Competition and Ideological Diversity: Historical Evidence from US Newspapers †
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Social Norms and Social Influence Mcdonald and Crandall 149
Available online at www.sciencedirect.com ScienceDirect Social norms and social influence Rachel I McDonald and Christian S Crandall Psychology has a long history of demonstrating the power and and their imitation is not enough to implicate social reach of social norms; they can hardly be overestimated. To norms. Imitation is common enough in many forms of demonstrate their enduring influence on a broad range of social life — what creates the foundation for culture and society phenomena, we describe two fields where research continues is not the imitation, but the expectation of others for when to highlight the power of social norms: prejudice and energy imitation is appropriate, and when it is not. use. The prejudices that people report map almost perfectly onto what is socially appropriate, likewise, people adjust their A social norm is an expectation about appropriate behav- energy use to be more in line with their neighbors. We review ior that occurs in a group context. Sherif and Sherif [8] say new approaches examining the effects of norms stemming that social norms are ‘formed in group situations and from multiple groups, and utilizing normative referents to shift subsequently serve as standards for the individual’s per- behaviors in social networks. Though the focus of less research ception and judgment when he [sic] is not in the group in recent years, our review highlights the fundamental influence situation. The individual’s major social attitudes are of social norms on social behavior. formed in relation to group norms (pp. 202–203).’ Social norms, or group norms, are ‘regularities in attitudes and Address behavior that characterize a social group and differentiate Department of Psychology, University of Kansas, Lawrence, KS 66045, it from other social groups’ [9 ] (p. -
Historical Evidence from US Newspapers Matthew Gentzkow, Jesse M
NBER WORKING PAPER SERIES COMPETITION AND IDEOLOGICAL DIVERSITY: HISTORICAL EVIDENCE FROM US NEWSPAPERS Matthew Gentzkow Jesse M. Shapiro Michael Sinkinson Working Paper 18234 http://www.nber.org/papers/w18234 NATIONAL BUREAU OF ECONOMIC RESEARCH 1050 Massachusetts Avenue Cambridge, MA 02138 July 2012 We are grateful to Alan Bester, Ambarish Chandra, Tim Conley, Christian Hansen, Igal Hendel, Caroline Hoxby, Jon Levin, Kevin Murphy, Andrei Shleifer, E. Glen Weyl, and numerous seminar participants for advice and suggestions, and to our dedicated research assistants for important contributions to this project. This research was funded in part by the Initiative on Global Markets, the George J. Stigler Center for the Study of the Economy and the State, the Ewing Marion Kauffman Foundation, the Centel Foundation/Robert P. Reuss Faculty Research Fund, the Neubauer Family Foundation and the Kathryn C. Gould Research Fund, all at the University of Chicago Booth School of Business, the Social Sciences and Humanities Research Council of Canada, and the National Science Foundation. The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research. NBER working papers are circulated for discussion and comment purposes. They have not been peer- reviewed or been subject to the review by the NBER Board of Directors that accompanies official NBER publications. © 2012 by Matthew Gentzkow, Jesse M. Shapiro, and Michael Sinkinson. All rights reserved. Short sections of text, not to exceed two paragraphs, may be quoted without explicit permission provided that full credit, including © notice, is given to the source. Competition and Ideological Diversity: Historical Evidence from US Newspapers Matthew Gentzkow, Jesse M. -
Notes on Pragmatism and Scientific Realism Author(S): Cleo H
Notes on Pragmatism and Scientific Realism Author(s): Cleo H. Cherryholmes Source: Educational Researcher, Vol. 21, No. 6, (Aug. - Sep., 1992), pp. 13-17 Published by: American Educational Research Association Stable URL: http://www.jstor.org/stable/1176502 Accessed: 02/05/2008 14:02 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=aera. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit organization founded in 1995 to build trusted digital archives for scholarship. We enable the scholarly community to preserve their work and the materials they rely upon, and to build a common research platform that promotes the discovery and use of these resources. For more information about JSTOR, please contact [email protected]. http://www.jstor.org Notes on Pragmatismand Scientific Realism CLEOH. CHERRYHOLMES Ernest R. House's article "Realism in plicit declarationof pragmatism. Here is his 1905 statement ProfessorResearch" (1991) is informative for the overview it of it: of scientificrealism. -
'The Magic That Can Set You Free': the Ideology of Folk and the Myth of the Rock Community
