This model is an attempt to find an organizing framework for the results of many empirical enquiries into the directeffects of television viewing on behavior, with particular reference to the influence of dramatic fiction. While the emphasis is also on unplanned and undesirable effects (especially aggression and delinquency), the model could also apply to „pro social‟ influence, information learning, or to the imitation of any behavior shown on TV. (Comstock et al. 1978) It is a psychological model because it deals with mental states and with individual learning and behavior. The general process depicted in the simplified version of the model can be described as follows. An individual watching a particular TV representation of a behavioral act receives several inputs which may be relevant to his or her own behavior. The main input will be the portrayal of a specific action or TV act. Associated inputs will be the degrees of excitement, arousal, attractiveness, interest and motivation which characterized the presentation (together these are labeled “TV arousal”). In addition it is likely that alternative actions and forms of behavior will be represented in the same context (these are labeled “TV alternatives”). Two other relevant inputs will be the consequences of the action as these are shown on TV (“TV perceived consequences”) and the degree of realism in the portrayal (“TV perceived reality”). The central proposition of the model is that a given portrayal of an action is more likely to lead to learning of that action, the more salient it is for the individual (i.e. the more psychologically important), the more arousal there is and the prominent the action is in the repertoire of behaviors available to an individual. Both salience and arousal are necessary conditions for learning without which the process is negated, while prominence is a matter of degree. The supposition of the model in this Finally. (McQuail 1993) . the more likely is the latter to be adopted. we can observe that for a learned act to be actually applied there must be an opportunity in real life.respect is that the smaller the repertoire of available acts that is to say the fewer the alternatives to the specified TV acts. THEORETICAL FRAMEWORK Adapted Model of Comstock’s Psychological Model of Television Effects on Individual Behavior . The probability of learning or applying a behavior shown on film depends. the degree of positive value attached. (McQuail 1993) On the second point positive evaluation depends mainly on the kind of consequence show to occur for the actor or the community. Although it was used to analyze TV effects. 1993) . since the authors interpret research evidence to show that where portrayals are totally disassociated from real life. Finally. Salience will be given by three factors : the very fact of presentation. (McQuail. similar or alternative behaviors. the degree of realism. Salient acts are likely to be adopted and non-salient acts are likely to be ignored. it was also appropriate in film for TV and film are both medium for disseminating influential message to the audience. Reality perception is considered to be very important to the model. on the salience.the more positive the more salient. The process of the model as applied to the study starts with an individual observes a film portrayal of a social behavior. or psychological importance of the act. reward or punishment. the act will have no significance for the individual and produce no tendency to learn or apply. we can conclude that the degree of salience always depends on the prominence of the given act amongst others and this depends both on the number of other acts presented and the relative and attention paid to the act in question. together with associated inputs of arousal. perceived consequences of the behavior and presentations of other related.The Comstock‟s Psychological Model of Television Effects on Individual Behavior was chosen by the researchers for it explains how the message produced by the television was perceived and processed by the mind of the audience which resulted into individual learning and change in behavior. Indications of moral justification will play a part as well as evidence of personal satisfaction. In changing the behavior of the audience there must be a sort of trial and if there is none the whole process is stopped and back again to the top for further viewing. there can be implementation of the act itself which is open to observation and the viewer is returned to subsequent viewing experiences in a different frame of mind and with altered probabilities for future behavior. Finally. (McQuail.Amount of the arousal plays a critical part for it is the factor that motivates the viewers or audiences to perform the act or behavior in the particular situation. Any increase in the arousal will also increase the relevance of the act being applied. 1993) . CONCEPTUAL FRAMEWORK Application of the Adapted Model of Comstock’s Psychological Model of Television Effects on Individual Behavior .