The wiley blackwell handbook of psychology, technology and society 2015

The Wiley Handbook of Psychology, Technology, and Society The Wiley Handbook of Psychology, Technology, and Society Edited by Larry D Rosen, Nancy A Cheever, and L Mark Carrier This edition first published 2015 © 2015 John Wiley & Sons, Ltd Registered Office John Wiley & Sons, Ltd, The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK Editorial Offices 350 Main Street, Malden, MA 02148‐5020, USA 9600 Garsington Road, Oxford, OX4 2DQ, UK The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK For details of our global editorial offices, for customer services, and for information about how to apply for permission to reuse the copyright material in this book please see our website at www.wiley.com/wiley‐blackwell The right of Larry D Rosen, Nancy A Cheever, and L Mark Carrier to be identified as the authors of the editorial material in this work has been asserted in accordance with the UK Copyright, Designs and Patents Act 1988 All rights reserved No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs and Patents Act 1988, without the prior permission of the publisher Wiley also publishes its books in a variety of electronic formats Some content that appears in print may not be available in electronic books Designations used by companies to distinguish their products are often claimed as trademarks All brand names and product names used in this book are trade names, service marks, trademarks or registered trademarks of their respective owners The publisher is not associated with any product or vendor mentioned in this book Limit of Liability/Disclaimer of Warranty: While the publisher and authors have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose It is sold on the understanding that the publisher is not engaged in rendering professional services and neither the publisher nor the author shall be liable for damages arising herefrom If professional advice or other expert assistance is required, the services of a competent professional should be sought Library of Congress Cataloging‐in‐Publication Data Rosen, Larry D., editor   The Wiley handbook of psychology, technology and society / edited by Larry D Rosen, Nancy Cheever, L Mark Carrier   pages cm   Includes index   ISBN 978-1-118-77202-7 (hardback) 1.  Social psychology.  2.  Internet–Social aspects.  3.  Internet–Security measures.  I.  Cheever, Nancy D., editor.  II.  Carrier, L Mark, editor.  III.  Title   HM1025.W55 2015  302–dc23 2014048335 A catalogue record for this book is available from the British Library Cover image: © John Lund / Getty Images Set in 10/12pt Galliard by SPi Publisher Services, Pondicherry, India 1 2015 Contents About the Editors List of Contributors viii x Prefacexxx Acknowledgmentsxli Part I  The Psychology of Technology 1 The Acute and Chronic Impact of Technology on our Brain David A Ziegler, Jyoti Mishra, and Adam Gazzaley Similarities and Differences in Workplace, Personal, and Technology‐Related Values, Beliefs, and Attitudes Across Five Generations of Americans Larry D Rosen and José M Lara‐Ruiz 20 Internet Credibility and Digital Media Literacy Nancy A Cheever and Jeffrey Rokkum 56 Gender Digital Divide: Does it Exist and What are the Explanations? Richard Joiner, Caroline Stewart, and Chelsey Beaney 74 Access and Attitudes to Digital Technologies Across the Adult Lifespan: Evidence from Distance Education John T E Richardson and Anne Jelfs 89 Navigating Psychological Ethics in Shared Multi‐User Online Environments 105 Jeff Gavin and Karen Rodham Part II  Children, Teens, and Technology Executive Function in Risky Online Behaviors by Adolescents and Young Adults L Mark Carrier, Vanessa Black, Ludivina Vasquez, Aimee D Miller and Larry D Rosen Cyberbullying: Prevalence, Causes, and Consequences Robin M Kowalski and Elizabeth Whittaker A Step Toward Understanding Cross‐National and Cross‐Cultural Variances in Cyberbullying Fatih Bayraktar 117 119 142 158 vi Contents 10 Sexual Communication in the Digital Age Michelle Drouin 176 11 Mobile Phone Dependency: What’s All the Buzz About? Michelle Drouin, Daren Kaiser, and Daniel A Miller 192 12 Assessing the Written Language of Text Messages Abbie Grace and Nenagh Kemp 207 13 Texting Behavior and Language Skills in Children and Adults Sam Waldron, Nenagh Kemp, Beverly Plester, and Clare Wood 232 14 Are “Friends” Electric?: Why Those with an Autism Spectrum Disorder (ASD) Thrive in Online Cultures but Suffer in Offline Cultures 250 Mark Brosnan and Jeff Gavin Part III  Social Media 271 15 Social Networking and Depression Brian A Feinstein, Vickie Bhatia, Jessica A Latack, and Joanne Davila 273 16 Sex, Alcohol, and Depression: Adolescent Health Displays on Social Media Megan A Moreno and Megan A Pumper 17 Exploring Disclosure and Privacy in a Digital Age: Risks and Benefits Karin Archer, Emily Christofides, Amanda Nosko, and Eileen Wood 18 The Emergence of Mobile Social Network Platforms on the Mobile Internet Andrew Richard Schrock 287 301 321 19 Technology and Self‐Presentation: Impression Management Online Miriam Bartsch and Kaveri Subrahmanyam 339 20 Narcissism, Emerging Media, and Society Keith W Campbell and Jean M Twenge 358 Part IV Multitasking 371 21 Searching for Generation M: Does Multitasking Practice Improve Multitasking Skill? L Mark Carrier, Mike Kersten, and Larry D Rosen 373 22 Multitasking and Attention: Implications for College Students Laura L Bowman, Bradley M Waite, and Laura E. Levine 388 23 Understanding Multimedia Multitasking in Educational Settings Eileen Wood and Lucia Zivcakova 404 24 Multitasking, Note‐Taking, and Learning in Technology‐Immersive Learning Environments Lin Lin and Chris Bigenho 420 Contents vii 25 Multitasking and