Inhoud
WEEK 1...................................................................................................................................................1
Tackeuchi & Levine.............................................................................................................................2
Lazer et al...........................................................................................................................................3
WEEK 2...................................................................................................................................................4
Valkenburg & Peter............................................................................................................................4
Allen et al............................................................................................................................................5
Verduyn et al......................................................................................................................................6
WEEK 3...................................................................................................................................................6
Prot et al.............................................................................................................................................6
Bandura..............................................................................................................................................7
Koning et al.........................................................................................................................................8
WEEK 4...................................................................................................................................................9
Van Deursen et al...............................................................................................................................9
Griffiths et al.......................................................................................................................................9
WEEK 5.................................................................................................................................................10
Przybylski et al..................................................................................................................................10
Brand et al........................................................................................................................................11
Boendemaker et al...........................................................................................................................12
WEEK 6.................................................................................................................................................13
Rentfrow...........................................................................................................................................13
Bowes et al.......................................................................................................................................13
WEEK 7.................................................................................................................................................14
Ter Bogt et al....................................................................................................................................14
Kubrin...............................................................................................................................................14
Fischer et al......................................................................................................................................15
WEEK 8.................................................................................................................................................16
Slater et al.........................................................................................................................................16
Selfhout et al....................................................................................................................................16
WEEK 1
Konijn et al. (new communication technology vs adolescent development vs impact youth)
New media technology evokes higher levels of involvement in the act of communication and
allows for a continuous connectedness.
,Developmental stage adolescents: egocentric perspective due to cognitive limitations. This
egocentrism comes with phenomena like imaginary audience and personal fable.
Imaginary audience: adolescent’s belief that they are continuously watched and evaluated
by others.
Personal fable: adolescent believes that they are highly special and unique.
People present themselves more positively on personalized websites that they in fact are;
idealized selves.
Other strong need in adolescent development: gender and identity formation. This drives
adolescences to look for attractive role models to identify with. With new media, you can
easily explore role models. You can also create your own possible self in much more
integrated and dynamic ways.
Also, the role of peers is really important in adolescence. With new media, there are more
opportunities to peer communicate and influence each other. You can see much celebrities
but also daily life age-mates.
Underlying psychological mechanisms adding to communication technology’s effectiveness:
Wishful identification with ideal selves and others
Traditional media: similarity identification: the observer and the subject of identification
share salient characteristics and similarity in feeling and thinking follows from an
imaginary merging of observer and character. Easily take over worldview of that
character.
New media: wishful identification: desire to emulate the character is key, the wish to
become like an admired other. Player inhabits (bewoont/zit in) the character. This
identification with a virtual character usually takes place through actual embodiment in
form of an avatar.
Perceived realism of interactive and virtual environments
Extent of realism in game contributed to the wish to be like the hero. Distinction
between real and virtual world may get blurred. The more emotional people are when
processing media, the more likely they will believe it. Emotions may blur perceptions of
factual and fictional.
Emotion regulation need and morality in adolescent’s use of new media:
Adolescents seem to seek relief in using media. Emotion regulation needs may drive the
adolescents to use a specific type of media. Specific combination: developmental stage
adolescence, unpleasant emotional state, affordances of new communication
technology, increased intolerance toward morally adverse media content (cyberbullying).
CPM-A-MPC: cyclic process model of adolescent media and peer communication.
Peer influence and adolescent media use act together in affecting adolescents.
Tackeuchi & Levine
Bronfenbrenner’s ecological systems theory (EST): understanding human development.
Events (advent of internet and advancements in technology) have set the historical context =
chronosystem, for kids growing up today. Chronosystem = patterning of environmental
events and transitions over the life course; sociohistorical conditions.
Cognitive development: online they have the opportunity to develop deep expertise,
connect to peers who share similar interests and distribute their work to gain status within
networked communities. Self-directed learning is possible through the internet.
, Socio-emotional development: children have access to a broader set of perspectives than
ever before. This can deepen multicultural understanding cross international borders.
Connections forge deeper relationships across distances. As younger children go online, they
may be deprived of experiences to read facial expression and body language, which help
them develop empathy and understand emotional nuance.
