Plugged In

by Patti M Valkenburg

  brand attitudes, (i)

  brand awareness, (i)

  brand preferences, (i), (ii)

  brand recall, (i), (ii)

  brand recognition, (i)

  brands, experimental studies on, (i)

  brand sponsorship, (i)

  Brown, Jane D., (i)

  Buckley, Katherine, (i), (ii)

  Buijzen, Moniek, (i)

  Bulger, James, (i), (ii)

  bullying, (i), (ii). See also cyberbullying

  Bushman, Brad, (i), (ii), (iii), (iv)

  Cacioppo, John, (i), (ii)

  Calvert, Sandra, (i), (ii)

  Campbell, Keith, (i)

  Cantor, Joanne, (i), (ii)

  Cantril, Hadley, (i)

  capacity model, (i), (ii)

  Carr, Nicholas, (i)

  Carroll, Lewis, (i)

  casual games, (i), (ii)

  causal-correlational research, (i)

  CcaM. See Center for Research on Children, Adolescents, and the Media

  censorship, (i)

  Center for Research on Children, Adolescents, and the Media (University of Amsterdam), (i)

  centration, (i), (ii)

  Chaiken, Shelly, (i)

  characters: preferences for, gender and, (i); transformations in, (i)

  chicken-or-egg dilemma, (i), (ii), (iii)

  child development: advertising effects and, (i); categories of, (i); drivers of, (i); emotions and, (i)

  childhood: changes in, (i), (ii), (iii); concept of, (i), (ii); erosion of, (i); paradox of, (i)

  children: as consumer markets, (i); development of (ages 5–12), (i); educational media and, (i), (ii); fear and, (i), (ii); as future consumers, (i); gaming and, (i); influencing product purchases, (i), (ii); IQ of, (i); literature for, (i); media for, (i), (ii); media literacy of, (i); as miniature adults, (i), (ii); money and, (i); moral development of, (i); needs of, (i); physiological response of, to movies, (i); preferences of, (i); product purchases by, (i); raising of, (i) (see also parenting entries); sexualization of, (i); social environment for, (i); speech in, (i); television’s portrayal of, (i); vulnerable vs. empowered, (i)

  Children’s Television Act, (i), (ii)

  Cho, Seung-Hui, (i), (ii)

  Christakis, Dimitri, (i), (ii)

  Clark, Lynn, (i)

  cliques, (i), (ii), (iii), (iv), (v)

  Club Penguin, (i)

  CMC. See computer-mediated communication

  Coca-Cola, (i)

  co-figurative culture, (i)

  cognitive ability, (i)

  cognitive control, (i)

  cognitive development, (i), (ii), (iii)

  cognitive dissonance, (i)

  cognitive learning, media support for, (i)

  cognitive psychology, (i)

  cognitive script theory, (i)

  collecting, (i)

  Collins, Rebecca, (i)

  commercialism, (i), (ii)

  commercials. See advertising

  communication: interpersonal, (i); online, (i), (ii); synchronous, (i); technology for, constant changes in, (i)

  communication studies, (i), (ii), (iii), (iv)

  competition, gaming and, (i)

  computer-mediated communication, (i)

  computers, treated like people, (i)

  Comstock, George, (i)

  concentration, capacity for, and the Internet, (i)

  concrete-operational thinking, (i), (ii), (iii)

  conditional media effects perspective, (i), (ii), (iii)

  connectedness, (i), (ii)

  conservation tasks, (i)

  consumer behavior, components of, (i)

  consumer cultivation theory, (i)

  consumer socialization, (i)

  content, significance of, (i)

  control: attraction of, for youth, (i); self-esteem and, (i); sense of, (i)

  conventional domain, parenting and, (i)

  Cooney, Joan Ganz, (i)

  copycat crimes, (i)

  correlational design, (i)

  correlational studies, (i)

  Courage, Mary, (i)

  co-viewing. (i)

  creativity, (i)

  criminal behavior, factors in, (i)

  criminal violence, meta-analyses of, (i)

  Crone, Eveline, (i)

  cross-platform marketing, (i)

  cross-sectional correlational studies, (i)

  crystallized intelligence, (i)

  cue manageability, (i), (ii)

  cultivation theory, (i), (ii), (iii)

  cultural studies, (i), (ii)

  Culture of Narcissism, The (Lasch), (i)

  cultures, Mead’s typology of, (i)

  cyberbullying, (i), (ii)

