News media use and knowledge about the 2006 U.S. Midterm elections: Why exposure matters in voter learning

Abstract

Examining voter learning in the 2006 US midterm elections, this study explores the relationships among motivation, media exposure, attention, elaboration, and knowledge gain in an expanded cognitive mediation model. The model characterizes voter learning from the news as a process driven by motivation, necessitated by exposure, and enhanced by attention and elaboration. With data collected from a sample of 455 respondents, the study tested the proposed model. Media exposure was found to have direct and indirect effects on attention, elaboration, and knowledge about the elections. The model was basically supported. Theoretical implications of the findings are discussed.