Interrupted Task Performance: From Theory to Application Nicole E Werner, David M Cades, and Deborah A Boehm‐Davis 436 Part V  The Media’s Impact on Audiences 453 26 Cultivation in the Twenty‐First Century Nancy Signorielli 455 27 Internet Addiction Petra Vondrác ̌ková and David Šmahel 469 28 Smashing the Screen: Violent Video Game Effects Ann Lewis, Sara Prot, Christopher L Groves, and Douglas A Gentile 486 29 What is Known About Video Game and Internet Addiction After DSM‐5 Christopher L Groves, Jorge A Blanco‐Herrera, Sara Prot, Olivia N Berch, Shea McCowen, and Douglas A Gentile 502 30 The Future of Technology in Education Candrianna Clem and Reynol Junco 514 Index533 About the Editors Larry D Rosen, PhD, is Professor and past Chair of the Psychology department at California State University, Dominguez Hills He is a research psychologist with specialties in multitasking, social networking, generational differences, parenting, ­ child and adolescent development, and educational psychology, and is recognized as an international expert in the “psychology of technology.” Over the past 30‐plus years, Dr Rosen and his colleagues have examined reactions to technology among more than 50,000 people in the United States and in 22 other countries In addition to editing this handbook, he has written five books including: iDisorder: Understanding Our Obsession With Technology and Overcoming its Hold on Us (2012); Rewired: Understanding the iGeneration and the Way They Learn (2010); Me, MySpace and I: Parenting the Net Generation (2007); TechnoStress: Coping with Technology @Work @Home @Play (1997); and The Mental Health Technology Bible (1997), and writes a technology column for the newspaper The National Psychologist and regular blogs for the magazine Psychology Today and the Huffington Post He is currently working on his next book, which concentrates on why we get so distracted from the dual perspec­ tive of brain science and psychology, which will be published in 2015 Dr Rosen has been featured extensively in television, print, and radio media and has been a com­ mentator on The Daily Show, Good Morning America, NPR, and CNN He has been quoted in hundreds of magazines and newspapers including USA Today, The New York Times, Newsweek, Time, Chicago Tribune, and Los Angeles Times He maintains an extremely active research program and his most recent investigations include: gen­ erational differences in technology use and multitasking; the distracted mind from the dual perspectives of psychology and neuroscience; the impact of technology on health and sleep; integrating technology in education; the impact of social networks on ado­ lescents and parents; online empathy; the impact of task switching during studying and in the classroom; and the impact of texting language on English literacy Further information is available at DrLarryRosen.com Nancy A Cheever, PhD, is a Professor and past Chair of Communications at California State University, Dominguez Hills She is a research psychologist, writer, teacher, and consultant who specializes in media psychology As the Chair of the Communications Department from 2011 to 2014, Dr Cheever oversaw the opera­ tions of a department with more than 500 majors and minors, and 20 faculty mem­ bers Dr Cheever is a founding mentor of the George Marsh Applied Cognition Laboratory at the university, where she and her colleagues engage students in primary research associated with technology and psychology A former newspaper journalist and magazine editor, Dr Cheever’s vast research interests examine emerging and 530 Candrianna Clem and Reynol Junco Kop, R., Fournier, H., & Mak, J S F (2011) A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses International Review of Research in Open and Distance Learning, Special issue: Emergent Learning, Connections, Design for Learning, 12(7), 74–93 Lim, T., & Ismail, J T (2010) The use of Facebook for online discussions among distance learners Turkish Online Journal of Distance Education, 11(4), 72–81 List, J., & Bryant, B (2009) Integrating interactive online content at an early college high school: An exploration of Moodle, Ning and Twitter Meridian Middle School Computer Technologies Journal, 12(1) Retrieved from http://www.ncsu.edu/project/meridian/ winter2009/List/index.htm Mackness, J., Mak, S., & Williams, R (2010) The ideals and reality of participating in a MOOC In L Dirckinck‐Holmfeld, V Hodgson, C Jones, M De Laat, D McConnell, & T Ryberg (Eds.), Proceedings of the 7th International Conference on Networked Learning 2010, University of Lancaster, Lancaster, pp 266–275 Madden, A., Lenhart, A., Cortesi, S., Gasser, U., Duggan, M., Smith, A., & Beaton, M (2013, May 21) Teens, social media, and privacy Pew Internet & American Life Project Retrieved January 31, 2014, from http://www.pewinternet.org/Reports/2013/Teens‐Social‐ Media‐And‐Privacy.aspx Madge, C., Meek, J., Wellens, J., & Hooley, T (2009) Facebook, social integration and informal learning at university: It is more for socialising and talking to friends about work than for actually doing work Learning, Media and Technology, 34(2), 141–155 Mazman, S G., & Usluel, Y K (2010) Modeling educational usage of Facebook Computers and Education, 55(2), 444–453 McAuley, A., Stewart, B., Siemens, G., & Cormier, D (2010) The MOOC model for digital practice, SSHRC Knowledge Synthesis Grant on the Digital Economy Retrieved from http://www.elearnspace.org/Articles/MOOC_Final.pdf McCarthy, J (2010) Blended learning environments: Using social networking sites to enhance the first year experience Australasian Journal of Educational Technology, 26(6), 729–740 Moravec, M., Williams, A., Aguilar‐Roca, N., & O’Dowd, D K (2010) Learn before lecture: A strategy that improves