  Cyberchase, (i)

  Dahl, Ronald, (i)

  Dale, Edgar, (i)

  dancing games, (i)

  dandelion-orchid hypothesis, (i)

  Darwin, Charles, (i)

  Davidson, Richard, (i)

  Davis, Katie, (i)

  Day After, The (dir. Meyer), (i)

  decentering, (i)

  decentration, (i)

  desensitization theory, (i)

  desexualization, (i)

  development, (i), (ii), (iii). See also child development

  developmental level: media preferences and, (i); as predictor of media use, (i), (ii), (iii)

  developmental psychology, (i), (ii), (iii)

  Diagnostic and Statistical Manual of Mental Disorders (DSM-5; American Psychiatric Association), (i)

  diaper demographic, (i), (ii), (iii)

  differential susceptibility perspectives, (i)

  differential susceptibility to media effects model (DSMM), (i), (ii), (iii)

  digital dementia, (i), (ii), (iii)

  Digital Dementia (Spitzer), (i)

  digital media, sexual content and, (i)

  Dijkstra, Rineke, (i), (ii)

  disordered gamers, (i)

  disposition, (i), (ii); media use and, (i), (ii)

  divergent thinking, (i)

  Doom, (i), (ii)

  dopamine, (i), (ii), (iii)

  Dora the Explorer, (i), (ii), (iii), (iv), (v)

  Doug, (i)

  downward social comparison, (i), (ii)

  Dragon Tales, (i)

  drip-drip theories, (i)

  Dr. Seuss (Theodor Geisel), (i)

  DSMM. See differential susceptibility to media effects model

  Dysinger, Wendell, (i)

  early adolescence (ages 12–15): advanced thinking during, (i); content choices of, (i); gender modeling and, (i); identity and, (i); metacognition and, (i); peers and, (i); problem-solving and, (i); risk-taking during, (i); sexuality and, (i), (ii); social-emotional development during, (i); social media and, (i). See also teenagers

  eating, unhealthy, (i), (ii)

  edu-apps, (i)

  educational media, (i), (ii); academic skills and, (i); boredom and, (i); child characteristics and, (i); creativity and, (i); developmental level and, (i); effects of, (i); entertainment aspect of, (i); goals of, (i); at home, (i); older children and, (i); positive lessons from, (i); processing of, (i); program characteristics of, (i); prosocial content in, (i); social-emotional development and, (i); social-emotional skills and, (i)

  educational programming, (i), (ii)

  Effects of Mass Communication, The (Klapper), (i)

  Egenfeldt-Nielsen, Simon, (i)

  egocentrism, (i), (ii)

  Ekman, Paul, (i)

  Elkind, David, (i), (ii)

  emancipation movements, (i)

  embedded educational content, (i)

  Émile, ou De l’éducation (Rousseau), (i), (ii)

  emotional competence, (i), (ii)

  emotional contagion, (i)

  emotions: child development and, (i); development of, (i); entertainment media and, (i); experience of, (i); fiction and, (i); human nature and, (i), (ii); intensity of, (i); physical arousal and, (i) (see also arousal); sexual, (i); teaching of, (i)


  empathy, (i), (ii), (iii), (iv), (v), (vi)

  Enlightenment, (i)

  Enquist, Anna, (i)

  entertainment, motives for, (i)

  entertainment media: changes in, (i); emotions and, (i); identity development and, (i); reality content and, (i)

  Erikson, Erik, (i)

  Eron, Leonard, (i)

  escapism, (i)

  eudaimonia, (i)

  evaluative active monitoring, (i)

  evaluative monitoring strategies, (i)

  Everyone Poops (Gomi), (i)

  evolution, (i); language and, (i); play and, (i); theory of, (i)

  excitation transfer theory, (i), (ii), (iii), (iv), (v)

  executive functions, (i)

  exergames, (i)

  expression effects, (i)

  extraversion, (i)

  eyewitness accounts, (i)

  Facebook, (i), (ii), (iii), (iv)

  factual active monitoring, (i)

  factual monitoring strategies, (i), (ii)

  familiarity, children’s preferences for, (i)

  families: late adolescence and, (i); power balance in, (i); structural changes in, (i), (ii). See also parenting styles

  fantasy, reality and, (i), (ii), (iii), (iv), (v)

  fantasy characters, (i), (ii)

  fast entertainment, (i)

  fear: limiting or offsetting, (i), (ii); media-induced, (i)

  feedback, (i)

