According to George Gerbner, television plays a large role in the cultivation of our values as a society. After viewing The Electronic Storyteller and reading Jean Kilbourne’s, “Beauty and The Beast of Advertising”, I started to wonder if there could be a link between violence against women and television consumption. My content analysis primarily focuses on television drama (including both primetime television shows and daytime soap operas) and television entertainment programs like music videos and professional wrestling. It is my hypothesis that violence against women, as depicted on television, increases male viewer’s likelihood of having rape-permissive attitudes towards women. The first article that I found regarding this topic is “Television’s Role in the Culture of Violence Toward Women: A Study of Television Viewing and the Cultivation of Rape Myth Acceptance in the United States”. This article accepts Gerbner’s view that television is a powerful cultivator of norms in our society. After illustrating the fact that almost 20% of American women are the victims of either a completed or attempted rape the researchers of this article go on to show television’s role in maintaining our society’s hostile attitude towards women. Television’s depiction of women continues to show us in roles that are both less powerful and less meaningful than that of men. The researchers contend that this constant representation of women’s inferiority may lead both men and women to internalize these beliefs about women’s roles and worth. And once men begin to believe that a woman’s value is less than that of a man’s, it is easier to trivialize violent acts committed against her. The researchers hypothesize: 1. Daily television viewing will significantly and positively predict the belief that women’s accusations of rape are untrue. 2. Daily television watching will significantly and positively predict the acceptance of rape myths. To test these hypotheses, the responses of a sample of over 1,000 responders were analyzed. Responders were asked about their daily television consumption during a typical weekday. They were also asked to distinguish how much time was spent watching crime shows versus soap operas and then were asked questions to gauge their acceptance of rape myth. The researchers found that daily television watching was both significantly and positively correlated with perceptions that rape accusations are false and the acceptance of the rape myth. The second study that I found is “Music Videos, Pro Wrestling and Acceptance of Date Rape Among Middle School Males and Females: An Exploratory Analysis”. I decided to use this article because of its focus on our youth. I was curious as to the age in which the acceptance of violence against women can begin in a society. The researchers of this study analyzed the 462 females and 442 males who answered the Teen Media Project Health Survey. Among the many questions asked, studen.

1. According to George Gerbner, television plays a large role in
the cultivation of our values as a society. After viewing The
Electronic Storyteller and reading Jean Kilbourne’s, “Beauty
and The Beast of Advertising”, I started to wonder if there
could be a link between violence against women and television
consumption. My content analysis primarily focuses on
television drama (including both primetime television shows
and daytime soap operas) and television entertainment programs
like music videos and professional wrestling. It is my
hypothesis that violence against women, as depicted on
television, increases male viewer’s likelihood of having rape-
permissive attitudes towards women.
The first article that I found regarding this topic is
“Television’s Role in the Culture of Violence Toward Women:
A Study of Television Viewing and the Cultivation of Rape
Myth Acceptance in the United States”. This article accepts
Gerbner’s view that television is a powerful cultivator of norms
in our society. After illustrating the fact that almost 20% of
American women are the victims of either a completed or
attempted rape the researchers of this article go on to show
television’s role in maintaining our society’s hostile attitude
towards women. Television’s depiction of women continues to
show us in roles that are both less powerful and less meaningful
than that of men. The researchers contend that this constant
representation of women’s inferiority may lead both men and
women to internalize these beliefs about women’s roles and
worth. And once men begin to believe that a woman’s value is
less than that of a man’s, it is easier to trivialize violent acts
committed against her. The researchers hypothesize:
1. Daily television viewing will significantly and positively
predict the belief that women’s accusations of rape are untrue.
2. Daily television watching will significantly and positively
predict the acceptance of rape myths.
To test these hypotheses, the responses of a sample of over

2. 1,000 responders were analyzed. Responders were asked about
their daily television consumption during a typical weekday.
They were also asked to distinguish how much time was spent
watching crime shows versus soap operas and then were asked
questions to gauge their acceptance of rape myth. The
researchers found that daily television watching was both
significantly and positively correlated with perceptions that
rape accusations are false and the acceptance of the rape myth.
The second study that I found is “Music Videos, Pro
Wrestling and Acceptance of Date Rape Among Middle School
Males and Females: An Exploratory Analysis”. I decided to use
this article because of its focus on our youth. I was curious as
to the age in which the acceptance of violence against women
can begin in a society. The researchers of this study analyzed
the 462 females and 442 males who answered the Teen Media
Project Health Survey. Among the many questions asked,
students were asked to report the number of days in the previous
week that they had watched both pro wrestling and music
videos. (These types of programs were selected due to previous
studies showing a link between them and increased violent
behaviors of viewers). The results of this study showed that
while most of these 12-15 year olds rejected the notion that
forcing a partner to have sex is okay, almost 35% of males
didn’t strongly agree with that statement. And while neither
music videos nor professional wrestling was statistically
correlated with acceptance of rape myth for females, this was
not the case for males. Among males, both of these factors
were significant predictors.
For my third study I found an article entitled “Television
Viewing and Rape Myth Acceptance Among College Women”.
Based on existing research exhibiting the link between
consumption of pornography and acceptance of rape myth, these
researchers built on that information to propose that even daily,
general television viewing can lead to rape myth acceptance as
well. These researchers hypothesized that:
1. Television use is positively correlated with the acceptance of