learning outcomes in a large introductory biology class CBE Life Science Education, 9, 473–481 Musallam, R (2011) Should you flip your classroom? Edutopia Retrieved April 3, 2014, from http://www.edutopia.org/blog/flipped‐classroom‐ramsey‐musallam Muscanell, N L., & Guadagno, R E (2011) Make new friends or keep the old: Gender and personality differences in social networking use Computers in Human Behavior, 28(1), 107–112 Ooi, C Y., & Loh, K Y (2010) Using online Web 2.0 tools to promote innovative learning In Q Y Wang & S C Kong (Eds.), Workshop proceedings of the 14th Global Conference on Computers in Education (pp 72–76) Singapore: National Institute of Education Ophus, J D., & Abbitt, J T (2009) Exploring the potential perceptions of social networking systems in university courses Journal of Online Learning and Teaching, 5(4), 639–648 Papadopoulos, C., & Santiago‐Roman, A (2010) AC 2010‐1868: Implementing an inverted classroom model in engineering statics: Initial results American Society for Engineering Education Papadopoulos, C., Santiago‐Roman, A., & Portela, G (2010) Working in progress: Developing and implementing an inverted classroom for engineering statics Proceedings of 40th ASEE/ IEEE Frontiers in Education Conference Pasek, J., More, E., & Hargittai, E (2009) Facebook and academic performance: Reconciling a media sensation with data First Monday, 14(5) Retrieved from http://www.firstmonday dk/ojs/index.php/fm/article/view/2498 Pempek, T A., Yermolayeva, Y A., & Calvert, S L (2009) College students’ social networking experiences on Facebook® Journal of Applied Developmental Psychology, 30(3), 227–238 The Future of Technology in Education 531 Pilgrim, J., & Bledsoe, C (2011) Engaging pre‐service teachers in learning through social networking Journal of Literacy and Technology, 12(1), 2–25 Rainie, L., & Smith, A (2013, October 18) Tablet and e‐reader ownership update Pew Internet & American Life Project Retrieved December 7, 2014, from http://www pewinternet.org/2013/10/18/tablet‐and‐e‐reader‐ownership‐update/ Retelny, D., Birnholtz, J., & Hancock, J (2012) Tweeting for class: Using social media to enable student co‐construction of lectures In Proceedings of the ACM 2012 conference on Computer Supported Cooperative Work Companion (CSCW ’12) (pp 203–206) New York, NY: ACM Robelia, B A., Greenhow, C., & Burton, L (2011) Environmental learning in online social networks: Adopting environmentally responsible behaviors Environmental Education Research, 17, 553–575 Rossing, J P., Miller, W M., Cecil, A K., & Stamper, S E (2012) iLearning: The future of higher education? Student perceptions on learning with mobile tablets Journal of the Scholarship of Teaching and Learning, 12(2), 1–26 Ruddick, K W (2012) Improving chemical education from high school to college using a more hands‐on approach [Unpublished doctoral dissertation] University of Memphis, Memphis, TN Schroeder, J., & Greenbowe, T J (2009) The chemistry of Facebook: Using social networking to create an online community for organic chemistry Innovate: Journal of Online Education, 5(4), Selwyn, N (2009) Faceworking: Exploring students’ education‐related use of Facebook Learning, Media and Technology, 34(2), 157–174 Sharples, M., Taylor, J., & Vavoula, G (2007) A theory of learning for the mobile age In R.  Andrews & C Haythornthwaite (Eds.), The Sage handbook of e‐learning research (pp. 221–247) London: Sage Shih, R C (2011) Can Web 2.0 technology assist college students in learning English writing? Integrating Facebook and peer assessment with blended learning Australasian Journal of Educational Technology, 27, 829–845 Siemens, G (2005) Connectivism: A learning theory for the digital age International Journal of Instructional Technology and Distance Learning, 2(1) Retrieved from http://www.itdl org/Journal/Jan_05/article01.htm Siemens, G (2012, February 29) Massive open online courses as new educative practice Blog Elearnspace Retrieved from http://www.elearnspace.org/blog/2012/02/29/ massive‐open‐online‐courses‐as‐new‐educative‐practice/ Smith, A K (2011) Web and software engineering the Facebook way: An undergraduate mini project ITALICS: Innovation in Teaching and Learning in Information and Computer Sciences, 10(3) Retrieved December 7, 2014, from http://journals.heacademy.ac.uk/ doi/abs/10.11120/ital.2011.10030058 Stewart, B (2010) Social media literacies and perceptions of value in open online courses Retrieved December 7, 2014, from http://portfolio.cribchronicles.com/social‐media‐literacies‐and‐perceptions‐ of‐value‐in‐open‐online‐courses/ Strayer, J F (2012) How learning in an inverted classroom influences cooperation, innovation and task orientation Learning Environments Research, 15(2), 171–193 Talbert, R (2012) Learning MATLAB in the inverted classroom Proceedings of the ASEE Annual Conference and Exposition Traxler, J (2007) Defining, discussing and evaluating mobile learning: The moving finger writes and having writ … Review of Research in Open and Distance Learning, 8(2) Retrieved from http://www.irrodl.org/index.php/irrodl/article/viewArticle/346 U.S Bureau of Labor Statistics (2010, September) Back to college United States Department of Labor Retrieved January 31, 2014, from http://www.bls.gov/spotlight/2010/ college/ 532 Candrianna Clem and Reynol Junco Vincent, A H., & Weber, Z A (2011) Using Facebook within a pharmacy elective course American Journal of Pharmaceutical Education, 75(1), Wang, Q., Woo, H L., Quek, C L., Yang, Y., & Liu, M (2011) Using the Facebook group as a learning management system: An exploratory study British Journal of Educational Technology, 43(3), 428–438 Wang, R., Scown, P., Urquhart, C., & Hardman, J (2014) Tapping the educational potential of Facebook: Guidelines