Response to Question Two
While discussing the effect of electronic screen media on increasing autism rates in 2016, Heffler Karen Frankel denotes that there are several dimensions through which infants develop autism spectrum disorder via the simulation of the audiovisual screen. The research activity suggests that attachment theories are vital in understanding how the quality of child-parent interaction plays a crucial role in the healthy development of children. The research outcomes also indicate that technology is the key factor that influences the interaction between parents and their children. The existence of electronic screen media and other forms of technology distracts parents from interacting with their children as required. Moreover, visual and auditory sensory connectivity is mostly associated with an autism spectrum disorder. Children suffering from autism spectrum disorder do not conform to the nature of their social surroundings. On the contrary, such children are attracted to audiovisual synchrony, sounds, as well as non-social images.
An alternative study performed by Hermawati, Rahmadi, Sumekar, and Winarni in 2018 on the prevalence of ASD (Autism Spectrum Disorders), denotes that the condition is on the rise. Children are more exposed to electronic media than before and that the more they get screen time, the more they suffer reduced gamma-aminobutyric acid (GABA) neurotransmitter and elevated melanopsin-expressing neurons. Consequently, the children exhibit aberrant behavior, inability to develop their language, as well as reduced cognition. When children below the age of two are exposed to electronic media, their development of language can be impacted. Therefore, the performed research’s objective was to solicit the effects of exposing children to an electronic media screen, particularly, on autistic-like behavior and language development. The outcome of the study indicated that children who spent 3 hours or less watching television exhibited short attention span and language delay. On the other hand, children who watched for three hours or more exhibited a short attention span, language delay, as well as hyperactivity.
Response to Question Three
According to Sternheimer, the link between media and violence creates public fear that children are likely to become violent when exposed to violent media. Furthermore, such violence is accelerated with the expansion of media and associated culture. With the advent of electronic media, popular culture has been blamed on social problems. Therefore, individuals have paid more attention to the media and avoiding the major contributors to violence. As such, Sternheimer believes that the immediate problem is imitation hypothesis. The existence of the hypothesis is the reason behind media being associated with violence, which alternatively puts children at risk of being violent. The writer also thinks that society does not have concrete evidence on the most viable risk factors; thus, using media violence to explain the existence of violence risks.
The alternative indicators of violence provided by Sternheimer are inadequate education, alcohol abuse, as well as lack of economic opportunities. The author also asserts that the lack of hope and feeling inevitable failure may cause frustration and aggression. Besides, violence is neither the same nor all equal as most individuals suggest. Therefore, a correlation will only be created because there are individuals who are violent and thus, will appreciate violent media. The other factor that causes violence is the no effect-cause argument. The society, including the public, the media, and politicians blame each other for the existence of violence instead of taking collective responsibility. As such, it is wrong to argue that children are most exposed to violence with the existence of violent entertainment.
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