The magic that can set you free': the ideology of folk and the myth of the rock community by SIMON FRITH Rock, the saying goes, is 'the folk music of our time'. Not from a sociological point of view. If 'folk' describes pre-capitalist modes of music production, rock is, without a doubt, a mass-produced, mass- consumed, commodity. The rock-folk argument, indeed, is not about how music is made, but about how it works: rock is taken to express (or reflect) a way of life; rock is used by its listeners as a folk music - it articulates communal values, comments on shared social problems. The argument, in other words, is about subcultures rather than music- making; the question of how music comes to represent its listeners is begged. (I develop these arguments further in Frith 1978, pp. 191-202, and, with particular reference to punk rock, in Frith 1980.) In this article I am not going to answer this question either. My concern is not whether rock is or is not a folk music, but is with the effects of a particular account of popular culture - the ideology of folk - on rock's interpretation of itself. For the rock ideologues of the 1960s - musicians, critics and fans alike - rock 'n' roll's status as a folk music was what differentiated it from routine pop; it was as a folk music that rock could claim a distinctive political and artistic edge. The argument was made, for example, by Jon Landau in his influential role as reviews editor and house theorist of Rolling Stone. -
Preschool Television Viewing and Adolescent Test Scores: Historical Evidence from the Coleman Study
PRESCHOOL TELEVISION VIEWING AND ADOLESCENT TEST SCORES: HISTORICAL EVIDENCE FROM THE COLEMAN STUDY MATTHEW GENTZKOW AND JESSE M. SHAPIRO We use heterogeneity in the timing of television’s introduction to different local markets to identify the effect of preschool television exposure on standardized test scores during adolescence. Our preferred point estimate indicates that an additional year of preschool television exposure raises average adolescent test scores by about 0.02 standard deviations. We are able to reject negative effects larger than about 0.03 standard deviations per year of television exposure. For reading and general knowledge scores, the positive effects we find are marginally statistically significant, and these effects are largest for children from households where English is not the primary language, for children whose mothers have less than a high school education, and for nonwhite children. I. INTRODUCTION Television has attracted young viewers since broadcasting be- gan in the 1940s. Concerns about its effects on the cognitive devel- opment of young children emerged almost immediately and have been fueled by academic research showing a negative association between early-childhood television viewing and later academic achievement.1 These findings have contributed to a belief among the vast majority of pediatricians that television has “negative effects on brain development” of children below age five (Gentile et al. 2004). They have also provided partial motivation for re- cent recommendations that preschool children’s television view- ing time be severely restricted (American Academy of Pediatrics 2001). According to a widely cited report on media use by young * We are grateful to Dominic Brewer, John Collins, Ronald Ehrenberg, Eric Hanushek, and Mary Morris (at ICPSR) for assistance with Coleman study data, and to Christopher Berry for supplying data on school quality. -
NBER WORKING PAPER SERIES TEXT AS DATA Matthew Gentzkow
NBER WORKING PAPER SERIES TEXT AS DATA Matthew Gentzkow Bryan T. Kelly Matt Taddy Working Paper 23276 http://www.nber.org/papers/w23276 NATIONAL BUREAU OF ECONOMIC RESEARCH 1050 Massachusetts Avenue Cambridge, MA 02138 March 2017 The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research. At least one co-author has disclosed a financial relationship of potential relevance for this research. Further information is available online at http://www.nber.org/papers/w23276.ack NBER working papers are circulated for discussion and comment purposes. They have not been peer-reviewed or been subject to the review by the NBER Board of Directors that accompanies official NBER publications. © 2017 by Matthew Gentzkow, Bryan T. Kelly, and Matt Taddy. All rights reserved. Short sections of text, not to exceed two paragraphs, may be quoted without explicit permission provided that full credit, including © notice, is given to the source. Text as Data Matthew Gentzkow, Bryan T. Kelly, and Matt Taddy NBER Working Paper No. 23276 March 2017 JEL No. C1 ABSTRACT An ever increasing share of human interaction, communication, and culture is recorded as digital text. We provide an introduction to the use of text as an input to economic research. We discuss the features that make text different from other forms of data, offer a practical overview of relevant statistical methods, and survey a variety of applications. Matthew Gentzkow Matt Taddy Department of Economics Microsoft Research New England Stanford University 1 Memorial Drive 579 Serra Mall Cambridge MA 02142 Stanford, CA 94305 and University of Chicago Booth School of Business and NBER [email protected] [email protected] Bryan T. -
Matthew Gentzkow, Winner of the 2014 Clark Medal