  Female Chauvinist Pigs: Women and the Rise of Raunch Culture (Levy), (i)

  females: objectification of, (i); sexualization of, (i)

  femininity, caricatures of, (i)

  feminist studies, (i)

  Ferguson, Christopher, (i)

  Festinger, Leon, (i)

  fiction: children’s understanding of, (i); emotions and, (i), (ii)

  field experiments, (i), (ii)

  first-person shooter games, (i)

  Fisch, Shalom, (i), (ii)

  flow, state of, (i)

  fluid intelligence, (i), (ii), (iii)

  Flynn, James, (i)

  Flynn effect, (i), (ii), (iii)

  fMRI. See functional magnetic resonance imaging

  foreground media exposure, (i), (ii), (iii)

  formal-operational thinking, (i), (ii)

  fragmentation hypothesis, (i)

  Frankfurt School, (i)

  freemiums, (i), (ii)

  Freud, Sigmund, (i)

  friendships, Internet use and, (i), (ii)

  Frijda, Nico, (i)

  functional magnetic resonance imaging, (i), (ii)

  future market, children as, (i), (ii), (iii)

  GAM. See general aggression model

  games, (i), (ii). See also gaming; video games

  game studies, (i)

  gaming, (i); addiction to, (i); attraction to, (i); categories of, (i); changes in, (i); in the classroom, (i); cognitive effects of, (i); culture of, (i); customization of, (i); emotional engagement and, (i), (ii); first-person perspective in, (i); fostering academic and social-emotional learning, (i); gender and, (i), (ii); hand-eye coordination and, (i); horror content and, (i); intelligence and, (i); motivations for, (i); multitasking and, (i); pathological, (i); physical effects of, (i); player archetypes, (i); players’ control over content, (i); prosocial, (i); social adjustment and, (i); social-emotional effects of, (i); social needs and, (i); spatial awareness and, (i); technological improvements for, (i); third-person perspective in, (i); violence and, (i); young elementary schoolchildren and, (i)

  gender: content preferences and, (i), (ii); cyberbullying and, (i); development and, (i); gaming and, (i); media preferences and, (i); media violence and, (i); sexting and, (i); tragedy paradox and, (i); young elementary schoolchildren and, (i)

  gender roles, (i), (ii)

  gender segregation, (i)

  general aggression model, (i), (ii)

  general learning model, (i)

  Gentile, Douglas, (i)

  Gerbner, George, (i), (ii), (iii)

  Girls Gone Skank: The Sexualization of Girls in American Society (Oppliger), (i)

  Goebbels, Joseph, (i)

  Goethe, Johann Wolfgang von, (i)

  Grand Theft Auto (GTA), (i), (ii)

  gratification, delay of, (i), (ii)

  grazing hypothesis, (i)

  Greenfield, Patricia, (i)

  habit formation, prevention of, (i)

  Hamm, Jon, (i)

  hand-eye coordination, (i)

  Harris, Paul, (i), (ii), (iii)

  Harry Potter, (i), (ii)

  hedonic principle, (i)

  hedonism, (i)

  Hitchcock, Alfred, (i)

  Hitler, Adolf, (i)

  Hoffner, Cynthia, (i)

  horror content, (i), (ii)

  host selling, (i)

  Huesmann, Rowell, (i)

  humor, (i); complexity of, (i); early adolescence and, (i); late adolescence and, (i)

  Hurried Child, The: Growing Up Too Fast Too Soon (Elkin), (i)

  hyperpersonal communication model, (i)

  hypodermic needle theory, (i), (ii)

  iBrain (Small), (i)

  ICA. See International Communication Association

  identifiability, (i)

  identity: components of, (i); development of, (i), (ii); early adolescence and, (i); experimentation with, (i); parasocial relationships and, (i); social media and, (i), (ii); subcultures and, (i)

  idle time, need for, (i)

  IGD. See Internet gaming disorder

  imaginary audience, (i)

  Incredible Hulk, The, (i), (ii)

  indirect aggression, (i)

  infants: educational media and, (i); media preferences of, (i); media use by, (i), (ii); screen use for, (i); sensory preferences of, (i)

  influencers, children as, (i), (ii), (iii)

  informal learning, (i), (ii), (iii)

  information, accessibility to, (i)

  informational privacy, (i)

  information processing, (i)

  Instagram, (i)