Physical development: digital media can prevent children from getting exercise and there
can be ads for unhealthy foods online.
Executive function skills: the set of cognitive controls that manage other cognitive processes,
including inhibition, attention, working memory and planning, are less important now, than
they were before the technology revolution. It seems that they are less developed.
Microsystem factors: home (family), classroom (school), day care facilities, peers, after
school program, online communities. Parents keep track on what their kids do online.
Instructive mediation: explain tv content. Restrictive mediation: using media to
reward/punish and setting time/content limits on kids’ viewing. Participatory learning:
fourth parental mediation strategy that recognized the potential of newer media to engage
interpersonal relationships and collaborative creativity; learning from watching educational
TV with parents.
Exosystem factor: personal social networks, parental workplace, health & social service
agencies. Income of parents determines the media access of children at home. Parents styles
also differ along class lines. So, the parent work world shape children’s media practices:
internet/mobile have blurred boundaries between work and our personal live; home
becomes a virtual extension of the office.
Macrosystem factors: dominant beliefs, attitudes & ideologies, cultural values. Focus on
risks, but also on opportunities as tools for learning.
Macrosystem can influence activity in microsystem via the intermediary exosystem.
Mesosystem: connections between settings. It comprises the interactions that take place in
one setting that shape interactions in another. Like learning ecologies framework: to better
understand how learning at home is related to learning at school and the other settings a
child lives in; and how school learning relates to learning outside of school.
Lazer et al.
Fake news: fabricated information that mimics news media content in form, but not in
organizational process or intent.
Misinformation: false or misleading information
Disinformation: false information that is purposely spread to deceive people
Internet has lowered the costs of entry to new competitors and undermined the business
models of traditional news sources that had enjoyed high levels of public trust.
Social bots: automated accounts impersonating humans. By liking, sharing and searching for
information, social bots can magnify the spread of fake news by orders of magnitude.
Two interventions:
Empowering individuals
People only question the credibility of information if it violates their ideas.
WEEK 1...................................................................................................................................................1
Tackeuchi & Levine.............................................................................................................................2
Lazer et al...........................................................................................................................................3
WEEK 2...................................................................................................................................................4
Valkenburg & Peter............................................................................................................................4
Allen et al............................................................................................................................................5
Verduyn et al......................................................................................................................................6
WEEK 3...................................................................................................................................................6
Prot et al.............................................................................................................................................6
Bandura..............................................................................................................................................7
Koning et al.........................................................................................................................................8
WEEK 4...................................................................................................................................................9
Van Deursen et al...............................................................................................................................9
Griffiths et al.......................................................................................................................................9
WEEK 5.................................................................................................................................................10
Przybylski et al..................................................................................................................................10
Brand et al........................................................................................................................................11
Boendemaker et al...........................................................................................................................12
WEEK 6.................................................................................................................................................13
Rentfrow...........................................................................................................................................13
Bowes et al.......................................................................................................................................13
WEEK 7.................................................................................................................................................14
Ter Bogt et al....................................................................................................................................14
Kubrin...............................................................................................................................................14
Fischer et al......................................................................................................................................15
WEEK 8.................................................................................................................................................16
Slater et al.........................................................................................................................................16
Selfhout et al....................................................................................................................................16
WEEK 1
Konijn et al. (new communication technology vs adolescent development vs impact youth)
New media technology evokes higher levels of involvement in the act of communication and
allows for a continuous connectedness.
,Developmental stage adolescents: egocentric perspective due to cognitive limitations. This
egocentrism comes with phenomena like imaginary audience and personal fable.
Imaginary audience: adolescent’s belief that they are continuously watched and evaluated
by others.
Personal fable: adolescent believes that they are highly special and unique.
People present themselves more positively on personalized websites that they in fact are;
idealized selves.
Other strong need in adolescent development: gender and identity formation. This drives
adolescences to look for attractive role models to identify with. With new media, you can
easily explore role models. You can also create your own possible self in much more
integrated and dynamic ways.