for use in higher education Education and Information Technologies, 19(1), 21–39 Warter‐Perez, N., & Dong, J (2012, April) Flipping the classroom: How to embed inquiry and design projects into a digital engineering lecture Paper presented at ASEE PSW Section Conference, California Polytechnic State University, San Luis Obispo, CA Weitz, R., Wachsmuth, B., & Mirliss, D (2006) The tablet PC for faculty: A pilot project Educational Technology and Society, 9(2), 68–83 Yuan, L., & Powell, S (2013) MOOCs and open education: Implications for higher education, A white paper Publications.cetis.ac.uk Retrieved from http://publications.cetis ac.uk/wp‐content/uploads/2013/03/MOOCs‐and‐Open‐Education.pdf Zappe, S., Leicht, R., Messner, J., Litzinger, T., & Lee, H W (2009) Flipping the classroom to explore active learning in a large undergraduate course Proceedings, American Society for Engineering Education Annual Conference and Exhibition Retrieved December 7, 2014, from http://www.researchgate.net/profile/Sarah_Zappe/publication/260201119_ Flipping_the_classroom_to_explore_active_learning_in_a_large_undergraduate_course/ links/0c96053021919ea91e000000 Index Note: Page numbers in italics refer to Figures; those in bold to Tables academic achievement, interventions driving and walking cell phones, 398 multitasking, 398 safety, 397–8 meditation, 397 metacognitive skills, 397 multitask, 396 positive use of technology, 397 self-monitoring, 397 technology breaks, 397 technology literacy, 397 adolescent health see also depression health risk behaviors, 292–5 morbidity and mortality, 288 positive health behaviors, 291 alcohol and substance use references, 289 see also depression alexithymia, 260 American Academy of Pediatrics (AAP), 68–9, 295 Americans, across five generations attitudes see personal values/attitudes/ beliefs digital natives, 47 generational comparisons, 26–8 Generation “C,” 21, 26, 44 generation, definition, 43 Generation X, 20–21, 26, 44 iGeneration, 21, 26, 44 limitations, 49–50 mini-generations, 21–2, 44, 49 Net Generation, 4, 21, 26, 44 political beliefs and liking group, 41 Silent or Traditional Generation, 20 similarities and differences, 25–43, 46–7 stronger family relationships, 44–5 technology see technology-related values/ attitudes/beliefs values and beliefs, 24–5 workplace see workplace, values/ attitudes/beliefs analyze, search, evaluate (ASE) process model, 69 ASD see autism spectrum disorder (ASD) ASE see analyze, search, evaluate (ASE) process model attentional blink (AB), 396, 493 attention, multitasking academic effects, 391–2 classroom settings, technology benefits, 389–90 cognitive resources, 395 and distractibility, 392–3 driving and distraction, 393–4 electronic media, college students’ use, 390–391 environmental stimuli, 395–6 implications and interventions, students, 396–8 inattentional blindness, 395 media multitasking, 390 media use, 388 and pedestrian activity, 394 and work, 393 The Wiley Handbook of Psychology, Technology, and Society, First Edition Edited by Larry D Rosen, Nancy A Cheever, and L Mark Carrier © 2015 John Wiley & Sons, Ltd Published 2015 by John Wiley & Sons, Ltd 534 Index autism spectrum disorder (ASD) affect-limited nature, 265–6 diagnosis, 266–7 empathizing, 250–251 Facebook users autism-related charities, 255–6 basic emotions, 259–63 empathy, 264–5 ethics, 256 research strategy, 256–7 online vs offline communication, 257, 257–9 social media affect-limited nature, 252 and social capital, 253 social networking, 253–4 users, 254–5 systemizing, 251–2 Baby Boomers, 20–21, 26, 29–32, 34, 36, 39, 42, 44, 374, 378, 380, 383 blogs, 143, 307, 341, 344–5, 349, 389, 460 credibility, 62 crowd-sourcing, 61 and mainstream media, 61 political bloggers, 61–2 Rich Site Summary (RSS), 60 scrubbing, 305 usage, reasons, 60–61 brain, impact of technology developmental neuroplasticity, 11, 12 interference resolution distractions and interruptions, enhancing external, 12–13 intrasensory interference, spatial and temporal mechanisms, 8–9 lifespan, usage and attitudes in aging populations, 5–6 media exposure in children, concerns, in young adults, 4–5 and multitasking, effects cognitive profiles, 6–8 interference resolution, 8–9 long-term memory, 9–11 working memory, neurocognition, harnessing technology and media, 12–14 British Psychological Society (BPS), 107, 113, 256 CBT see cognitive-behavioral therapy (CBT) Center for Media Literacy and the European Media Literacy Forum, 68 classroom settings, technology benefits computers and mobile technology devices, 389 flipped classrooms, 522–3 mobile technology use, 389 technology-infused instruction cite, 390 CMC see computer-mediated communication (CMC) cognitive-behavioral therapy (CBT), 479 cognitive bottleneck theory, 406–7, 414 cognitive load theory, 407, 428 cognitive theory of multimedia learning (CTML), 408 communication privacy management (CPM) theory, 303 computer-mediated communication (CMC), 208, 209, 226 confirmation bias, 58 Connectivism and Connective Knowledge (CCK08), 521 context collapse, 306 contextual reinforcement model, 360 CPM theory see communication privacy management (CPM) theory credibility, online material see Internet credibility Croatian information literacy, 70 CTML see cognitive theory of multimedia learning (CTML) cultivation, twenty-first century analysis methods, 457 classic cultivation, 463 cognitive mechanisms, 462 crime-related programming, 463 critiques and refinements adolescents, 460 health, 461 liberal/conservative, 460 mainstreaming, 458, 460–462 “Mean World Syndrome,” 459 media effects, 458 relationships, 461 resonate, 458 television exposure, 459 cultural indicators, 455–6 genres, 463 mass communication, 456, 464 media environment, 464–5 “orthodox” cultivation