Exam 2 Adv Society

Front 1

Moral thinking is what kind of process?

Back 1

Systematic

Front 2

4 types of values

Back 2

Moral, aesthetic, logical, professional

Front 3

Moral values

Back 3

honesty, nonviolence

Front 4

Aesthetic values

Back 4

harmonious, pleasing

Front 5

Professional Values

Back 5

innovative, prompt

Front 6

logical values

Back 6

consistent, competent

Front 7

Potter Box Order

Back 7

Definition, Values, Principles, Loyalties

Front 8

The Potter Box is what kind of system?

Back 8

Linked

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Freud's Values

Back 9

Valuing occurs automatically and are an expression of everyday circumstances. There is no way to remove them from any human action.

Front 10

Louis Hodges' Values

Back 10

says there are 5 categories of ethics: virtue, duty, utility, rights, and love.

Front 11

Aristotle's Values

Back 11

Emphasized moderation and temperance. Justice is a mean lying between indifference and selfish indulgence of insisting personal interests.

Front 12

Confucious' Values

Back 12

rooted his theory in virtue. He teaches Equilibrium: The great root from which grows all human action.

Front 13

Kant

Back 13

The categorical imperative, essentially the golden rule.

Front 14

Utilitarianism

Back 14

Determining what is right or wrong based on what would be best for the majority of human beings. Later utilitarians expand on the idea of happiness. it wants us to 1. produce the best possible balance of good vs. evil and 2. distribute this as widely as possible.

Front 15

Utilitarian Difficulties

Back 15

It is hard to make accurate measurements of consequences, you can’t predict social changes of the future, principles of great public benefit only apply to societies where non utilitarian standards of decency prevail, and they see society as collection of separate people, but the public good concerns a total of private goods.

Front 16

John Rawl

Back 16

Fairness is the fundamental idea in the concept of justice. Fairness means quantity: everyone in the same union does the same thing.

Front 17

Rawl's Veil of Ignorance

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“Justice emerges when negotiating without social differentiations.” It asks that all parties step back from real circumstances to an “original position behind a barrier where roles and social roles are eliminated. He argues that we automatically try to protect the underdog.

Front 18

2 principles of the veil

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The first principle calls for a maximal system of equal basic liberty compatible with like liberty for all. Liberty has priority in that it can never be traded away for social or economic advantage. Thus, the first position permanently conditions the second. The second principle involves all social goods other than liberty and allows inequalities in the distribution of these goods only if they act to benefit the least advantaged party. The inequalities in power, wealth, and income on which we agree must benefit the members of society who are worse off.

Front 19

Judeo-Christian as ends

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“Love thy neighbor as yourself”

Front 20

Feminist Perspective

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nurturing, caring, affection, empathy, and inclusiveness. Carol Gilligan says that the female moral voice roots itself in primacy of relationships.

Front 21

Noddings idea:

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There are two people: One who cares and one who is cared for

Front 22

5 Categories of moral obligation

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Duty to ourselves: maintaining integrity and preserving our self-interest.

Duty to clients/subscribers/supporters

Duty to our organization or firm: Loyalty to an employer.

Duty to professional colleagues: respect to people who do the same work as you

Duty to society: What is best for society.

Front 23

Who os the authentic moral agent?

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The individual

Front 24

Minnette E. Drumwrite and Patrick E. Murphy

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How Advertising Practitioners View Ethics Moral Muteness, Moral Myopia, and Moral Imagination

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Christians, Rotzoll, Fackler

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Ethical Foundations and Perspectives

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Moral Myopia

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A distortion of moral vision. It hinders the ideas from coming into focus. There are 6 categories of this.

Front 27

Consumers are smart

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Cannot be fooled

Front 28

Passing the buck

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putting the blame elsewhere

Front 29

Ostrich syndrome

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Out of sight out of mind

Front 30

What is legal

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is moral

Front 31

First Amendment misunerstanding

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But we still have responsibility for what we say

Front 32

Going Native

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Loyal to client

Front 33

Moral Muteness

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Ethical issues did not enter into discourse at either an individual or organizational level. They do not recognizably communicate their moral concerns in settings where it would be fitting. Three forms of moral muteness

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Negative Expressions

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not blowing the whistle on observed abuses and not questioning decisions.

Front 35

Positive Expressions

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Not speaking up for ideals

Front 36

Not holding other accountable

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Not providing adequate feedback

Front 37

4 categories of rationalizations

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1. Pandora’s box syndrome

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Compartmentalization

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Separating personal convictions from work convictions

Front 39

“Seeing Talking” Advertising Practitioners

Back 39

Recognize and discuss morals

Front 40

What Seeing Talking Advertisers do

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-ST advertisers practice recognition: the recognize the issues readily, they do not see themselves as just doing their clients bidding but rather they are doing their own work.

They practice communication and think it is extremely important that their work have ethical dimensions.

-They are okay with saying no if they are not comfortable.

-They have a Moral imagination: the ability to think outside of the box envisioning other options.

