PSYCHOLOGY

Psychology in Popular Media Paper

Psychology in Popular Media Paper

Over the years, a number of critical analyses have appeared regarding the content of textbooks in basic psychology (Gillen, 1973; Hofmann & Vyhonsky, 1975; Miller, 1978; Sommer & Sommer, 1983). Two of these analyses involved the issues of intelligence, socioeconomic background, and race (Miller, 1978; Sommer & Sommer, 1983). In these studies textbook research citations regarding the effects of environment and heredity on intellectual development were scrutinized and conclusions drawn concerning the accuracy and usefulness of these data for instructors and students of abnormal, developmental, and educational psychology.

Two other investigations (Gillen, 1973; Hofmann & Vyhonsky, 1975) addressed more basic issues—the readability and human-interest scores of introductory psychology and educational psychology texts. Reviewing the findings of these studies, Hofmann and Vyhonsky (1975) concluded that introductory educational psychology texts, in particular, may be too difficult and boring for first-year college learners.

Each of the two studies expressed concerns regarding the information reaching students of psychology and ultimately the general public through the content of textbooks and readings in basic psychology. For the most part, the concerns involving the textbooks reviewed represented the misuse or misrepresentation of the materials cited. However, errors of omission may be equally important.

One possibly underrepresented area of importance is the influence of media on adolescent behaviour and development. Television is believed to have considerable impact on youth (Baranowski, 1971; Murray, 1980). Likewise, popular music has been found to be closely related to adolescents' values, behaviours, and concerns (Larson & Kubey, 1983; Seltzer, 1976; Tanner, 1981). However, the degree to which media influences are addressed in adolescent psychology texts is unclear.

Some researchers have suggested that the content of popular music and television programming reflects the interests and concerns of adolescents (Coles, 1969; Seltzer, 1976; Tanner, 1981). Others have suggested that popular music plays a more active role in adolescence—that of actually shaping or influencing young listeners by leading them to question established behaviour patterns, values, and ideas (Larson & Kubey, 1983; Rosenstone, 1974). The music of the 1960s, in particular, served as a focal point for raising issues of sensitive personal and social concern (Coles, 1969; Rosenstone, 1974).

Current popular music and television programming has become a topic of similar controversy and concern; overt drug use, violence, and sex are frequent themes in music and on television (Larson & Kubey, 1983; Rosenstone, 1974). With the 1981 advent of MTV, the cable music television network, ...