cards

You’re right — some terms were missing. Here’s a 7th-grader-friendly scenario guide that now covers every term listed in your uploaded sheet, grouped by section. (I’m pulling the official term list from your file so we don’t miss anything.  )





1) Stereotyping in the Mass Media



  • Social justice attainment: A news series about unfair school funding leads your city to change the budget.

  • Differences between people: A show highlights how two families from different cultures celebrate the same holiday differently.

  • Power of words: Calling one group “thugs” and another “teens” makes viewers feel differently about similar actions.

  • Media racial representations: A movie mostly shows one race as heroes and another as villains.

  • Priming & cognitive accessibility: After many crime stories showing the same race, your brain too quickly links that race to “danger.”

  • Entertainment images: A sitcom always makes the Latina character the nanny.

  • Advertising images: A sneaker ad only shows boys playing sports, so people assume boys are the athletes.

  • Music images: A video only shows girls as backup dancers, hardly ever as the rapper.

  • News constructions of culture, race, ethnicity: A broadcaster talks about immigrants using only money and crime stats, not families or jobs.

  • Images of African Americans, Latinos, & Women: A network often shows Black boys as suspects, Latinas as maids, women as “love interests.”

  • Stages of portrayal: Old shows ignored certain groups → later added side roles → now some get main roles.

  • Discursive practices / typology: A magazine uses “exotic beauty” to describe a woman of color, turning culture into a stylized “type.”

  • Definition/function of stereotypes: Shortcut characters (e.g., “nerd,” “mean girl”) make stories quick but can be unfair.

  • Prominent media stereotypes: A sports broadcast says “athletic but not smart” about a certain group—repeats a harmful trope.

  • Cultivation: Watching tons of TV where cities seem dangerous makes you think your town is unsafe.

  • Social identity theory (applied): Kids feel proud when they see someone like them shown as the hero.






2) Children as a Special Audience



  • Recommendation algorithms: You like one slime video; your feed floods with slime.

  • Content moderation: A platform removes videos with bad words.

  • Censorship: A government blocks protest videos online.

  • Shadow-ban: A creator’s posts quietly stop being shown even though they’re not told.

  • Duets: You record a side-by-side reaction to your friend’s TikTok.

  • Tweens: 10–12 year-olds who love apps and group chats.

  • POPC (Permanently Online, Permanently Connected): You feel weird if you can’t check your phone every few minutes.

  • Multitasking: Homework → text → YouTube → back to homework (kinda).

  • FOMO: You check stories because you’re scared of missing a hangout.

  • Cognitive development theory: How kids’ thinking grows by stages.

  • Assimilation: “All tablets work like iPads.”

  • Accommodation: “Oh, Kindles are different; I have to adjust what I thought.”

  • Sensorimotor: Babies poke the screen and expect sound.

  • Preoperational → perceptual dependency / egocentrism / animism: A 5-year-old believes the cartoon dog hears them; thinks mostly from their own point of view.

  • Concrete operational → conceptual thought / role taking: An 8-year-old understands ads try to persuade; can imagine what others feel.

  • Formal operational: A teen debates whether influencers should label ads.

  • Criticism of CDT: Not every kid fits cleanly into exact “age boxes.”

  • Information processing theory: Attention and memory are like limited “brain-RAM.”

  • Popular (passive) vs active attention: Auto-playing videos (passive) vs choosing and pausing to think (active).

  • Disclaimers & premium offers: “Ask a parent!” or “No ads if you pay.”

  • Transfer deficit: A kid can count on TV but can’t count real apples yet.

  • Fisch’s capacity model: If a show is too flashy, kids miss the lesson.

  • Theory of mind: Realizing “others have thoughts different from mine.”

  • Limitations of agenda setting (for kids): Parents and platforms can’t fully control what kids think is important.

  • Parental mediation: Parents discuss a video; kid still sees other versions at a friend’s house.






3) News, Politics, and Media



  • Mediality: We see a “media version” of events, not the raw event.

  • Mirror image theory: News tries to show both sides equally (like a mirror).

  • Partisan bias theory: A channel favors one political side.

  • Diversity: A newsroom brings in people from many backgrounds to cover stories fairly.

  • Agenda setting: If news talks about wildfires daily, people rank it as a top issue.

  • Media campaigns: Ads and messages planned to win votes.

  • Types of news (talk shows, soft news): A funny late-night bit about a serious topic.

  • Need for cognition: Some people love deep, detailed news.

  • Political sophistication: Knowing how government and policies work.

  • Spiral of silence & fear of isolation: You stay quiet if your opinion seems unpopular.

  • Train test: Would you speak up to strangers on a train?

  • Selective exposure: You pick news that agrees with you.