studies, 463 realism, 462–3 television programming, 455 Index culture-related psychological variables, cyberbullying see also cyberbullying characteristics, 163 Estonia, 163 factors, 162 hypothesize, 163 independent/interdependent selfconstrual model, 162–3 masculinity and femininity, 163 studies, 164 cyber aggression, 143–4, 162 cyberbullying consequences, 151–2 culture-related psychological variables, 162–4 cyber aggression, 162 cybervictimization, 166–9 definition, 144 empirical evidence, 158 international research, 158 Internet use, adolescents, 142–4 labeling and cultural perception, 161 LISREL 8.80, 166 multiple regression analysis, 166 prevalence rates, 147–9, 159–60 RCBI, 166 research, 152 traditional bullying, 160–161 typologies, 144–5 victims and perpetrators, characteristics, 150–151 cybertrust factors influencing, 66 honesty, benevolence, and competence, 66 online stores, 66 Wikipedia, 66–7 cybervictimization demographic variables, 167–8 femininity, 169 independent self-construal, 167, 167, 168 limitations, 168 depression college-age MySpace users, 277 experience, quality, 276–7 future directions, 281–2 implications, 280–281 Internet for communication purposes, 275 Internet for social purposes, benefits, 275–6 Internet use and depressive symptoms, 274 535 negative social comparison, 277–8 offline impairments, 274 risk factors excessive reassurance seeking, 278 individual differences, 279 negative self-disclosures, 279 relationship-specific problems, SNSs, 280 social media, 290 social online activities, 275 stress exposure model, 274 symptom, 295 Diagnostic and Statistic Manual of Mental Disorders (DSM-5) appendix, 504 deception, 507 escape/relief, negative mood, 507 gaming despite problems, 506–7 hobbies/activities, 506 IGD, 503, 509 preoccupation, 504–5 reduction/cessation attempts, 506 tolerance, 505 video game players, 508 withdrawal symptoms, 505 digital and media literacy definition, 67 interactive nature, 67 Internet information, accessibility, 67 new media, socio-cultural characteristics, 67 online credibility, 67–8 skills, programs to improve, 68–70 digital immigrants, 21, 47, 90–91, 93, 143 digital natives, 21, 47, 49, 89–93, 100 digital technologies Approaches to Learning and Studying Inventory, 99, 99–100 attitudes, 97–9, 98 digital natives and immigrants, 90–91 distance learning students, 93–9 higher education, 89–90 results, 94–5 survey results, 93–5 usage, 95–6 digital wisdom, 91 disclosure and privacy, digital age see also privacy theory online social media and networking sites, 301–2 self disclosure see self disclosure 536 Index disruptions, mitigating alerts, 446 description, 445–6 environmental context and cues, 446–7 training, 446 distance education, students with disabilities, 97 DSM-5 see Diagnostic and Statistic Manual of Mental Disorders (DSM-5) dynamic self-regulatory processing model, 360 education, future of technology educators, businesses and individuals, 310 flipped classrooms, 522–3 higher education, 89–90, 514 MOOC, 514 social media see social media student learning, 514 EF see executive function (EF) electronic media, 143, 327, 374, 389–91, 494 emerging media, 358–9, 361–7 emotion words, 260, 261, 263–4 ethics, online environments anonymity and confidentiality, 112–13 changing ethical landscape, 105–7 formal ethical guidelines, 107 public or private online content, 109 social responsibility confidentiality and anonymity, 113–14 online communities, 113 online researchers, challenges, 114 online support, 114–15 text or people online data, 107–8, 108 website policies and legal considerations, 110–112 executive function (EF) biological bases, 121 development, 123–4 dimensions inhibitory control, 120 mental flexibility, 120 working memory, 120 groupings of factors, 120, 121 online, effects, 123 predatory messages, reactions, 131–2, 133 risky disclosure/interaction, 129–130 risky online behaviors by youths see risky online behaviors (ROB) theoretical and practical implications, 135–6 unsecure practices, 130–131 Webexec scores, 126 Facebook academic effects, multitasking, 392, 519 adoption and usage, 515, 516 ASD see autism spectrum disorder (ASD) and college student, 518 data use policy, 110–111 discussion tool, 518 influence model, 293–4 learning management systems (LMSs), 516–17 learning materials, 517–18 mobile social network platforms (MSNPs), 322, 326 narcissism, 364 online disclosure, 308 records and archives, 349 “Facebook depression,” 273–4 GAM see general aggression model (GAM) gender digital divide computer technology, 84 gender differences, 76–83 history of Internet, 74 ICT use, 85 Internet adoption, 75–9, 76 male vs female Internet users, survey, 75, 83, 85 online culture, 84 primary digital divide, disappearance, 74, 83 secondary gender digital divide, 74, 83–4 social network sites, females, 83 socio-economic differences, 84 students’ use of Internet, 82, 82–3 general aggression model (GAM), 487–9 general writing ability, 245 Generational Diversity at Work: New Research Perspectives, 22 generational similarities and differences see also Americans, across five generations personal values and beliefs, 29–32 technology use, 38–41 technology values and beliefs, 36–8 work values and beliefs, 32–6 Generation “C,” 21, 26, 29–32, 34, 37–40, 42–4 Index Generation M (for media) see also Net Generation correlations, skills and pairing, 381, 382 dual-task performance, 376 individual task practice, 377 instant messaging (IM), 374 materials, 378–9 mean hours, tasks, 380, 381, 381 multitasking efficiency, 377 multitasking habits, 377 multitasking subgroups, 379–80, 380 Net Generation students, 379, 380–381, 381 participants, 378 structural factors, 376 Generation Me, or Millennials see Net Generation Generation Next see Net Generation