media use: assumptions about, (i); control of, (i); developmental level and, (i); functional role of, in families, (i); habit formation and, (i); predictors of, (i), (ii); rule-setting for, (i), (ii); safe ages for, (i)
media violence: aggression and, (i), (ii); causing physical arousal, (i); contextual features of, (i); correlational studies of, (i); criminal behavior and, (i); effects of, (i), (ii); exposure to, (i); gender and, (i); habituation to, (i); meta-analyses of, (i); restricting, (i); social setting and, (i)
memory, declines in, (i)
meta-analyses, (i)
metacognition, (i), (ii)
Meyrowitz, Joshua, (i)
Mind and Media (Greenfield), (i)
Minecraft, (i), (ii), (iii), (iv), (v)
Mister Rogers’ Neighborhood, (i), (ii), (iii)
moderate discrepancy hypothesis, (i), (ii), (iii), (iv), (v), (vi), (vii), (viii), (ix)
moderators, (i)
mood management theory, (i)
moral domain, parenting and, (i)
Mortal Kombat, (i)
movies, (i); analysis of, (i); effects of, (i), (ii); erotic, children’s response to, (i); horror content in, (i); influence of, (i)
multitasking, (i)
music videos, women’s depiction in, (i)
Myst, (i)
narcissism, (i), (ii), (iii), (iv)
Narcissism Epidemic, The (Twenge and Campbell), (i)
narratives, older toddlers’ interest in, (i)
Nass, Clifford, (i)
Nathanson, Amy, (i), (ii)
NES (Nintendo Entertainment System), (i)
Netflix, (i)
Netherlands, commercial television in, (i)
network society, (i), (ii)
new media: development of, (i); social interaction with, (i)
news grazers, (i)
newspapers, (i)
Nintendo, (i)
Nintendo thumb, (i)
novels, teen-targeted, (i)
nudity, conflated with sex, (i)
obesity, (i)
observational learning, (i), (ii)
One Direction, (i)
online profiles, management of, (i)
online role-playing games, (i)
operational thinking, (i)
Oppliger, Patrice, (i)
Opree, Suzanna, (i)
optimal stimulation, (i)
orchid-dandelion hypothesis, (i)
orienting features, (i)
orienting reflex, (i)
over-the-shoulder games, (i)
overweight, (i)
Paik, Haejung, (i)
Pan, Zhongdang, (i)
Panksepp, Jaak, (i)
parasocial relationships, (i), (ii)
parental mediation, (i), (ii)
parental monitoring, (i)
Parent App, The (Clark), (i)
parent-child conflict, advertising and, (i), (ii)
parent-child relationships, (i), (ii)
parenting: domains of, (i); inconsistency in, (i); media management and, (i); in the 21st century, (i)
parenting styles, (i), (ii), (iii), (iv)
parents, managing children’s media use, (i)
Paro, (i)
participatory cues, (i)
pathological gaming, (i)
Paul, Pamela, (i)
Payne Fund Studies, (i), (ii), (iii), (iv), (v)
PDP-1, (i)
peers: early adolescence and, (i); importance of, (i); late adolescence and, (i); media serving as, (i); preadolescents’ interaction with, (i)
perceptual boundedness, (i), (ii), (iii), (iv)
permissive parenting, (i)
personal domain, (i), (ii)
personal fable, (i)
persuasion knowledge, (i), (ii)
Peter, Jochen, (i), (ii), (iii), (iv)
Petty, Richard, (i), (ii)
Piaget, Jean, (i), (ii), (iii), (iv), (v), (vi), (vii), (viii), (ix)
Pink Frilly Dress Phenomenon, (i)
Pinky Dinky Doo, (i)
platform games, (i)
play, functions of, (i)
PlayStation, (i)
PlayStation (i), (ii)
Pleo, (i)
Pong, (i)
pornification, (i)
Pornified: How Pornography Is Damaging Our Lives, Our Relationships, and Our Families (Paul), (i)
pornography, (i): arousal and, (ii); distinguishing, from sex, (i); research on, (i)
post-figurative culture, (i)
Postman, Neil, (i)
Powers, Kasey, (i), (ii)
preadolescents (ages 8–12): collecting by, (i); content preferences of, (i); criticism by, (i); development of, (i), (ii); gender and, (i); identifying with characters, (i); media use by, (i); peers and, (i)
pre-figurative culture, (i)
prefrontal cortex, maturation of, (i)
preoperational thinking, (i), (ii)
preschoolers: content preferences for, (i); educational media and, (i); egocentrism of, (i); fantasy and reality for, (i), (ii); fear and, (i); focus of, (i); information processing by, (i); media preferences of, (i)
preteens. See preadolescents
primary market, children as, (i), (ii)
priming theory, (i)
print media, childhood and, (i)
privacy, (i)
privacy paradox, (i)
private self-awareness, (i)
proactive media monitoring, (i), (ii)
problem solving, (i), (ii), (iii)
process-based games, (i), (ii)
production quality, (i)
product placement, (i), (ii), (iii)
propaganda, (i)
prosocial behavior, (i)
prosocial content, (i)
prosocial media, (i)
prosocial programming, (i)
prosumers, (i)
Psycho (dir. Hitchcock), (i)
psychoanalysis, (i)
psychological privacy, (i)
psychological reactance, (i)
puberty, (i), (ii), (iii)
public policy, media violence and, (i)
