Plugged In
Page 38
55. Lippman and Campbell, “Damned If You Do.”
56. Johanna M. van Oosten, Jochen Peter, and Inge Boot, “Exploring Associations between Exposure to Sexy Online Self-Presentations and Adolescents’ Sexual Attitudes and Behavior,” Journal of Youth and Adolescence 44, no. 5 (2014).
57. Juliane A. Kloess, Anthony R. Beech, and Leigh Harkins, “Online Child Sexual Exploitation: Prevalence, Process, and Offender Characteristics,” Trauma, Violence, and Abuse 15, no. 2 (2014).
58. Livingstone and Smith, “Harms Experienced by Child Users.”
59. Rideout, The Common Sense Census.
60. Nancy Miller, “Minifesto for a New Age,” Wired, March 1, 2007.
61. Winneke van der Schuur, Susanne E. Baumgartner, Sindy R. Sumter, and Patti M. Valkenburg, “The Consequences of Media Multitasking for Youth: A Review,” Computers in Human Behavior 53 (2015).
62. Reem Alzahabi and Mark W. Becker, “The Association between Media Multitasking, Task-Switching, and Dual-Task Performance,” Journal of Experimental Psychology 39, no. 5 (2013).
63. Nicholas Carr, The Shallows: What the Internet Is Doing to Our Brains (New York: Norton, 2011), 18.
64. Translated from Manfred Spitzer, Digitale Demenz: Wie Wir Uns Und Unsere Kinder Um Den Verstand Bringen (Munich: Droemer, 2012), 312.
65. Nicholas Carr, “Is Google Making Us Stupid?,” Yearbook of the National Society for the Study of Education 107, no. 2 (2008).
66. Eleanor A. Maguire et al., “Navigation-Related Structural Change in the Hippocampi of Taxi Drivers,” Proceedings of the National Academy of Sciences of the United States of America 97, no. 8 (2000).
67. Gary W. Small et al., “Your Brain on Google: Patterns of Cerebral Activation During Internet Searching,” American Journal of Geriatric Psychiatry 17, no. 2 (2009).
68. Van der Schuur et al., “Consequences of Media Multitasking.”
69. Betsy Sparrow, Jenny Liu, and Daniel M. Wegner, “Google Effects on Memory: Cognitive Consequences of Having Information at Our Fingertips,” Science 333, no. 6043 (2011).
70. Clive Thompson, Smarter than You Think: How Technology Is Changing Our Minds for the Better (New York: Penguin, 2013).
14. Media and Parenting
1. Institute for Advanced Studies in Culture, Culture of American Families: A National Survey (Charlottesville, Va.: Institute for Advanced Studies in Culture, 2012).
2. Freek Bucx, Gezinsrapport 2011: Een Portret Van Het Gezinsleven in Nederland [Family report 2011] (The Hague: Sociaal Cultureel Planbureau, 2011).
3. Diana Baumrind, “Parental Disciplinary Patterns and Social Competence in Children,” Youth and Society 9, no. 3 (1978).
4. Laurence Steinberg, Adolescence, vol. 9 (New York: McGraw-Hill, 2011).
5. Ibid.
6. Roy F. Baumeister and John Tierney, Willpower: Rediscovering the Greatest Human Strength (New York: Penguin, 2011).
7. Richard M. Ryan and Edward L. Deci, “Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being,” American Psychologist 55, no. 1 (2000).
8. Margaret K. Nelson, Parenting Out of Control: Anxious Parents in Uncertain Times (New York: New York University Press, 2010).
9. Sharon S. Brehm and Jack W. Brehm, Psychological Reactance: A Theory of Freedom and Control (New York: Academic Press, 1981).
10. Judith G. Smetana, “Parenting Styles and Conceptions of Parental Authority during Adolescence,” Child Development 66, no. 2 (1995).
