Children & Media (10)

We--Being is a state of ___, with low levels of ___, overall good physical and mental ___

Intrapersonal effects of well-being: self-___ and self-___ process

Interpersonal effects of well-being: stems from social ___

Youth, Social Media Use and Well-Being: social media helps adolescents form ___ with peers through communication outside of ___, identity ___

YSMW Intra: self-esteem is the result of global ___ people make of themselves, fluctuates

YSMW Intra: body image is the way individuals ___ and ___ about their bodies

YSMW Intra: SNS are theorized to affect self-esteem through a) self-___ (browsing one's own profile), b) social ___ (like-buttons, comments, followers), c) social ___

YSMW Inter: Social sharing is the process of reaching out to relational ___ to discuss ___ that elicit substantial ___ ---> positive effect on psychological well-being

YSMW Classic Study (Social sharing through interpersonal media): investigated young people's ___ of social media for social sharing and the effects on ___

YSMW Classic Study: students reported most important ___ of the day by using questionnaire for one week

YSMW Classic Study Results: over 70% of triggering events were ___ through at least one medium

YSMW Inter: SNS generate both ___ and ___ social capital

YSMW Inter: Social support is the assistance, ___, and reassurence people derive from social ___. Anonymity of SNS allows adolescents to discuss embarrassing or ___ topics, which leads to finding similar others through online

YSMW Increases well-being: self-___, social ___, social ___, social ___

YSMW Decreases well-being: social ___

Cyberbullying is an ___ intentional act carried out by a group or individual, using ___ forms of contact, ___ and over time against a victim who cannot easily ___ him or herself

CB: ___ or non-___, damaging or sabotaging someone's online ___, excluding a person from online ___, impersonation (___ accounts)

CB Characteristics of bully: low self-___, lack of affective or cognitive ___

CB Characteristics of bystander: most do ___, few choose to ___, people don't feel ___

CB Characteristics of victims: also victimized ___, negative mental ___ outcomes (low self-esteem, depression, anxiety), only few turn to others for ___

CB General Aggression Model: detail how ___ and ___ factors influence ___, ___, and ___. This in turn affects appraisal and ___ processes, which influence ___ or nonaggressive ___ outcomes

CB Classic Study (Affective and Stress Consequences of Cyberbullying): explores the effect of ___ on emotional ___ and coping ___

CB Classic Study: students played a ___ (cyberball) against alleged other students (in reality bots) with different conditions: base-line (___), social ___ in public vs. in private, social ___ in public vs. in private

CB Classic Study: questionnaires measured emotional ___ and coping ___

CB Classic Study Results: social exlcusion led to higher levels of ___ effect, increase in ___, and higher levels of ___ strategies and emotion-focused ___ strategies

Visual-Spatial Ability is the control of visual-spatial ___, memory for object ___, navigation, etc.

Executive Functions is the ability to focus ___, monitor the environment for task-___ information, maintain information in working ___

Effects of Video Games: are learned skills transferable to contexts outside of ___? Goal is to build ___ video games for children

EVG helpful features of custom designed learning games: in-game agents (___), individualization of game features to match the palyer's ___ / ___, highlight relevant ___

EVG Classic Study (Training, maturation and generic influences on the development of executive attention): examined the efficiency of attentional networks after 5 days of ___ based ___ training

EVG Classic Study: 4 to 6 year old ___, ___ version of cognitive tasks (Child Attention Network Test) vs. control group

EVG Classic Study Results: improvements in ___ skills and fluid intelligence, more ___ performance after the training

EVG Considerations: children unter the age of 3 show a ___ while learning screen-based compared to human-to-human

Fisch's Capacity Model: model for understanding children's ___ of educational ___

Capacity Model of Transferring Educational Media: do children learn from screen ___ and transfer it to everyday ___?

CMTEM Key processes involved in children's transfer of information from educational media: 1. Comprehension (children's initital ability to ___ a lesson conveyed through media), 2. Representation (children's ability to ___ the learned information and create mental ___ for later retrieval), 3. Generalization (act of ___ the representation to a ___ situation)

CMTEM: when capacity of working memory is ___, subsequent information cannot be appropriately ___ and ___

CMTEM: 3 main sources of cognitive load place demands on working memory resources while watching educational TV programs; 1. processing of ___ content, 2. processing of ___ content, 3. the degree to which both contents are ___ --> should be well ___

CMTEM: 1. Comprehension; when resources compete, ___ will win, 2. Representation; content must be ___ enough to apply to other situations, 3. Generalization; transferring learned information from a ___ screen context to ___ real life situation

CMTEM Classic Study (Participatory Cues and Program Familiarity Predict Young Children's Learning from Educational TV): explores the effect of participatory cues (program feature) and program familiarity (individual characteristic) on educational content ___

CMTEM Classic Study: preschool-aged children watched an episode of Dora the Explorer with or without ___ cues, ___ with the show was assessed beforehand, then educational content ___ after viewing the episode

CMTEM Classic Study Results: no significant main effect for ___ cues, program familiarity was ___ associated with content comprehension, combination of ___ program familiarity and participatory cues led to the ___ educational content comprehension

CMTEM Conclusion: balance between making content ___ while leaving enough capacity for processing ___ content