  • Dual-coding theory: Words + pictures help you remember better.

  • Werther effect: After a famous suicide story, more people copy it.

  • Repositioning/rescheduling effect: Media coverage changes when people act.

  • Additive effect: Heavy repeated coverage piles on risk.






4) Videogame Audiences & Internet Searching



  • Search engines (recency, sales, popularity): “New” and “hot” results rise to the top.

  • Key difference vs legacy media: Games are interactive; TV isn’t.

  • Top-down approaches: The game’s story is fixed (Mario).

  • Bottom-up approaches: Players build worlds (Minecraft).

  • Social cognitive theory: You copy cool moves you see rewarded in games.

  • General aggression model: Lots of violent play can make angry thoughts pop up faster.

  • Competitive or cooperative interaction: Teaming up vs battling each other.

  • Meta-analyses: Big studies that combine many smaller studies.

  • Downward spiral of media effects: Aggressive kid picks violent games → gets more aggressive → keeps choosing them.

  • Portrayals of social reality in games: Games can make certain groups look always weak or always powerful.






5) Music and Mass Media Audiences



  • Taste public: A group that likes the same kind of music for similar reasons.

  • Gender / cultural–lifestyle expectations: A video says “girls should look this way,” “boys act that way.”

  • Meta-genre: A mix of styles (rap + pop + rock).

  • Interpretive community: Fans who share a way of “reading” lyrics.

  • Polysemic: One song = many meanings to different people.

  • Inter-textuality: A new video references an old classic video.

  • Third-person effect: “Lyrics won’t change me, but they’ll change other kids.”

  • Dominant ideology: The “usual” message (money/fame = success).

  • Oppositional reading: A fan sees it as criticizing greed instead.

  • Patent offensiveness / prurient appeal / artistic merit: Debates about whether a video is too sexual, and if it still has art value.

  • Knowledge of Black culture (e.g., disaffection to mainstream): A rapper pushes back against “fitting in.”

  • Dixon et al. findings / afrocentric features / collective self-esteem / cultural lens / ethnic identity: Fans who share culture decode videos differently and may feel pride seeing their style represented.

  • Uses & gratifications / social learning / desensitization / schema theory; Fried findings: Hype music to gain energy; copy dances; get used to harsh lyrics; rely on mental “templates” when viewing; a class study reports how students actually reacted.

  • Anti-social vs pro-social themes / selective exposure / Billboard more anti-social / Facebook more pro-social: Charts push edgy themes; friends share kinder songs.






6) Evolving Audiences & New Technology



  • Demassification / fragmentation / segmentation: Instead of one giant audience, many small niche groups.

  • Asynchronicity: You comment now; someone replies later.

  • Interactivity: You click, post, remix.

  • Multimedia: Text + audio + video together.

  • Steps to adoption: Hear → try → keep.

  • Internet as medium / internet audiences: Online is its own “place” with its own crowd.

  • CMC defined (impoverished): Online chat may miss tone or facial cues.

  • Deaux’s model of social identity: Who we are depends on group roles (student, gamer, teammate).

  • Cloak of anonymity: Hidden identity can make people brave or rude.






7) Internet Addiction



  • Definition/symptoms: Can’t stop scrolling; sleep suffers; cranky without Wi-Fi.

  • Predictors / general model: Easy access + stress + habits can push overuse.

  • ACE model: Accessibility, Control, Excitement keep you hooked.

  • FOMO: Fear of missing out fuels checking.

  • I-PACE / internet-related expectancies / POPC as amplifier: Personality + feelings + beliefs (“this will make me feel better”) + being always online → stronger pull to keep scrolling.






8) New Conceptualizations of Audience



  • AI challenges / deepfakes (synthetic media): A fake speech looks real—hard to know the truth.

  • Degree of activity/passivity & interactivity/interchangeability: Lurking vs posting; watching vs co-creating.

  • Size & duration; locatedness in space: A quick 50-person stream vs a long-running million-member subreddit; local vs global.

  • Group character (social/cultural identity): A fandom shares slang and values.

  • Simultaneity of contact with source: Live chat with the streamer, right now.

  • Heterogeneity of composition: A mix of ages/places/backgrounds in one audience.

  • Sociability of context of use: Watching alone vs with friends in Discord.

  • Social relations between sender and receiver: Creator and fans trade DMs.

  • Degree of social presence: A Zoom class feels more “together” than email.

  • Produsers / user-generated content / crowdsourcing / big data impact: Fans help make content; platforms learn what you like to target ads.





Checkpoint (super quick):

Which section (1–8) still feels the fuzziest to you so I can give you 5 mini-practice questions at a 7th-grade level just for that part?