11. See the discussion in Jessica T. Piotrowski, Amy B. Jordan, Amy Bleakley, and Michael Hennessy, “Identifying Family Television Practices to Reduce Children’s Television Time,” Journal of Family Communication 15, no. 2 (2015).
12. Lynn S. Clark, The Parent App: Understanding Families in the Digital Age (New York: Oxford University Press, 2013).
13. Ibid.
14. Patti M. Valkenburg, Marina Krcmar, Allerd L. Peeters, and Nies M. Marseille, “Developing a Scale to Assess Three Styles of Television Mediation: ‘Instructive Mediation,’ ‘Restrictive Mediation,’ and ‘Social Coviewing,’” Journal of Broadcasting & Electronic Media 43, no. 1 (1999).
15. Jennifer L. Chakroff and Amy I. Nathanson, “Parent and School Interventions: Mediation and Media Literacy,” in The Handbook of Children, Media, and Development, ed. Sandra L. Calvert and Barbara J. Wilson (Boston: Blackwell, 2008).
16. Laura M. Padilla-Walker, Sarah M. Coyne, Ashley M. Fraser, Justin Dyer, and Jeremy B. Yorgason, “Parents and Adolescents Growing Up in the Digital Age: Latent Growth Curve Analysis of Proactive Media Monitoring,” Journal of Adolescence 35, no. 5 (2012).
17. Ann C. Crouter and Melissa R. Head, “Parental Monitoring and Knowledge of Children,” in Handbook of Parenting: Being and Becoming a Parent, ed. Marc H. Bornstein (Mahwah, N.J.: Erlbaum, 2002).
18. Sarah J. Racz and Robert J. McMahon, “The Relationship between Parental Knowledge and Monitoring and Child and Adolescent Conduct Problems: A 10-Year Update,” Clinical Child And Family Psychology Review 14, no. 4 (2011).
19. Arnold Sameroff, The Transactional Model (Washington, D.C.: American Psychological Association, 2009).
20. Crouter and Head, “Parental Monitoring and Knowledge of Children”; Padilla-Walker et al., “Parents and Adolescents Growing Up.”
21. Amy I. Nathanson, “Factual and Evaluative Approaches to Modifying Children’s Responses to Violent Television,” Journal of Communication 54, no. 2 (2004).
22. Chakroff and Nathanson, “Parent and School Interventions.”
23. Padilla-Walker et al., “Parents and Adolescents Growing Up.”
24. Alissa E. Setliff and Mary L. Courage, “Background Television and Infants’ Allocation of Their Attention during Toy Play,” Infancy 16, no. 6 (2011).
25. Ellen A. Wartella, Vicky Rideout, Alexis R. Lauricella, and Sabrina L. Connell, Parenting in the Age of Digital Technology: A National Survey (Evanston, Ill.: School of Communication, Northwestern University, 2013).
26. Marie E. Schmidt et al., “The Effects of Background Television on the Toy Play Behavior of Very Young Children,” Child Development 79, no. 4 (2008); Amy I. Nathanson, Molly L. Sharp, Fashina Aladé, Eric E. Rasmussen, and Katheryn Christy, “The Relation between Television Exposure and Executive Function among Preschoolers,” Developmental Psychology 50, no. 5 (2014); Heather L. Kirkorian, Tiffany A. Pempek, Lauren A. Murphy, Marie E. Schmidt, and Daniel R. Anderson, “The Impact of Background Television on Parent-Child Interaction,” Child Development 80, no. 5 (2009).
27. Matthew A. Lapierre, Jessica Taylor Piotrowski, and Deborah L. Linebarger, “Background Television in the Homes of US Children,” Pediatrics 130, no. 5 (2012).