Front 41

Rest’s model of 4 psychological components determining moral behavior

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1.) Moral sensitivity (interpreting the situation) 2.) moral judgement (judging as right or wrong), 3.) moral motivation (prioritizing moral values relative to other values) and 4.) moral character (having courage, persisting, overcoming distractions, implementing skills)

Front 42

Jannette L .Dates

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Advertising

Front 43

There is no human interaction outside of

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Ideology

Front 44

Key Characteristics of FRAGILE child

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Behavior directed largely by desires and emotions

· Desires are thought to be outside the child’s control = much of their behavior is out of their control

Passive receiver of messages: high in attention and ready to respond to messages

· Highly susceptible to influence (especially when message speaks to emotions/desires)

· Early habits are difficult to change meaning they change very slowly

Front 45

Question for fragile children

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“what do commercials do to children”

Front 46

Who generally uses the fragile child idea?

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child psychiatrists and clinical psychologists who study children with emotional difficulties, and experimental psychologists

Front 47

Key characteristics of RESILIENT children

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Behavior directed by information that they process and store

· Active receiver of messages: actively selects, interprets, and shapes the messages to which they’re exposed.

· Seen as having a high degree of control over their behavior.

· Seen as undergoing enormous changes as they grow = major shifts in the child’s behavioral patterns.

Front 48

Resilient is based on what?

Back 48

Based on cognitive development theory and cognitive psychology

Front 49

Fragile is based on what?

Back 49

Based on Freudian psychoanalytic theory and stimulus-response learning theory

Front 50

Question about resilient children?

Back 50

“what do children do to commercials”

Front 51

Meditational deficiencies

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inability to preform cognitive operations

Front 52

production deficiencies

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failure to perform a cognitive operation due to factors other than ability, such as not knowing the operation could be used in a situation, and so forth.

Front 53

Task analysis

Back 53

an analysis of the information processing requirements of a specific situation.

Front 54

Do a task analysis of a product choice situation to identify key aspects of retrieving and using information in choosing a particular product or brand.

Back 54

Information processing behavior: retrieval and utilization of previously stored and currently available information. These information use processes involve cognitive developmental principles identified in work on children’s decision-making.

Front 55

Do a task analysis of a TV commercial watching situation to identify key aspects of attending to, selecting, interpreting, and storing information from a commercial?

Back 55

Information processing behavior:selecting, interpreting, and storing info. These are representational processes, which involve cognitive developmental principles identified in work on children’s memory development

Front 56

Why would “basic research” on children’s responses to TV advertising be relevant for public policies regarding advertising directed at children?

Back 56

Through their research they will prove if the following allegations are true or not:

· Failure to understand the selling intent of commercials keeps children under the age of eight from defending themselves against any advertising.

· Deep rooted habits and preferences for sugared products prevent children between 8-11 from defending themselves against advertising for sugared food products.

Front 57

Wackman

Back 57

“Testimony Before the Federal Trade Commission.”

Front 58

Ward, Wackman, & Wartella.

Back 58

“Cognitive Aspects of Children’s Consumer Behavior.”

Front 59

Developmental theory suggests that children proceed through a series of stages as they develop: what are four important aspects of cognitive stages?

Back 59

1) Stages imply distinct, qualitative differences in children’s modes of thinking/problem solving at different stages

2) Stages of thought form an invariant sequence in individual development. Although environmental factors may alter the rate of growth, they don’t change the sequence

3) Stages of thought form structured wholes, so that a child will show thinking typical of his stage in numerous situations that may differ widely

4) Cognitive stages are hierarchical and integrative: higher stages become increasingly differentiated and at the same time integrate lower stages at a new level of organization.

Front 60

What four stages of cognitive development did Piaget identify? What are some key characteristics of each stage?

Back 60

1) Sensorimotor stage:

2) Preoperational stage:

3) Concrete-operational stage: .

4) Formal-operational stage:

Front 61

Sensorimotor stage

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infants behavior isn’t mediated by thought as we know it, but rather by set behavior patterns (aka: schema)

Front 62

preoperational stage

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the child is developing symbolic abilities (language and mental imagery), but his behavior is still very closely linked to perception

Front 63

concrete-operational stage

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child has developed conceptual skills which enable him to effectively mediate perceptual activity, but only when dealing with concrete objects.

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formal-operational stage

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he develops adult-like thought patterns, including abstract thought. Can perform many complex cognitive operations including hypothetical and abstract thinking.

Front 65

What are two important concepts related to changes in children’s cognitive functioning between the ages of 6 and 12? (2)

Back 65

1) Younger children cannot engage in abstract thought, to the extent that older children can.

2) A child's cognitive ability between 6 and 12 years old is the growing ability of children to “decenter” their attention. The older child can focus on several dimensions of a situation and relate these dimensions. **This movement towards decentralization of thought suggests that older children may perceive and select more information from advertising messages than younger children.

Front 66

What are three basic processes involved in children’s cognitive development?

Back 66

1) The gradual development of causal reasoning processes such that older children are better able to relate events in a causal sequence.

2) The development in middle childhood (10/11 years) of the ability to infer motives in evaluating actions, such as identifying the motives of advertisers in commercials.

3) The general growth in more flexible information-gathering strategies as children proceed from the preoperational to the concrete-operational stage.