Generations: The History of America’s Future, 1584–2069, 20 Generation X, 20–21, 26, 34, 42, 44 Generation X: Tales for an Accelerated Culture, 21 Generation Y see Net Generation “Generation Y,” 21, 90 grammatical ability categories, 244 longitudinal data, 244 morphemes, 241 morphological awareness, 241–2 syntax, 241 texting behavior and skill, 242, 243 text messages, 242, 244 grandiose narcissism, 359 Graphical Visualization and Usability Center (GVUC) survey, 75 iGeneration, 4, 21, 26, 31–2, 34–44, 49 impression management theory, 341–2 Internet addiction cognitive-behavioral therapy (CBT), 479 components conflict, 473 mood modification, 473 relapse, 473 salience, 472–3 tolerance, 473 withdrawal symptoms, 473 diagnostic criteria, 472 diagnostic mental disorder manuals, 471–2 financial problems, 478 537 mental and physical health, 477–8 online activities, 469 online game, 470–471 prevalence rates, 473, 474–5, 476 relationships, 477 school/work, 477 screening, self-help program, 470 treatment, 478–9 Internet addiction disorder, 4, 469 Internet credibility see also digital and media literacy concern, 59 definition, 58 experienced credibility, 58 false information on websites, 57–8 information assessment strategies, 58–9 judgments, 59 of online information, 60 online news credibility, 62–4 presumed credibility, 58 reputed credibility, 58 of the site, 59, 59 surface credibility, 58 trustworthiness and expertise, 58 website’s credibility, 59–60 Internet gaming disorder (IGD) classification, 504 diagnostic criteria, 506 DSM-5, 503 etiology, 509 MMORPGs, 503 symptoms, 506 video game, 504 Internet service providers (ISPs), 312–14 Internet use, adolescents communication technology, 143 communication tool, 142 email/wireless technology, 142 smartphone, 143 social media, 143 social networking, 143–4 interrupted task performance theories electronic communication devices, 437 interruptions, work, 437–8 memory for goals model, 442 priming constraint suggests, 442 resumption lag, 437 safety-critical environments, 436 strengthening constraint, 442 task and errors, 436–7 threaded cognition, 443 538 Index interruptions anatomy, 439, 439 Disruption Manager, 447–8 features affecting performance, 443–5 interaction interval, 440 interrupted task performance theories, 442–3 interruption lag, 439 mitigating disruptions, 445–7 multitasking and task-switching, 439 on performance errors, 440–441 primary task completion time, 440 work quality, 441–2 prevalence, 447 work disruptive nature, 437–8 driving, 438 electronic whiteboards, 438 management-level employees, 437 time effects, 437 Intuitive Physics Test, 251 ISPs see Internet service providers (ISPs) learning management systems (LMSs), 516–17, 520 legal solutions, 312 LISREL 8.80, 166 LMSN see locative and mobile social networks (LMSNs) LMSs see learning management systems (LMSs) locative and mobile social networks (LMSNs) GPS, 324 media, 325 Smartphone, 325 long-term memory age-related deficits, 10 auditory distractions, 10 distractions, negative impact, external interference, impact, 10 interruptions, research, 10 visual distractors, 9–10 massively multiplayer online role-playing games (MMORPGs), 345–6, 427–8, 469, 503–4 massive open online courses (MOOCs) Connectivism and Connective Knowledge (CCK08), 521 connectivist, 521 content-based, 521 PLENK2010, 521–2 “Mean World Syndrome,” 459 media exposure in children, concerns, media multitasking acute and chronic effects, auditory and visual senses, cognitive control abilities, compatible and non-compatible, 422–4 computers, classroom, 420–421 definition, “design for learning,” 421–2 distraction, 422 goal-directed activities, questionnaire-based indices, task-switching, 6–7 teachers, 421 “Millennial Generation,” 90 mini-generations, 21–2, 44, 49 mobile phone dependency behavior change, 201–2 era, 193 phantom vibration syndrome (PVS), 192 problematic usage, 193–7 text messaging, 197–9 mobile phone usage, problems behavioral and cyber addiction, 194 characteristics, 194, 195–6 dependency, 193 diagnostic category, 193 Problematic Mobile Phone Use Scale (PMPUS), 197 recognition and treatment empirical research, 200 mobile addiction, 200 nomophobia, 200, 201 Smartphone Addiction Scale (SAS), 197 socio-cultural context, 194 mobile social network platforms (MSNPs) behavior, public space, 331 “check-ins,” 327 Facebook and Twitter, 322, 326 functions, 322 issues constant contact, 327 importance of place, 327–8 locational privacy, 328–9 LMSNs see locative and mobile social networks (LMSNs) locative tagging, 326–7 mobile nature, 322 online social networks, 329–30 problematic usage, 331 research implications, 330 Index SNSs see social networking sites (SNSs) social-psychological research, 323 societal implications, 330–331 tele-cocooning, 331 MOOCs see massive open online courses (MOOCs) MSNPs see mobile social network platforms (MSNPs) MTT see multitasking training (MTT) MUDs see multi-user dungeons (MUDs) multimedia design designers work, 429 design principles, 429–30 environments, 429 interactive lessons, 430–431 learning, 429 netbooks and iPad, 428 two-channel theory, 428 multimedia multitasking in classroom, 409 cognitive bottleneck theory, 406–7 cognitive load theory, 407 CTML, 408 definition, 406 digital technologies, 405 educational tasks, 408–9 intrinsic, extraneous and germane, 407–8 non-educational settings, 405 off-task multitasking, 412–14 on-task multitasking, 409–11 skills, 408 students and educators, 404 multitasking academic effects cell phone conversations, 392 Facebook, 392 IMs, 392 researchers, 391 and attention see attention, multitasking brain, effects, 6–11 driving and walking, 398 Generation M, 377–80 and interrupted task performance, 436–8 multimedia see multimedia multitasking