28. American Academy of Pediatrics, Committee on Public Education, “Media Education,” Pediatrics 2 (1999).
29. Wartella et al., Parenting in the Age of Digital Technology.
30. Dimitri A. Christakis, Frederick J. Zimmerman, David L. DiGiuseppe, and Carolyn A. McCarty, “Early Television Exposure and Subsequent Attentional Problems in Children,” Pediatrics 113, no. 4 (2004); Frederick J. Zimmerman, Dimitri A. Christakis, and Andrew N. Meltzoff, “Television and DVD/Video Viewing in Children Younger Than 2 Years,” Archives of Pediatrics and Adolescent Medicine 161, no. 5 (2007).
31. E. Michael Foster and Stephanie Watkins, “The Value of Reanalysis: TV Viewing and Attention Problems,” Child Development 81, no. 1 (2010).
32. Christopher J. Ferguson and M. Brent Donnellan, “Is the Association between Children’s Baby Video Viewing and Poor Language Development Robust? A Reanalysis of Zimmerman, Christakis, and Meltzoff (2007),” Developmental Psychology 50, no. 1 (2014).
33. Dimitri A. Christakis, “Infants and Interactive Media Use—Reply,” JAMA Pediatrics 168, no. 10 (2014).
34. Ibid., 400.
35. Patti M. Valkenburg and Tom H. van der Voort, “Television’s Impact on Fantasy Play: A Review of Research,” Developmental Review 14, no. 1 (1994); Sanne W. C. Nikkelen,
Patti M. Valkenburg, Mariette Huizinga, and Brad J. Bushman, “Media Use and ADHD-Related Behaviors in Children and Adolescents: A Meta-Analysis,” Developmental Psychology 50, no. 9 (2014).
36. Patti M. Valkenburg, Jessica Taylor Piotrowski, Jo Hermanns, and Rebecca de Leeuw, “Developing and Validating the Perceived Parental Media Mediation Scale: A Self-Determination Perspective,” Human Communication Research 39, no. 4 (2013).
37. Amy I. Nathanson and Mong-Shan Yang, “The Effects of Mediation Content and Form on Children’s Responses to Violent Television,” Human Communication Research 29, no. 1 (2003).
38. Charles R. Corder-Bolz, “Mediation: The Role of Significant Others,” Journal of Communication 30, no. 3 (1980).
39. David J. Hicks, “Effects of Co-Observer’s Sanctions and Adult Presence on Imitative Aggression,” Child Development 39, no. 1 (1968).
40. Nathanson, “Factual and Evaluative Approaches.”
41. Clive Thompson, Smarter than You Think: How Technology Is Changing Our Minds for the Better (New York: Penguin, 2013).
42. Jaak Panksepp, Affective Neuroscience: The Foundations of Human and Animal Emotions (New York: Oxford University Press, 1998).
43. Larry D. Rosen, iDisorder: Understanding Our Obsession with Technology and Overcoming Its Hold on Us (New York: Palgrave Macmillan, 2012).
44. Ibid.
45. Dustin Wahlstrom, Tonya White, and Monica Luciana, “Neurobehavioral Evidence for Changes in Dopamine System Activity during Adolescence,” Neuroscience and Biobehavioral Reviews 34, no. 5 (2010).
46. Teija Nuutinen, Carola Ray, and Eva Roos, “Do Computer Use, TV Viewing, and the Presence of the Media in the Bedroom Predict School-Aged Children’s Sleep Habits in a Longitudinal Study?,” BMC Public Health 13, no. 1 (2013).
47. Andrew Smart, Autopilot: The Art and Science of Doing Nothing (New York: OR Books, 2013).
48. Baumeister and Tierney, Willpower.
49. Robert LaRose, “The Problem of Media Habits,” Communication Theory 20, no. 2 (2010).
50. Charles Duhigg, The Power of Habit: Why We Do What We Do in Life and Business (New York: Random House, 2012).
51. Karl G. Hill, J. David Hawkins, Richard F. Catalano, Robert D. Abbott, and Jie Guo, “Family Influences on the Risk of Daily Smoking Initiation,” Journal of Adolescent Health 37, no. 3 (2005).
