goals of scaling and clustering procedures (see also Aldenderfer & Blashfield, 1986; Bailey, 1994; Kruskal & Wish, 1978). One goal is to simplify and describe data. All scaling and clustering methods help researchers reduce the complexity of a data set by identifying the underlying structure within a set of data. As an example, Wish (1976) wanted to know how people perceive different kinds of interpersonal situations. Using multidimensional scaling, he discovered four dimensions along which interpersonal situations varied: (1) cooperative and friendly versus competitive and hostile, (2) equal versus unequal, (3) socioemotional and informal versus task-oriented and formal, and (4) intense versus superficial. Another example is a study by Hamilton and Nowak (2005) tracing the development of scholarship within the Information Systems Division (Division 1) of the International Communication

Media Psychology, Oct 1, 2013

ABSTRACT http://www.tandfonline.com/eprint/GCSIjakP7fuUqm4msh9K/full Theoretically, viewers of a ... more ABSTRACT http://www.tandfonline.com/eprint/GCSIjakP7fuUqm4msh9K/full Theoretically, viewers of a movie strive to construct coherent men- tal models to understand the local events as they occur, and to link these situation mental models coherently to understand the movie as a whole. This article reports the results of two experiments on the impact of subtitles on the local and global coherence of mental models of a movie. In both experiments, the extent to which attention and memory resources available for generating local and global mental models was manipulated by having half of the participants watch the movie in English (standard condition) while the other half watched in French with English subtitles (subti- tled condition). Experiment 1 examined patterns of inferences gen- erated during movie watching. Results showed that participants in the standard condition made more elaborative inferences than those in the subtitled condition, indicating a higher level of global coherence. In contrast, results also showed that participants in the subtitled condition made more bridging inferences than those in the standard condition, indicating a higher level of local coher- ence. In Experiment 2, participants sorted movie events according to perceived similarity of events, and the data were submitted to a Pathfinder analysis. The resulting collective network of events for the standard and subtitled conditions corroborated the results of Experiment 1. We argue that the tradeoff between local and global coherence should be addressed in current theories of narrative comprehension.

Innovation in Aging, Dec 1, 2020

if the manner in which media messages are framed influences judgments it must also influence how ... more if the manner in which media messages are framed influences judgments it must also influence how people understand and interpret the information before they make the judgments. That is the framing of media information influences how that information is comprehended. Studying ...

allowing access to detailed knowledge.

Abstract The current study expands upon previous research that has demonstrated transfer of train... more Abstract The current study expands upon previous research that has demonstrated transfer of training from action video games (AVGs) to laboratory tasks that require visual selective attention (Green, Li & Bavelier, 2009 for review). Here, the potential of AVG training was further examined by measuring visuo-spatial discrimination performance and auditory-spatial discrimination performance under varying conditions of stimulus uncertainty. To this end, 46 participants (23 expert AVG players, 23 novices) completed a visual and an auditory discrimination task, and accuracy and reaction times were recorded. Expert participants were expected to possess superior discrimination skills overall and were expected to be less affected by stimulus ambiguity. Neither mean error rate nor mean reaction time differed due to group expertise level, and both experts and novices were equally slowed and made less accurate when stimulus ambiguity was increased. Despite the lack of mean group differences, experts demonstrated faster reaction times during the visual discrimination task than during the auditory discrimination task, whereas novices did not. This interaction suggests that AVG training results in enhancement to spatial discrimination skills selectively in the visual modality, while spatial auditory processes are unaffected. iii

Frontiers in Human Neuroscience, Jul 3, 2020

Communications: The European Journal of Communication Research, Sep 1, 2004

Helena Bilandzic is Researcher at the Department of Communication Science, University of Erfurt, ... more Helena Bilandzic is Researcher at the Department of Communication Science, University of Erfurt, Nordhäuser Straße 63, 99089 Erfurt, Germany, E-mail: helena.bilandzic@uni-erfurt.de ... Hans-Bernd Brosius is Professor at the Institut für Kommunikationswissenschaft, Ludwig-Maximilians-Universität, Oettingenstr. 67, 80538 München, Germany, E-mail: brosius@ifkw.uni-muenchen.de ... Jan Van den Bulck is Associate Professor at the Department of Communication, University of Leuven, E. van Evenstraat 2a, 3000 Leuven, Belgium, E- ...

