Uses and gratifications theory is a communication theory that describes the reasons and means by which people seek out media to meet specific needs. The theory postulates that media is a highly available product, that audiences are the consumers of the product, and that audiences choose media to satisfy given needs as well as social and psychological uses, such as knowledge, relaxation, social relationships, and diversion.
Communication studies is an academic discipline that deals with processes of human communication and behavior, patterns of communication in interpersonal relationships, social interactions and communication in different cultures. Communication is commonly defined as giving, receiving or exchanging ideas, information, signals or messages through appropriate media, enabling individuals or groups to persuade, to seek information, to give information or to express emotions effectively. Communication studies is a social science that uses various methods of empirical investigation and critical analysis to develop a body of knowledge that encompasses a range of topics, from face-to-face conversation at a level of individual agency and interaction to social and cultural communication systems at a macro level.
In media studies, mass communication, media psychology, communication theory, and sociology, media influence and themedia effect are topics relating to mass media and media culture's effects on individuals' or audiences' thoughts, attitudes, and behaviors. Through written, televised, or spoken channels, mass media reach large audiences. Mass media's role in shaping modern culture is a central issue for the study of culture.
The third-person effect hypothesis predicts that people tend to perceive that mass media messages have a greater effect on others than on themselves, based on personal biases. The third-person effect manifests itself through an individual's overestimation of the effect of a mass communicated message on the generalized other, or an underestimation of the effect of a mass communicated message on themselves.
George Gerbner was a professor of communication and the founder of cultivation theory. He taught at Temple University, Villanova University, and the University of Pennsylvania.
Christopher H. Sterling was an American media historian. Sterling was professor of media and public affairs at The George Washington University where he taught from 1982. Author of numerous books on electronic media and telecommunications plus a host of research and bibliographic articles, his primary research interests centered upon the history and policy development of electronic media and telecommunications. He regularly taught courses in media law and federal regulation and society. He was an acting chair in the early 1990s and served as associate dean for graduate studies in arts and sciences from 1994 to 2001.
The social distance corollary is a theory in communication research that concerns the tendency of people to perceive others to be more susceptible to media influence than they actually are.
Oscar H. Gandy Jr., retired since 2006, is a scholar of the political economy of information who was the Herbert Schiller Professor of Communication studies at the Annenberg School for Communication, University of Pennsylvania. His work spans many subjects, including privacy, race, information technology, media framing, media development, and educational subsidy.
James E. Grunig is a public relations theorist, Professor Emeritus for the Department of Communication at the University of Maryland.
James William Carey was an American communication theorist, media critic, and a journalism instructor at the University of Illinois, and later at Columbia University. He was a member of the Peabody Awards Board of Jurors from 1995 to 2002. He died in 2006 at age 71. Carey is credited with developing the ritual view of communication.
Ellen A. Wartella is a leading scholar of the role of media in children's development. She is the chair and professor of communication, director of Northwestern University's Center on Media and Human Development, and an adviser for the review at Northwestern University. She studies social policy, media studies, psychology, and child development at the University. She believes that smartphones are disruptive in a way that's different from earlier technology.
Reinforcement theory is a limited effects media model applicable within the realm of communication. The theory generally states that people seek out and remember information that provides cognitive support for their pre-existing attitudes and beliefs. The main assumption that guides this theory is that people do not like to be wrong and often feel uncomfortable when their beliefs are challenged. According to Luthans and Stajkovic (2009), reinforcement theory suggests that the environment and its consequences significantly influence behavior, with positive reinforcement being one of the most substantiated principles in psychology. This theory is crucial in understanding how individuals process information that aligns with their attitudes and how reinforcement can shape and sustain communication patterns.
Exemplification theory is a theory that states that an event is the exemplification of a property in an entity. This identity is often modeled as an "ordered triple" of an entity, property type, and time.
Richard G. Lomax is a tenured professor of education at the School of Educational Policy and Leadership and the College of Education and Human Ecology at Ohio State University. His research interests include multivariate analysis, models of literacy acquisition, structural equation models, graphics, and statistics in sports.
Narrative transportation theory proposes that when people lose themselves in a story, their attitudes and intentions change to reflect that story. The mental state of narrative transportation can explain the persuasive effect of stories on people, who may experience narrative transportation when certain contextual and personal preconditions are met, as Green and Brock postulate for the transportation-imagery model. As Van Laer, de Ruyter, Visconti, and Wetzels elaborate further, narrative transportation occurs whenever the story receiver experiences a feeling of entering a world evoked by the narrative because of empathy for the story characters and imagination of the story plot.
Robert S. Wyer Jr. is a visiting professor at the University of Cincinnati and professor (emeritus) at the University of Illinois, Urbana-Champaign. He received his doctoral degree from the University of Colorado. Wyer Jr.'s research interests cover various aspects of social information processing, including:
John L. Locke is an American biolinguist who has contributed to the understanding of language development and the evolution of language. His work has focused on how language emerges in the social context of interaction between infants, children and caregivers, how speech and language disorders can shed light on the normal developmental process and vice versa, how brain and cognitive science can help illuminate language capability and learning, and on how the special life history of humans offers perspectives on why humans are so much more intensely social and vocally communicative than their primate relatives. In recent time he has authored widely accessible volumes designed for the general public on the nature of human communication and its origins.
Peter Vorderer is a German professor of media and Communication studies at the University of Mannheim focusing on the area of media psychology, entertainment research, and the social change related to the use of new media. He made major contributions to the field of mass communication, primarily in the area of media effects research. From May 2014 until May 2015, he was president of the International Communication Association (ICA).
Susan Gass is an American Kenneth W. Mildenberger Prize-winner linguist. She is currently a professor emerita, retired from the Department of Linguistics, Languages, and Cultures at Michigan State University. Her research focuses on applied linguistics with a special focus on second language learning, corrective feedback, and task-based language learning. She graduated in 1961 from Kingswood School Cranbrook.