Front 67

What four factors are important in the development process? What two factors are important in the learning process?

Back 67

1) maturation of the physical abilities of the child

2) The child’s own experience with objects in the world

3) Social transmission, such as parents talking with the child, knowledge gained in classroom education

4) Equilibration, the child’s self-regulatory processes,

**Equilibration is particularly significant since it is the factor which integrates all aspects of development.

Front 68

Consumer skills

Back 68

consumer activities which have a cognitive basis in that they involve information-processing activities or other “thinking” capabilities which might follow the course of general cognitive growth

Front 69

nonskill

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consumer activities which is not thought to have a cognitive basis or follow the course of general cognitive development.

Front 70

What is the basic hypothesis regarding the relationship between age and: lower-level information-processing skills

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The use of lower-level skills will not change with age, because the cognitive capabilities necessar

Front 71

What is the basic hypothesis regarding the relationship between age and: higher-level information-processing skills

Back 71

The use of higher-level skills will increase substantially with age, because the cognitive capabilities necessary for utilizing these skills in consumer information processing undergo major development from ages 5-12.

Front 72

Ward, Wackman, & Wartella. (2nd)

Back 72

“Children’s Consumer Information Processing.”

Front 73

What are the basic hypotheses relating age to various measures of children’s INITIAL PROCESSING OF TV ADVERTISING, such as attention to and selection of information from TV commercials?

Back 73

The more perceptually bound the child (the younger the child), the greater the influence of perceptual characteristics of commercial on his attention; the less perceptually bound the child (older the child), the greater the influence of content or conceptual aspects of commercials on his attention.

Front 74

What cognitive developmental concepts provide the basis for the hypotheses?

Back 74

Piaget’s concept of cognitive development

Front 75

describe differences between kindergartners and older children in: Attention behavior

Back 75

age-related changes in children’s attention behavior are consistent with the overall development of consolidating conceptual skills.

Front 76

describe differences between kindergartners and older children in: Selection of information from commercials:

Back 76

as children grow older, recall of advertising becomes increasingly complex, multi-dimensional, and complete. With increased age, children recall more features and relate these features in the proper sequence to represent the story told in the commercial.

Front 77

describe differences between kindergartners and older children in: Sources of new product information

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With increased age, children become more flexible in the use of information-gathering strategies. both groups of older children appear to be aware of more sources of advertising and to view the various media as functional alternatives.

Front 78

What are the basic hypotheses related age to measures of children’s CENTRAL PROCESSING OF TV ADVERTISING, such as understanding the intent of commercials and evaluating the truthfulness of commercials? (3)

Back 78

3rd-6th grade children exhibit more elaborate and multi-dimensional recall of commercials and more accurate understanding of the purposes of commercials than younger children.

· They are also more likely to base attitudes toward specific commercials on message characteristics than on attitudes toward the product itself.

· They are also less likely to feel that commercials always told the truth

Front 79

describe differences between kindergartners and older children in: Understanding the intent of commercials

Back 79

strong linear relationship between awareness and age.

Front 80

describe differences between kindergartners and older children in: Evaluating truthfulness of commercials:

Back 80

Even 6th grade children do not always make subtle distinctions in evaluating advertising truthfulness. Kindergartners are nearly an even split between thinking commercials always tell the truth. Older kids have an increased proportions of answering “no” or “sometimes.” Some older children feel commercials tell the truth because of positive experiences they have had with advertised products, and on the other hand, more skepticism comes from children who have had negative experiences with advertised products.

Front 81

Rossiter and Robertson

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Children’s TV Commercials: Testing the Defenses

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Cognitive defense

Back 82

each child’s understanding of commercials

Front 83

attitudinal defense

Back 83

his associated belief, affect, and motivational disposition with respect to them

Front 84

Cognitive defense measure

Back 84

child’s ability to discriminate between commercials and programs, to recognize the existence of a sponsor as the source of the commercials message, to recognize the idea of an intended audience for the message, to comprehend the intentionality or purpose of commercials, and to understand the essential symbolic nature of product presentation.

Front 85

attitudinal defense measure

Back 85

based on child’s degree of believability, liking, and motivational tendency to want products he sees advertised in commercials.

Key factors influencing the development: maturational development, television exposure, and socialization.

Front 86

maturational development

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indexed by age and grade, is the most significant determinant of children’s cognitive and attitudinal defenses to TV advertising

Front 87

television exposure

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is seen as unrelated to cognitive defense level. But, is significantly related to child’s attitude toward commercials. The negative correlation between tv exposure and attitudinal defense indicates that those children who are heavy viewers are more favorably disposed toward tv advertising.

Front 88

socialization

Back 88

parental education is the dominant factor. Children of better educated parents exhibited stronger cognitive and attitudinal defenses to commericals. Also, children with older siblings might have stronger defenses to commercials

Front 89

Children's defense patterns (2)

Back 89

* 2) Shift is importance from attitudinal defense to cognitive defense with increasing grade level. Only attitudinal defense is effective among 1st graders. 3rd grade, attitudinal defense is still most effective, but cognitive defense is becoming more important. By 5th grade, cognitive defense is the only effective one.