Matthew Gentzkow, Winner of the 2014 Clark Medal The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Shleifer, Andrei. 2015. “Matthew Gentzkow, Winner of the 2014 Clark Medal.” Journal of Economic Perspectives 29 (1): 181–92. https:// doi.org/10.1257/jep.29.1.181. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:41555813 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA Journal of Economic Perspectives—Volume 29, Number 1—Winter 2015—Pages 181–192 Matthew Gentzkow, Winner of the 2014 Clark Medal Andrei Shleifer he 2014 John Bates Clark Medal of the American Economic Association was awarded to Matthew Gentzkow of the University of Chicago Booth School T of Business. The citation recognized Matt’s “fundamental contributions to our understanding of the economic forces driving the creation of media products, the changing nature and role of media in the digital environment, and the effect of media on education and civic engagement.” In addition to his work on the media, Matt has made a number of significant contributions to empirical industrial organi- zation more broadly, as well as to applied economic theory. In this essay, I highlight some of these contributions, which are listed on Table 1. I will be referring to these papers by their number on this list. -
Ideology: the Challenge for Civic Literacy Educators by James A
Volume 1, Issue 1 http://journals.iupui.edu/index.php/civiclit/index July 2014 Ideology: The Challenge for Civic Literacy Educators By James A. Duplass ABSTRACT: Commitment to open-mindedness, critical thinking, liberty, and social justice are proposed as four pillars of a democratic ideology. The highly charged and polarized discourse between left and right po- litical ideology among the media, politicians, educators, and public has intensified the challenge placed on social studies educators to transmit these goals to their students. A rendition of the philosophical trajectory of the ideas of liberty, social justice, and justice are provided and married with concepts from the philosophical foundations of American education, social studies education goals and strategies, and contemporary human- istic philosophy so as to articulate a new case that transmission of a democratic ideology is at the core of social studies education. The proposition is made that teaching social studies is unique because the development of an ideology requires teachers’ attention to values, virtues formation, and the liberation of the individual. Keywords: Ideology, critical thinking, liberty, social justice, justice The purpose of this essay is to explore the largely unexamined idea of a democratic ideology as an inherent goal of social studies education. The traditional meaning of competency and literacy established by many disciplines including social studies education (Duplass, 2006) do not fully convey the unique mission of social studies education to pass on an ideology - belief system - to successive generations. The formation of values (Apple, 2004; Duplass, 2008; McCarthy, 1994), the use of critical thinking (Dewey, 1890/1969), and July 2014 Ideology: The Challenge for Civic Literacy Educators 1 the goal of passing on democratic traditions (Dewey, 1939/1976; National Council for Social Studies, 2008) serve as an intersection for the formation of a democratic ideology, although such a term is seldom found in the social studies literature. -
What Is Spirituality?
fact sheets What is spirituality? Recognising the difference between spirituality and religion can be a great way to begin to understand what spirituality means to different people. There are many types of spirituality that people sometimes base their beliefs around and also many different reasons people practice spirituality. Spirituality is something that’s often debated and commonly misunderstood. Many people confuse spirituality with religion and so bring pre–existing beliefs about the impact of religion to discussions about spirituality. Though all religions emphasise spirituality as being an important part of faith, it’s possible to be ‘spiritual’ without necessarily being a part of an organised religious community. This might help if... What’s the difference between religion and › You’re looking for spirituality? information on spirituality Spirituality and religion can be hard to tell apart but there are some pretty defined differences between the two. › You want to know Religion is a specific set of organised beliefs and practices, usually shared the difference between by a community or group. spirituality and religion Spirituality is more of an individual practice and has to do with having a › You’d like to become a sense of peace and purpose. It also relates to the process of developing more spiritual person beliefs around the meaning of life and connection with others. One way that might help you to understand the relationship between Take action... spirituality and religion is imagine a game of football. The rules, referees, other players, and field markings help guide you as you play the game in › Learn more about a similar way that religion might guide you to find your spirituality. -
