W. James Potter

Rethinking validity and reliability in content analysis

Abstract The central thesis in this essay is that validity and reliability should be conceptualized differently across the various forms of content and the various uses of theory. This is especially true with applied communication research where a theory is not always available to guide the design. A distinction needs to made between manifest and latent (pattern and projective) content. Also, we argue that content analyses need not be limited to theory‐based coding schemes and standards set by experts. When researchers are clear about what kind of content they want to analyze and the role of theory in their studies, they are in a better position to select the most appropriate strategies for demonstrating validity and reliability.

An Analysis of Thinking and Research About Qualitative Methods

Contents: Preface. Part I: Foundations. Whether to Enter? A Potpourri of Definitions. Issues of Belief. The Qualitative Methodologies. The Qualitative Phenomenon. Part II: Interpretive Analysis. Nature of Qualitative Evidence. Issues of Evidence Gathering. Issues of Data Analysis. Methods of Analysis. Writing Purpose. Issues of Writing. Standards. Part III: Illustrations of Decision Making. An Illustration of Decision Making in a Quantitative Analysis. An Illustration of Decision Making in a Qualitative Analysis. Part IV: Critical Insights. External Critique of Qualitative Theory Foundational Issues. Critique of Qualitative Research. Is Convergence a Possibility? Appendix: Abstracts of Writings Used in Interpretive Analysis.

Perceived reality and the cultivation hypothesis

The relationship specified by the cultivation hypothesis was elaborated by using a concept of perceived reality that included the dimensions of Magic Window, Instruction, and Identity. As in previous studies, the cultivation effect was nonsignificant after controls for demographics were introduced. However, the cultivation effect was found in certain subgroups of subjects partitioned according to their level of perceived reality.

Perceived reality in television effects research

This essay illuminates critical findings, limitations, and assumptions underlying the literature on perceived reality. Following a process of construct validation, the paper is structured to develop a conceptual definition and to hypothesize how the elements of that definition should be logically and empirically related to other relevant concepts and their measures. Perceived reality should be regarded as a multidimensional construct composed of magic window, utility, and identity elements. The existing research is critically evaluated to determine the extent to which each definitional element is supported.

Theory of Media Literacy: A Cognitive Approach

I. Background Chapter 1: Why Do We Need a Theory of Media Literacy? Chapter 2: Explicating the Construct of Media Literacy II. Introducing the Theory Chapter 3: Definitions and Distinctions Chapter 4: The Media Literacy Model Chapter 5: The Foundational Knowledge Structures Chapter 6: The Personal Locus Chapter 7: Competencies and Skills of Media Literacy III. Information Processing Chapter 8: The Filtering Task Chapter 9: The Meaning-Matching Task Chapter 10: The Meaning-Construction Task Chapter 11: Traps in Meaning Construction IV. Practices Chapter12: Practices Appendices References Preface

Television exposure measures and the cultivation hypothesis

This study tests five different operationalizations of television exposure in terms of their relative abilities to predict cultivation among adolescents. The creators of the cultivation hypothesis argue that cultivation is an effect resulting from a persons total exposure to television. In this study, total exposure is compared with four alternative operationalizations of television viewing: exposure to types of programs, program‐type exposure under controls for total viewing, proportional exposure among show types, anda weighted proportion.

The State of Media Literacy

Media literacy is a term that means many different things to different people—scholars, educators, citizen activists, and the general public. This article reviews the variety of definitions and presents a synthesis of commonalities that most definitions of media literacy share. The review presents an overview of how media literacy has been treated as an issue in curriculum design within the institution of education, and then how it has been treated as an intervention by parents and researchers.

A Content Analysis of the Media Effects Literature

This study focuses attention on scholarship on mass media effects. Our purpose is to profile that effects literature in terms of specific medium tested, type of content, use of theory, use of method, and type of effect. We conducted a content analysis of the mass media effects literature published in sixteen scholarly journals published from 1993 to 2005.

Examining Cultivation From a Psychological Perspective Component Subprocesses

This study attempts to elaborate the cultivation hypothesis by examining some proposed subprocesses, especially learning and construction with first-and second-order measures. The results from a sample of adolescents provide support for a construction subprocess but only with first-order measures. Results on the subprocess of learning as well as the overall cultivation process are mixed. In addition, the relationship between first- and second-order measures (generalization) are examined. It is argued that cultivation theory needs to be extended to attempt an explanation of how the effect operates.

Adolescents' Perceptions of the Primary Values of Television Programming:

This study of middle and high school students finds some support for cultivation theory. Some values associated with television—i.e., “hard work yields rewards” or “good wins over evil”—are more valued by higher versus lower exposed-to-television watchers. There were interactions. The ultimate triumph of hard work and good conduct, for example, were associated with viewing sports programs. Those who watched a lot of soap operas were least likely to believe: The strong survive; instead, this group of watchers believed: Luck is important.