non-compatible activities, 422–3 off-task in the classroom, 414 laptops and cell phones, 412 navigation skills, 412 note-taking, 414 social networking, 413 on-task 539 cautious and careful exploration, 411 classroom laptop use, 410 digital computer technologies, 410 elementary and high schools, 411 students’ use of technology, 409 university level, 410 technology-immersive learning environments in learning, 425–6, 429 media multitasking, 420–424 multimedia design, 428–31 multitasking training (MTT), 13 multi-user dungeons (MUDs), 344–5, 348–9 narcissism conceptualization, 360–361 contextual reinforcement model, 360 and culture, 365 dynamic self-regulatory processing model, 360 economic climate, 366 emerging media, 362 Facebook and Twitter, 364 grandiose narcissism, 359 individualism, 361, 363 MCM, 360 narcissistic personality disorder (NPD), 359 self-inflation, 365–6 social media networks, 365 social psychological research, 366 trait approach, 359 and violent video games, 364 vulnerable, 359 narcissistic cocoon, 366 narcissistic personality disorder (NPD), 359, 502 National Association for Media Literacy Education (NAMLE), 68 National Telecommunications and Information Administration’s (NTIA) report, 74–5 Net Generation, 4, 21, 26, 44, 90–91 neurocognition enhancing external interference resolution, 12–13 older adults, enhancing cognitive control abilities, 13–14 neuroplasticity action video games and brain, 12 negative neuroplasticity, television exposure and brain volumes, 11 540 Index NeuroRacer, 13 note-taking cognitive load, 426 functions, 425 and learning, 425 long-term memory, 426 massively multiplayer online role-playing games (MMORPGs), 427–8 school students, 426 short-term memory, 426 working memory model, 427 online disclosure benefits, 307 education, 309–10 Facebook, 308 interpersonal relationships, 308 professionalism and employment, 309 social networking, 307–8 theories (Walther) asynchronous verbal communication, 303–4 online hyper personal theory, 303 online users, 304 selective self presentation, 303 social information processing (SIP) theory, 303 online hyper personal theory, 303 online impression management environments, 349 Facebook records and archives, 349 online games, 345–6 privacy information disclosure (PID), 350 privacy settings, 349–50 social networking sites, 346–9 webpages, MUDs, chatrooms and blogs, 344–5 online material content, use blogs, 57 Internet, teacher’s assessments, 57 smartphones, 56 credibility see Internet credibility trust in see cybertrust young people’s perception Internet usage and behaviors, 64 mental health issues, 65 self-efficacy, 65 Wikipedia, 64–5 online news credibility genres of websites, 62–3 information sources, 63 message credibility, 62 news stories, 62 perception of information, 63 site credibility, 62 social media, 63 socio-economic status (SES), 62 traditional and new news media, 62–3 Organization for Economic Cooperation and Development (OECD), 91 performance, features affecting complexity, primary task performance, 444 frequency, office workers, 445 interruption length, 443–4 location, 445 similarity, 444 personal values/attitudes/beliefs generation and gender comparisons, 26–9, 27, 29, 30 research reports, 24, 24, 29–32, 31–5 Pew Internet and American Life Project survey, 77–8 phantom vibration syndrome (PVS), 192, 199 phonology dyslexic adults, 241 rapid automatized naming (RAN), 240 texting behavior and awareness, 240, 241 textism and skill, 241 post-completion error, 440 predatory messages, 131–2, 133 prefrontal cortex (PFC) networks, 8–9 privacy information disclosure (PID), 350 privacy theory boundary turbulence, 305 context collapse, 306–7 CPM, 305 functions, 306 information privacy, 306 privacy regulation theory, 302–5 solitude, intimacy, anonymity and reserve, 306 Problematic Mobile Phone Use Scale (PMPUS), 197 psychological refractory period (PRP), 396 PVS see phantom vibration syndrome (PVS) RCBI see Revised Cyberbullying Inventory (RCBI) reading ability adult cohorts, 236–7 child cohorts, 234, 236 and texting behavior, 234, 235 Index Reading the Mind in the Eyes Test (RMET), 251 resonance phenomenon, 458 Revised Cyberbullying Inventory (RCBI), 166 risky online behaviors (ROB) see also executive function (EF) and executive function (EF), studies age-related changes, 132 cubic component of age, 134 high-frequency video game playing, 135 individual differences, 132 personality variables, effects, 134–5 quadratic component of age, 133 quasi-experimental study, 125–6 results, 126–7, 128 risky disclosure/interaction, 132–3 self-report study, 125, 132 situational variables, effects, 135 Webexec scores, 124, 126, 127, 128 risky disclosure/interaction, 125, 129, 129–30 by youths, influences executive function development, 123–4 groupings of factors, 120, 121 negative outcomes, 119–20 trait executive function, 122–3 ROB see risky online behaviors (ROB) safety, social networking contexts individual, 312–13 ISPs, 313 police force and government, 313–14 social media companies, 313 SAS see Smartphone Addiction Scale (SAS) self disclosure descriptive, 302 evaluative, 302 face to face interactions, 302 information sharing, 302 online disclosure, 307–10 personal, 302 privacy theory, 302–7 relational, 302 safety, social networking contexts, 312–14 social information processing (SIP) theory, 303 solutions, problem uses, 310–312 Walther’s online disclosure theories, 303–4 self-presentation description, 339–40 impression management theory, 341–2 541 online impression management, 339, 343–9 social web, affordances, 340–341 sexting compliance and coercion, 185–6 content, messages emerge and sexuality norms, 181 sexting behavior, 181 types, 181 motivations, engaging attachment anxiety, 182 characteristics, 182 psychological