Journal of Social and Clinical Psychology, 1989

RefDoc, THE reference in scientific document supply / Refdoc, la référence en fourniture de docum... more RefDoc, THE reference in scientific document supply / Refdoc, la référence en fourniture de documents scientifiques ...

Contents: Preface. J. Bryant, R.G. Cummins, Traditions of Mass Media Theory and Research. M. Alle... more Contents: Preface. J. Bryant, R.G. Cummins, Traditions of Mass Media Theory and Research. M. Allen, R.W. Preiss, Media, Messages, and Meta-Analysis. M. Allen, M.K. Casey, Wherefore Art Thou Mass Media Theory? W. Wanta, S. Ghanem, Effects of Agenda Setting. D.R. Roskos-Ewoldsen, M.R. Klinger, B. Roskos-Ewoldsen, Media Priming: A Meta-Analysis. B. Paul, M.B. Salwen, M. Dupagne, The Third-Person Effect: A Meta-Analysis of the Perceptual Hypothesis. D. D'Alessio, M. Allen, The Selective Exposure Hypothesis and Media Choice Processes. R. Abelman, C.A. Lin, D.J. Atkin, Meta-Analysis of Television's Impact on Special Populations. R.I. Nabi, "And Miles to Go...": Reflections on the Past and Future of Mass Media Effects Research. P.N. Christensen, W. Wood, Effects of Media Violence on Viewers' Aggression in Unconstrained Social Interaction. R. Desmond, R. Carveth, The Effects of Advertising on Children and Adolescents: A Meta-Analysis. N. Mundorf, M. Allen, D. D'Alessio, T. Emmers-Sommer, Effects of Sexually Explicit Media. P. Oppliger, Effects of Gender Stereotyping on Socialization. C.A. Hoffner, K.J. Levine, Enjoyment of Mediated Horror and Violence: A Meta-Analysis. J.L. Sherry, Violent Video Games and Aggression: Why Can't We Find Effects? M. Allen, J. Herrett-Skjellum, J. Jorgenson, M.R. Kramer, D.J. Ryan, L. Timmerman, Effects of Music. M-L. Mares, E.H. Woodard, Positive Effects of Television on Children's Social Interaction: A Meta-Analysis. E. Schiappa, M. Allen, P.B. Gregg, Parasocial Relationships and Television: A Meta-Analysis of the Effects. T-S. Lim, S.Y. Kim, Many Faces of Media Effects. L.B. Snyder, Meta-Analyses of Mediated Health Campaigns. L.M. Parcell, J. Kwon, D. Miron, J. Bryant, An Analysis of Media Health Campaigns for Children and Adolescents: Do They Work? M.K. Casey, M. Allen, T. Emmers-Sommer, E. Sahlstein, D. DeGooyer, A.M. Winters, A.E. Wagner, T. Dun, The Impact of Earvin "Magic" Johnson's HIV-Positive Announcement. B.A. Hollander, Media Use and Political Involvement. D. Miron, J. Bryant, Mass Media and Voter Turnout. J. Shanahan, C. Glynn, A. Hayes, The Spiral of Silence: A Meta-Analysis and Its Impact. D. D'Alessio, M. Allen, On the Role of Newspaper Ownership on Bias in Presidential Campaign Coverage by Newspapers. M. Pfau, What's in a Meta-Analysis. E. Perse, Meta-Analysis: Demonstrating the Power of Mass Communication. M. Allen, R.G. Preiss, N. Burrell, The Challenge of Media Effects for Teaching and Policy.