3. rape myth.
2. Television use is positively correlated with the notion that
rape accusations are false.
3. Television use is positively correlated with an overestimation
of rape in our society.
Researchers examined the responses of 96 female
undergraduates from a large, Midwestern university. The
women were asked to rate their beliefs, ranging from very
conservative to very liberal and were then given a test to gauge
their rape myth acceptance levels. Additionally, they were
asked about their television viewing habits, their political views
and their cultural identities. The results showed a positive
correlation between television consumption and rape myth, and
television use and the notion that rape accusations are false.
The third hypothesis was not proven to be significant; television
use was actually negatively correlated with an overestimation of
rape in our society and that correlation was not significant.
This content analysis actually showed me that not only
men in our society are affected by the violence they see
committed against women on television. Unfortunately, these
depictions affect women as well. I agree with George Gerbner’s
assessment of television being the most powerful cultivator of
norms in our society now and with Jhally’s assertion that we
have to start critically studying the ways in which media can be
used against us.
VERY GOOD
GRADE = 95
DIRECTIONS: PLEASE EXPLICITLY FOLLOW EACH
BULLETED ITEM AND EACH NUMBERED ITEM FROM 1 -9
FOR THIS ASSIGNMENT. PLEASE READ AND PAY
SPECIAL ATTENTION TO THE ADDITIONAL
REQUIREMENTS FOLLOWING THE NUMBERINGS. CITE
ALL REFERENCES.

4. Review and Selection of a Standardized Test
Resources
· Review and Selection of a Standardized Test Scoring Guide.
· APA Style and Format.
· Database Guide: Mental Measurements Yearbook.
· Searching Effectively.
· APA Writing Feedback Rubric [PDF].
· Learner Guide to APA Writing Feedback Rubric [PDF].
· PSY7610 Library Research Guide.
· Optional Research Worksheet [DOCX].
· Using a Mental Measurements Yearbook Review to Evaluate a
Test.
· Lists of Tests by Type [PDF].
· How to Cite Mental Measurements Yearbooks and Test
Reviews [PDF].
In Unit 1, you read "The Concerns of the Profession" on pages
66–68 of your Psychological Testing and Assessment text as
well as the Code. While the Code addresses the roles of test
developers and test users separately, you will be following the
standards for test users and, specifically, the section on
selecting tests (refer page 5). There are nine elements to
consider when selecting a test. You will focus on the first four
of these elements for this assignment.
· Identify a test category that is relevant to your academic and
professional career goals. The List of Tests by Type document
identifies the 10 categories you may choose from. They include
(1) intelligence/cognitive abilities, (2) achievement/aptitude,
(3) personality, (4) behavior, (5) adaptive behavior, (6)
neuropsychological, (7) career/business/organization, (8)
autism, (9) depression, and (10) preschool.
· Select three tests from a single category using the List of
Tests by Type document. Note: If you have an interest in a
particular test that is not on this list, then you may, as an
option, submit a request to your instructor to include it in your
first assignment with two other tests on the list in the same
category. Your instructor will review it and determine if you

5. may proceed with including that test in your assignment or
recommend that you select three tests from the list.)
· Compare and contrast these three tests according to the Code's
first four elements.
· Access the Capella library and conduct a search. Use the
Mental Measurements Yearbook (MMY) database from Buros to
locate and read a review for each test.
· Visit the publishers' Web site for each test to obtain additional
information.
· Return to the Capella library to choose a database, for
example, PsycINFO, PsycARTICLES, ERIC (education
research). Search for journal articles that are relevant to the
four elements and each test. (An optional worksheet is provided
to you in the resources to facilitate your research and literature
review.)
Organize your paper using the following headings (please use
these headings):
1. Title page (required).
2. Abstract (optional).
3. Introduction.
· Identify your particular area of specialization and career
goals, and the three tests you will research and review.
4. Element 1. "Define the purpose for testing, the content and
skills to be tested, and the intended test takers" (Code, 2004, p.
5, See #1). Describe your findings for all three tests citing
references. Use this section to introduce each test and report on
each of the three elements: purpose, content and skills, and
intended test takers.
5. Element 2. Describe "the appropriateness of test content,
skills tested, and content coverage for the intended purpose of
testing" (Code, 2004, p. 5, See #2). Describe your findings for
each test citing references. Use this section to report on unique
comments or research that evaluate any aspects of the
appropriateness of each test. There may be a wide range of
facets considering appropriateness that may be unique to each
particular test under consideration.

6. 6. Element 3. Describe "materials provided by test developers
and select tests for which clear, accurate, and complete
information is provided" (Code, 2004, p. 5. See #3). Describe
your findings for each test, citing references. Use this section to
describe either reviews or your evaluation of the materials
described in the sources you locate for each test under
consideration.
7. Element 4. "Select tests through a process that includes
persons with appropriate knowledge, skills, and training" (Code,
2004, p. 5. See #4). Include specific publisher information
about test-user qualification (for example, Level A, B, or C; or
other classification). Describe your findings for each test, citing
references.
8. Compare and contrast.
· Compare and contrast the three tests based on these four
elements (that is, 1–4).
· Decide which test will be the focus of your course project,
based on your evaluation of the three tests. Explain your choice.
All future assignments will be focused only on this one test that
you determine here.
9. References (required, use current APA format and style).
You may use the Optional Research Worksheet given in the
resources to complete this assignment.
Additional Requirements
Your paper should meet the following requirements:
· References: A minimum of nine references are required for
this assignment. These resources may include all of the
reference sources identified in your Psychological Testing and
Assessment text (pages 33–36), but must include:
· Three Buros MMY test reviews (one for each test).
· Three test publisher Web sites (one for each test).
· Three journal articles (one for each test).
·
· Length of paper: A minimum of five pages of content, not
including the title page or references (an abstract is not
required).

7. ·
· APA format: Current APA format and style is required
throughout. Be sure to use correct format and style for each
respective type of reference, for example, Web site versus
journal).