health, 183 prevalence statistics, 178, 179–80 risk factors behavior and substance abuse, 184, 185 constitutional and statutory frameworks, 183 psychological harm and cyberbullying, 184 sexual communication, digital age and couples back burners, 188 computer-mediated communication, 187, 188 interdependence theory, 187 telephones and letters, 187 messages, 176 modern-day technology landscape, 176 pictures/short videos, 177 sexting messages, 177, 177 text messaging, 177 sexting see sexting sexual references, 289–90 short-term memory, 11, 234, 426–7 “Sign and Drive” performance, 13–14 Silent or Traditional Generation, 20 Smartphone Addiction Scale (SAS), 197, 201 SNSs see social networking sites (SNSs) social-emotional communication, 259 social information processing (SIP) theory, 303 social media autism spectrum disorder (ASD), 252–5 companies, 313 displayed references Facebook influence model, 293–4 health risk behaviors, 292–3 validity, 291–2 flipped classrooms, 522–3 542 Index social media (cont’d ) health and health risk behavior alcohol and substance use references, 289 depression, 290 positive health behaviors, 291 sexual references, 289–90 health interventions depression symptom, 295 health risk behavior, 294–5 online news credibility, 63 sites and services, 515 tablets, 524–5 Twitter, 519–20 social networking sites (SNSs) see also depression adult Internet users, 273 description, 323 digital communication, 347 Facebook depression, 273–4 managing contacts, 347 multimedia, 323 negative experiences, 276–7 personality traits/factors, 348 profile owners, 347 self presentation, 346 social-psychological research, 324 web-based services, 323 social solutions, 310–311 social web, affordances impression management, 341 Internet, 340 “remove barriers to interaction,” 340–341 scalability, 341 spelling ability adult cohorts categories, 240 naturalistic messages, 240 research review, 240 self-report, 239 child cohorts, 237, 239 and texting behavior, 237, 238 tablets computers, 94–5 iPads, 524 popularity and portability, 524 screen, 524 usability and functionality, 525 Talk radio, 63, 460 technical solutions, 311 technology-related values/attitudes/beliefs gender and generations, 26–7, 27, 36–7, 42–5 research reports, 24–5, 25 television exposure and brain volumes, 11 textese coding scheme, 232, 233 fun and playful activity, 234 phonology and orthography, 233 self-report, 234 study, 209 time and space, 232 texting behavior and language skills general writing, 245 grammatical ability, 241–4 and literacy abilities, 246, 247 methodological issues, 245–6 phonology, 240–241 reading ability, 234–7 spelling ability, 237–40 textese, 232–4 social context, 208–9 technological context, 208 textism broader categorization, types, 217–18 categorization and counting, 211–12, 213–16, 217 categorization, non-English textisms, 217 collection, 210–211 factors, 218, 219–22, 225 language, location and accent, 223 and literacy skills, 225–6 sex and age, 224–5 social attitudes, 224 study design, 218, 219–22 time and technology, 223–4 text messaging adolescents’ development, 198 chat applications, 197–8 communication methods, 198 dependency, 198, 199 global effects, 198 and mobile phone, 199 phantom vibrations, 199 traditional bullying see also cyberbullying accessibility, 145 extensive literature, 145 nations/cultures, 160–161 prior research, 147 types, 147 victims, 146 543 Index trait executive function impulsiveness and compromised judgment, 123 Internet cyberbullying, 122 risky online behaviors (ROB), impulsivity, 122 sexting in teens, impulsivity, 122–3 Twitter adoption and usage, 519 course management system (CMS), 520 GPAs, 520 learning management systems (LMSs), 520 mobile social network platforms (MSNPs), 322, 326 narcissism, 364 privacy policy, 110–111 Rich Site Summary (RSS), 519 social media, 519–520 two-channel theory, 428 unsecure practices, 125, 130–131 video gaming, 4, 12 effects addiction, 494–5 age effects, 495 attention and cognitive control, 492–3 computer processing power, 486 desensitization, 491 general aggression model (GAM), 487–9 media violence consumers, 490–491 meta-analysis, 489 and racial stereotyping, 492 and real-life aggression, 490 school performance, 494 and sexual socialization, 491–2 violent video game, 487 and Internet addiction, DSM-5 addiction, 502 pathological status, 510 Webexec scores, 124, 126, 127, 128 website policies and legal considerations anonymity and confidentiality, 111 Facebook’s data use policy, 110–111 issues of support and identity, 112 participant-observer methodology, 111 Twitter’s privacy policy, 110–111 Western model of information literacy, 69–70 Wikipedia, 64–6, 84, 106, 200 workplace, values/attitudes/beliefs generation and gender effects, 26–7, 27, 32–6, 36–40 research reports, 22, 23 workshop, students participation, 69 World Wide Web, 1989 (Berners-Lee, T.), 74 written language, text messages see also text messaging damaging effects, 226 facial expression, 226–7 factors, 207 mobile phones, 207 texting, 208–9 textism see textism unique technological and social contexts, 207 WILEY END USER LICENSE AGREEMENT Go to www.wiley.com/go/eula to access Wiley’s ebook EULA ... The Wiley Handbook of Psychology, Technology, and Society The Wiley Handbook of Psychology, Technology, and Society Edited by Larry D Rosen, Nancy A Cheever, and L Mark Carrier... editing this handbook, she is the co‐author of two books: Rewired: Understanding the iGeneration and the Way They Learn (2010), and iDisorder: Understanding Our  Obsession With Technology and Overcoming... prior books about the psychology of technology: Rewired: Understanding the iGeneration and the Way They Learn (2010) and iDisorder: Understanding Our Obsession with Technology and Overcoming Its