52. Amy I. Nathanson, “The Unintended Effects of Parental Mediation of Television on Adolescents,” Media Psychology 4, no. 3 (2002).
53. Valkenburg et al., “The Perceived Parental Media Mediation Scale.”
54. Ryan and Deci, “Self-Determination Theory.”
55. Baumeister and Tierney, Willpower.
15. The End
1. Marshall McLuhan, The Gutenberg Galaxy (New York: Routledge and Kegan, 1963).
2. Jan Van Dijk, The Network Society (London: Sage, 2012).
3. Manuel Castells, The Rise of the Network Society: The Information Age; Economy, Society, and Culture (New York: Wiley, 2011).
4. Van Dijk, The Network Society.
5. Castells, The Rise of the Network Society.
6. Brad J. Bushman, Mario Gollwitzer, and Carlos Cruz, “There Is Broad Consensus: Media Researchers Agree That Violent Media Increase Aggression in Children, and Pediatricians and Parents Concur,” Psychology of Popular Media Culture 4, no. 3 (2014).
7. Brad J. Bushman, Hannah R. Rothstein, and Craig A. Anderson, “Much Ado about Something: Violent Video Game Effects and a School of Red Herring; Reply to Ferguson and Kilburn (2010),” Psychological Bulletin 136, no. 2 (2010).
8. Christopher J. Ferguson and John Kilburn, “Much Ado about Nothing: The Misestimation and Overinterpretation of Violent Video Game Effects in Eastern and Western Nations; Comment on Anderson et al. (2010),” Psychological Bulletin 136, no. 2 (2010).
9. The first version of this drawing appeared in 1892 in the German magazine Fliegende Blätter. Our thanks to Studio Paul Baars for use of the illustration.
10. Daniel R. Anderson, Aletha C. Huston, Kelly L. Schmitt, Deborah L. Linebarger, and John C. Wright, “Early Childhood Television Viewing and Adolescent Behavior: The Recontact Study,” Monographs of the Society for Research in Child Development 66, no. 1 (2001).
11. W. Thomas Boyce and Bruce J. Ellis, “Biological Sensitivity to Context: I. An Evolutionary-Developmental Theory of the Origins and Functions of Stress Reactivity,” Development and Psychopathology 17, no. 2 (2005).
ACKNOWLEDGMENTS
Many people have been extremely helpful in the preparation of this book. First of all, we would like to thank our colleagues at CcaM, the Center for Research on Children, Adolescents, and the Media, for their high-quality comments and suggestions during the writing of the book: Hans Beentjes, Jochen Peter, Susanne Baumgartner, Karin Fikkers, Rinaldo Kühne, Jeroen Lemmens, Annemarie van Oosten, and Sindy Sumter. We also want to thank Monique Vogelzang for her careful handling of the references and other formal issues of manuscript preparation.
Generous colleagues are not limited to one research group or university. Professor Dafna Lemish from Southern Illinois University and several anonymous reviewers provided very helpful and constructive comments. We are indebted to Els Spin, Anne Hodgkinson, and Cecilia Willems, who assisted with translations. And special thanks go to the publication team at Yale University Press—in particular, Kip Keller, for his meticulous eye during the editing process, as well as Jennifer Banks and Heather Gold, who kindly shepherded us through the publication process. We are also very grateful to our dear family and friends, who provided us much needed laughter during the particularly arduous portions of this book. And finally, a different kind of thanks is due to our husbands, Paul van der Heijden and John Piotrowski, to whom this book is dedicated.
INDEX
Numbers in italics indicate tables or figures.
