A médiapedagógia segédtudománya: a kognitív pszichológia

László Dóra

doi:10.17165/TP.2014.3-4.2

Authors

László Dóra Eötvös Loránd Tudományegyetem Pedagógiai és Pszichológiai Kar Neveléstudományi Doktori Iskola, Budapest

DOI:

https://doi.org/10.17165/TP.2014.3-4.2

Abstract

Mass media has a wide range of literature nowadays, and it is mainly used in the mass media research and the education. To teach mass media at schools is essential, but in order to employ and acquire information from the media another science is also needed. Pedagogy and media theory have a common auxiliary science which is cognitive psychology. It has explored some latent effects of mass media. In contrast to the general psychological approach cognitive psychology examines news on television and especially its understanding. Taking into consideration the didactical approach of other subjects the interpretation of media events is well applicable in schools.

References

Balázs Gáza – Szayly József – Szilágyi Árpád (2010): Újságíró-ismeretek kezdő és civil újságíróknak: sajtó, rádió, televízió, online média. Budapest : DUE, 2010. 183 p.

Barrie, G. (1987): Poor Reception: Misunderstanding and Forgetting Broadcast News. Hillsdale : NJ: Lawrence Erlbaum, 1987. 384 p.

Barrie, G. (1999): Television News and the Audience in Europe. The European Journal of Communication Research, 1999. vol. 24, no. 1, 5–38. p. doi: https://doi.org/10.1515/comm.1999.24.1.5

Comstock, G. (1989): Newsflow and Democratic Society. Orlando : FL: Academic Press, 1989. 425 p.

Eysenck, M. W. – Keane, M. T. (2003): Kognitív pszichológia. Budapest : Nemzeti Tankönyvkiadó, 2003. 602 p.

Findahl, O. – Höijer, B. (1981): Studies of News from the Perspective of Human Comprehension. In: Wilhoit, G. C. - de Bock, H. (szerk.): Mass Communication Review Yearbook. Beverly Hills : CA: Sage, 1981. 393–403. p. doi: https://doi.org/10.2307/2067206

Findahl, O. – Höijer, B. (1985): Some Characteristic of News Memory and Comprehension. Journal of Broadcasting and Electronic Media, 1985. vol. 29, no. 4, 379–398. p. doi: https://doi.org/10.1080/08838158509386594

Giles, D. C. (2003): Media Psychology. New Jersey : Lawrence Erlbaum Associates, 2003. 321 p. doi: https://doi.org/10.4324/9781410607263

Kovács Gyula – Pléh Csaba – Gulyás Balázs (2002): Kognitív idegtudomány. Budapest : Osiris Kiadó, 2002. 815 p.

Neisser, U. (1984): Megismerés és valóság. Budapest : Gondolat Kiadó, 1984. 205 p.

Neves, R. D. S. (2000): Emlékek, képek, gondolatok. Bevezetés a kognitív pszichológiába. Budapest : Osiris Kiadó, 2000. 143 p.

Newhagen, J. E. – Reeves, B. (1992): The Evenings Bad News: Effects of Compelling Negative Television News Images on Memory. Journal of Communication, 1992. vol. 42, no. 2, 25–41. p. doi: https://doi.org/10.1111/j.1460-2466.1992.tb00776.x

Share, J. (2008): Media Literacy is Elementary: Teaching Youth to Critically Read and Create Media. New York : Peter Lang Publishing, 2008. 167 p.

Shrum, L. J. (2012): The Psychology of Entertainment Media. New York : Routledge, 2012. 341 p. doi: https://doi.org/10.4324/9780203828588

Stokes, J. (2008): A média- és kultúrakutatás gyakorlata. Budapest : Gondolat Kiadó, 2008. 199 p.

Tyner, K. (1998): Literacy in a Digital World: Teaching and Learning in the Age of Information. New Jersey : Lawrence Erlbaum Associates, 1998. 281 p.

Woodall, W. G. (1986): Information Processing Theory and Television News. In: Robinson, J. P. – Levy, M. (szerk.): The Main Source: Learning from Television News. Beverly Hills : CA: Sage, 1986. 133–158. p.