  Institute for Propaganda Analysis, (i)

  intelligence: media usage and, (i); social media’s effect on, (i)

  intended advertising effects, (i)

  interactive media, creativity and, (i)

  interactive technology, (i)

  interdisciplinary research, (i), (ii)

  International Communication Association, (i)

  Internet: affordances of, (i); and capacity for concentration, (i); experimenting with, (i); self-concept clarity and, (i); shallow thinking and, (i); social effects of, first research on, (i); youth access to, (i)

  Internet gaming disorder, (i)

  intimacy, (i), (ii); computer-mediated communication and, (i); social media and, (i); teens’ need for, (i)

  introspection, (i)

  intuition, (i)

  investigative-orienting system of attention, (i), (ii)

  IPA. See Institute for Propaganda Analysis

  iPhone 2G, (i)

  It’s Complicated (boyd), (i)

  Jackson, Linda, (i)

  Jacobellis v. Ohio, (i)

  Jaeggi, Susanne, (i)

  Jastrow, Joseph, (i)

  Jaws (dir. Spielberg), (i)

  jazz, (i)

  Jobs, Steve, (i)

  Journal of Children and Media, (i)

  Katz, Elihu, (i)

  KGOL (kids getting older later) phenomenon, (i)

  KGOY (kids getting older younger) phenomenon, (i), (ii)

  Kilburn, John, (i)

  Klaassen, Marleen, (i)

  Klapper, Joseph, (i)

  Kline, Steven, (i)

  Klug, Christopher, (i)

  Kraut, Robert, (i)

  Kunkel, Dale, (i)

  laboratory experiments, (i)

  language, evolution and, (i)

  Lanza, Adam, (i)

  L’Arrivée d’un train en gare de La Ciotat (The Arrival of a Train at La Ciotat Station; dir. Lumière and Lumière), (i)

  Lasch, Christop
her, (i)

  Lassie, (i)

  late adolescence (ages 16–19), (i), (ii). See also teenagers

  Lauricella, Alexis, (i)

  law of apparent reality, (i), (ii)

  Lazarsfeld, Paul, (i)

  lean-back entertainment, (i)

  Lemish, Dafna, (i)

  Les Amants (dir. Malle), (i)

  Levy, Ariel, (i)

  Leyens, Jacques-Philippe, (i)

  Linebarger, Deborah, (i)

  Linz, Daniel, (i)

  Livingstone, Sonia, (i)

  Locke, John, (i)

  longitudinal research, (i), (ii). See also causal-correlational research

  Lucretius, (i), (ii)

  Macklin, Carole, (i)

  magical realism, (i), (ii)

  magic bullet theory, (i)

  Magic School Bus, The, (i)

  Magnavox Odyssey, (i)

  Maguire, Eleanor, (i)

  mainstreaming, (i)

  Malik, Zayn, (i)

  Mares, Marie-Louise, (i), (ii)

  marketing, to youth, (i). See also advertising

  market research, (i)

  marshmallow test, (i), (ii)

  massively multiplayer online role-playing games, (i)

  mass media, influence of, (i)

  mass self-communication, (i)

  materialism, (i)

  McLuhan, Marshall, (i)

  McNair, Brian, (i)

  McNeal, James, (i)

  Mead, Margaret, (i)

  meaning, interest level and, (i), (ii)

  media: age at first use of, (i); changing landscape of, (i), (ii); daily use of, (i); developed for youngest viewers, (i); educational role of, (i); family communication and, (i); fluid intelligence and, (i); influence of, (i), (ii); journalistic coverage of, (i); multitasking with, (i), (ii); opportunities for use of, (i); pacing of, (i); privatization of, (i), (ii); rating systems for, (i); repurposing of, (i); as super-peer, (i); teaching about emotions, (i); usage of, and intelligence, (i); youth and, (i), (ii). See also new media; other media listings; social media

  media characters: physical traits in, (i); relationships with, (i)

  media content: production quality of, (i); simplicity of, (i)

  media effects: individual susceptibility to, (i); reciprocality of, (i), (ii), (iii); research on, (i), (ii), (iii), (iv); theories on, (i), (ii), (iii), (iv), (v)

  media equation theory, (i)

  media literacy, (i)

  media monitoring, (i)

  media practice model, (i)

  media preferences: changes in, (i), (ii); fantasy and, (i); gender and, (i); late adolescence and, (i)

  media products, tied to social-emotional development, (i)

  media psychology, (i), (ii), (iii)

  media research, (i)

  media-specific parenting, (i), (ii)