AAP. See American Academy of Pediatrics
academic skills, (i)
accessibility, (i)
action games, (i), (ii)
active media monitoring, (i), (ii)
active mediation, (i)
activity-displacement hypothesis, (i)
Acuff, Daniel, (i)
addiction, games and, (i)
ADHD, media use and, (i)
adolescents: behavior of, (i); communication skills for, (i); developmental needs of, (i); educational media and, (i); fear-inducing content and, (i); gaming and, (i); media use by, (i); physical and developmental changes in, (i), (ii); prolonged sitting by, (i); prosocial content and, (i); public self-awareness and, (i); questioning nature of, (i); sexting and, (i); sexuality and, (i); sexual media content’s effect on, (i); social media’s appeal for, (i). See also early adolescence; late adolescence
adults, television’s portrayal of, (i)
advance organizers, (i)
advergames, (i), (ii), (iii)
advertising: academic research on, (i); appeal of, (i), (ii); brand preferences and, (i); changes in, (i); critical evaluation of, (i); effectiveness of, (i); effects of, (i); ethics of, (i); gender and, (i); host selling, (i); materialism and, (i); parent-child conflict and, (i); processing of, (i); purchase request behavior and, (i); sex in, (i); weight gain and, (i)
advertising-effect hypothesis, (i)
advertising literacy, (i)
aesthetic emotions, (i)
affordances, (i), (ii), (iii), (iv), (v)
age: media monitoring and, (i); as predictor of media use, (i)
aggression: contextual features of media violence and, (i); depiction of, (i); experiments in, (i); factors in, (i), (ii), (iii); indirect, (i), (ii); as learned behavior, (i); media violence and, (i), (ii); problem solving and, (i); rewarded, (i); risk factors for, (i); studies of, (i)
“AHH Effect” campaign (Coca-Cola), (i)
Aladdin (dir. Clements and Musker), (i)
Alone Together (Turkle), (i)
amateur porn, (i)
American Academy of Pediatrics, (i), (ii)
American Psychological Association, (i)
, (ii)
Anderson, Craig, (i), (ii), (iii), (iv)
Anderson, Daniel, (i), (ii), (iii)
antiheroes, (i)
anonymity, visual, (i)
anxiety, media use and, (i)
app gap, (i)
Apple TV, (i)
apps: creativity and, (i); designed to disturb, (i); educational, (i), (ii), (iii); for social-emotional lessons, (i)
arousal, (i); emotions and, (i); sexual, (i), (ii)
Assassin’s Creed, (i)
assertiveness, (i)
asynchronicity, (i), (ii)
Atari, (i), (ii)
attention, cognitive development and, (i)
attention span, (i)
audiovisual narratives, (i)
authoritarian parenting, (i), (ii)
authoritative parenting, (i), (ii)
autonomy, (i), (ii), (iii), (iv), (v)
autonomy-supportive strategies, (i)
Autopilot: The Art and Science of Doing Nothing (Smart), (i)
avatars, (i)
baby apps, (i)
Baby Einstein, (i), (ii)
baby media, (i), (ii)
Baby TV, (i), (ii)
background media exposure, (i), (ii), (iii)
Bandura, Albert, (i), (ii), (iii), (iv), (v)
Barbie Fashion Designer, (i)
Barney and Friends, (i), (ii)
bedroom culture, (i)
behavior: modeling of, (i); sources of, (i)
behavior compatibility, (i)
behaviorism, (i), (ii)
Bem, Daryl, (i)
Berelson, Bernard, (i)
Berkowitz, Leonard, (i)
Between the Lions, (i)
Big Bugs Band, (i)
Bill Nye the Science Guy, (i)
binary characters, (i)
BlackBerry Pearl, (i)
blogs, (i)
Blue’s Clues, (i), (ii)
Blumer, Herbert, (i)
Bobo doll experiments, (i)
Bolton, Frances Payne, (i)
Bond, Bradley, (i)
books, for children, (i)
boomerang effect, (i), (ii), (iii)
boyd, danah, (i), (ii)
brain: associative networks in, (i); changes in, for adolescents, (i); development of, (i), (ii); gray matter in, (i); research on, (i), (ii), (iii), (iv), (v), (vi); white matter in, (i)