A N N U a L R E P O R T
A N N U A L R E P O R T 2014 – 2015 SIEPR’s Mission The Stanford Institute for Economic Policy Research supports research, trains undergraduate and graduate students, and shares nonpartisan scholarship that will lead to better economic policies in the United States and abroad. Table of Contents From the Director 2 New Faculty 4 Policy Impact 6 Young Scholars Program 8 Student Support 9 Events and Conferences 14 Policy Briefs 18 Income and Expenditures 19 Research Centers and Programs 20 Development 24 Donors 28 Visitors 32 Senior Fellows 34 Steering Committee 38 Advisory Board 39 ANNUAL REPORT | 2014 – 2015 1 From the Director Dear Friends, My first six months as the Trione Director of the undergraduates working as research assistants with Stanford Institute for Economic Policy Research have been SIEPR scholars. We have also organized a number of marked with significant activity. We added more than a policy forums that were geared toward students, including dozen faculty to our Senior Fellow ranks in the Fall. They one on innovation challenges for the next presidential include Professors from the Department of Economics administration and others that focused on the “app along with the schools of Business, Education, Law, and economy” and the evolution of finance. Medicine. We also welcomed 11 Assistant Professors as We have hosted some of the most important and Faculty Fellows. These additions mean SIEPR’s arsenal of influential leaders in government and business who have expertise on economic policy includes more shared with us their insights on economic than 80 faculty from all seven Stanford schools policy and many other issues. -
Media Bias in the Marketplace: Theory
NBER WORKING PAPER SERIES MEDIA BIAS IN THE MARKETPLACE: THEORY Matthew Gentzkow Jesse M. Shapiro Daniel F. Stone Working Paper 19880 http://www.nber.org/papers/w19880 NATIONAL BUREAU OF ECONOMIC RESEARCH 1050 Massachusetts Avenue Cambridge, MA 02138 February 2014 In preparation for the Handbook of Media Economics, Simon Anderson, David Strömberg and Joel Waldfogel, eds. The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research. At least one co-author has disclosed a financial relationship of potential relevance for this research. Further information is available online at http://www.nber.org/papers/w19880.ack NBER working papers are circulated for discussion and comment purposes. They have not been peer- reviewed or been subject to the review by the NBER Board of Directors that accompanies official NBER publications. © 2014 by Matthew Gentzkow, Jesse M. Shapiro, and Daniel F. Stone. All rights reserved. Short sections of text, not to exceed two paragraphs, may be quoted without explicit permission provided that full credit, including © notice, is given to the source. Media Bias in the Marketplace: Theory Matthew Gentzkow, Jesse M. Shapiro, and Daniel F. Stone NBER Working Paper No. 19880 February 2014 JEL No. D21 ABSTRACT We review the theoretical literature on market determinants of media bias. We present a theoretical framework that organizes many key themes in the literature, and discuss substantive lessons. Matthew Gentzkow Daniel F. Stone University of Chicago Bowdoin College Booth School of Business Department of Economics 5807 South Woodlawn Avenue 108 Hubbard Hall Chicago, IL 60637 Brunswick, Maine · 04011 and NBER [email protected] [email protected] Jesse M. -
Bayesian Persuasion†
American Economic Review 101 (October 2011): 2590–2615 http://www.aeaweb.org/articles.php?doi 10.1257/aer.101.6.2590 = Bayesian Persuasion† By Emir Kamenica and Matthew Gentzkow* When is it possible for one person to persuade another to change her action? We consider a symmetric information model where a sender chooses a signal to reveal to a receiver, who then takes a noncon- tractible action that affects the welfare of both players. We derive necessary and sufficient conditions for the existence of a signal that strictly benefits the sender. We characterize sender-optimal signals. We examine comparative statics with respect to the alignment of the sender’s and the receiver’s preferences. Finally, we apply our results to persuasion by litigators, lobbyists, and salespeople. JEL D72, D82, D83, K40, M31 ( ) Suppose one person, call him Sender, wishes to persuade another, call her Receiver, to change her action. If Receiver is a rational Bayesian, can Sender per- suade her to take an action he would prefer over the action she was originally going to take? If Receiver understands that Sender chose what information to convey with the intent of manipulating her action for his own benefit, can Sender still gain from persuasion? If so, what is the optimal way to persuade? These questions are of substantial economic importance. As Donald McCloskey and Arjo Klamer 1995 emphasize, attempts at persuasion command a sizable share ( ) of our resources. Persuasion, as we will define it below, plays an important role in advertising, courts, lobbying, financial disclosure, and political campaigns, among many other economic activities.