Also, the role of peers is really important in adolescence. With new media, there are more
opportunities to peer communicate and influence each other. You can see much celebrities
but also daily life age-mates.
Underlying psychological mechanisms adding to communication technology’s effectiveness:
Wishful identification with ideal selves and others
Traditional media: similarity identification: the observer and the subject of identification
share salient characteristics and similarity in feeling and thinking follows from an
imaginary merging of observer and character. Easily take over worldview of that
character.
New media: wishful identification: desire to emulate the character is key, the wish to
become like an admired other. Player inhabits (bewoont/zit in) the character. This
identification with a virtual character usually takes place through actual embodiment in
form of an avatar.
Perceived realism of interactive and virtual environments
Extent of realism in game contributed to the wish to be like the hero. Distinction
between real and virtual world may get blurred. The more emotional people are when
processing media, the more likely they will believe it. Emotions may blur perceptions of
factual and fictional.
Emotion regulation need and morality in adolescent’s use of new media:
Adolescents seem to seek relief in using media. Emotion regulation needs may drive the
adolescents to use a specific type of media. Specific combination: developmental stage
adolescence, unpleasant emotional state, affordances of new communication
technology, increased intolerance toward morally adverse media content (cyberbullying).
CPM-A-MPC: cyclic process model of adolescent media and peer communication.
Peer influence and adolescent media use act together in affecting adolescents.
Tackeuchi & Levine
Bronfenbrenner’s ecological systems theory (EST): understanding human development.
Events (advent of internet and advancements in technology) have set the historical context =
chronosystem, for kids growing up today. Chronosystem = patterning of environmental
events and transitions over the life course; sociohistorical conditions.
Cognitive development: online they have the opportunity to develop deep expertise,
connect to peers who share similar interests and distribute their work to gain status within
networked communities. Self-directed learning is possible through the internet.
, Socio-emotional development: children have access to a broader set of perspectives than
ever before. This can deepen multicultural understanding cross international borders.
Connections forge deeper relationships across distances. As younger children go online, they
may be deprived of experiences to read facial expression and body language, which help
them develop empathy and understand emotional nuance.
Physical development: digital media can prevent children from getting exercise and there
can be ads for unhealthy foods online.
Executive function skills: the set of cognitive controls that manage other cognitive processes,
including inhibition, attention, working memory and planning, are less important now, than
they were before the technology revolution. It seems that they are less developed.
Microsystem factors: home (family), classroom (school), day care facilities, peers, after
school program, online communities. Parents keep track on what their kids do online.
Instructive mediation: explain tv content. Restrictive mediation: using media to
reward/punish and setting time/content limits on kids’ viewing. Participatory learning:
fourth parental mediation strategy that recognized the potential of newer media to engage
interpersonal relationships and collaborative creativity; learning from watching educational
TV with parents.
Exosystem factor: personal social networks, parental workplace, health & social service
agencies. Income of parents determines the media access of children at home. Parents styles
also differ along class lines. So, the parent work world shape children’s media practices:
internet/mobile have blurred boundaries between work and our personal live; home
becomes a virtual extension of the office.
Macrosystem factors: dominant beliefs, attitudes & ideologies, cultural values. Focus on
risks, but also on opportunities as tools for learning.
Macrosystem can influence activity in microsystem via the intermediary exosystem.
Mesosystem: connections between settings. It comprises the interactions that take place in
one setting that shape interactions in another. Like learning ecologies framework: to better
understand how learning at home is related to learning at school and the other settings a
child lives in; and how school learning relates to learning outside of school.
Lazer et al.
Fake news: fabricated information that mimics news media content in form, but not in
organizational process or intent.
Misinformation: false or misleading information
Disinformation: false information that is purposely spread to deceive people
Internet has lowered the costs of entry to new competitors and undermined the business
models of traditional news sources that had enjoyed high levels of public trust.
Social bots: automated accounts impersonating humans. By liking, sharing and searching for
information, social bots can magnify the spread of fake news by orders of magnitude.
Two interventions:
Empowering individuals
People only question the credibility of information if it violates their ideas.