public self-awareness, (i)
purchase intention, (i)
purchase request behavior, (i)
quasi-experiments, (i)
rabbit-duck illusion, (i)
radio, (i)
reactance, (i), (ii), (iii)
realism, gender and, (i)
realistic fantasy. See magical realism
realistic problem books, (i)
reality, fantasy and, (i), (ii)
reality monitoring, (i)
reassurance strategies, (i), (ii), (iii)
reception model, (i)
reciprocality, (i), (ii), (iii), (iv), (v), (vi), (vii)
reciprocity, (i), (ii)
Reeves, Byron, (i)
Reiher, Robert, (i)
relational aggression, (i)
relationships, interest in, (i)
relief, arousal and, (i)
repetition, (i), (ii)
replicability, (i), (ii)
research, reanalysis of, (i)
resonance effect, (i)
restrictive media monitoring, (i)
restrictive mediation, (i)
retrievability, (i), (ii)
risk taking, (i), (ii)
robots, (i)
role models, (i), (ii), (iii), (iv)
Rousseau, Jean-Jacques, (i), (ii), (iii)
Ruckmick, Christian, (i)
rules, enforcement of, (i)
Russell, Steven, (i)
Savage, Joanne, (i)
scaffolding, (i)
scalability, (i)
Schell, Jesse, (i)
schemata, (i)
Schramm, Wilbur, (i), (ii), (iii)
screen use: for babies and toddlers, (i), (ii); creativity and, (i); gender and, (i); guidelines for, (i)
scripts, (i). See also cognitive script theory
Sega Genesis, (i)
selective exposure theory, (i), (ii)
self-awareness, (i), (ii),
(iii), (iv)
self-concept, (i), (ii), (iii)
self-concept clarity, (i)
self-conscious emotions, (i)
self-disclosure, (i), (ii)
self-esteem, (i), (ii), (iii), (iv), (v), (vi)
selfies, (i), (ii), (iii). See also sexy selfies
self-perception, (i)
self-perception theory, (i)
self-presentation, (i), (ii), (iii)
self-reflection, (i)
self-regulation, (i), (ii), (iii), (iv), (v)
sensory preferences, (i)
serious gaming, (i)
Sesame Street, (i), (ii), (iii), (iv), (v), (vi)
Setliff, Alissa, (i)
sex: in advertising, (i); in the public realm, (i)
sexting, (i), (ii), (iii)
sexual behavior, (i), (ii), (iii)
sexual cognition, (i)
sexual content, digital media and, (i)
sexual grooming, (i)
sexual insecurity, (i)
sexuality: early adolescence and, (i), (ii); late adolescence and, (i); social media and, (i), (ii)
sexualization, (i), (ii)
sexual media, (i); analyses of, (i); children’s sexual arousal and, (i); effects of, (i); factors in use of, (i); online, (i); presence of, (i); sexual behavior and, (i)
sexual messages, (i)
sexual satisfaction, (i)
sexy selfies, (i), (ii), (iii), (iv)
Shallows, The: What the Internet Is Doing to Our Brain (Carr), (i)
shared reality, (i)
Short, William, (i)
SimCity, (i), (ii)
Sims, The, (i), (ii)
simulation games, (i), (ii)
Slater, Michael, (i)
Small, Gary, (i), (ii)
Smart, Andrew, (i)
smartphones: affordances of, (i); infants’ and toddlers’ interest in, (i); multitasking and, (i); and need for intimacy, (i); penetration of, (i); rule-setting for, (i); shadow sides of, (i); social media and, (i); temptations of, (i)
Smetana, Judith, (i)
Snapchat, (i), (ii), (iii), (iv)
social aggression, (i)
social cognition, (i)
social cognitive theory, (i), (ii), (iii)
social competence, (i), (ii), (iii)
social-emotional development, (i), (ii), (iii), (iv), (v); in early adolescence, (i); educational media and, (i); social media and, (i)
social-emotional learning, (i)
social-emotional skills, educational media and, (i)
social environment, media use and, (i), (ii), (iii)
social information processing theory, (i)
social learning theory. See social cognitive theory
social media, (i); adolescents’ use of, (i); affordances of, (i), (ii), (iii), (iv), (v); appeal of, (i); cognitive effects of, (i); developing communication skills through, (i); early adolescence and, (i); effects of, (i), (ii); emergence of, (i); feedback on, (i); identity and, (i), (ii); ignoring, (i); improved social relationships and, (i); multitasking and, (i); narcissism and, (i); privacy and, (i); psychosocial changes and, (i); risky behavior and, (i); scalability of, (i); self-esteem and, (i); sexuality and, (i), (ii); smartphones and, (i); social-emotional effects of, (i); stranger danger and, (i), (ii); usage data for, (i); users of, as senders and recipients, (i)
social order, (i)
social robots, (i), (ii)
social setting, media violence and, (i)
social smile, (i)
Socrates, (i)
Sony, (i)
Sorrows of Young Werther, The (Goethe), (i)
Spacewar!, (i)
spatial awareness, (i)
spinach syndrome, (i), (ii)
Spitzer, Manfred, (i), (ii)
Sprafkin, Joyce, (i)
Steele, Jeanne R., (i)
Stewart, Potter, (i)
Steyer, Jim, (i)
stimulation hypothesis, (i)
stimulus, reality of, (i)
stimulus-response theory, (i)
store wars, (i)
story lines, (i), (ii), (iii), (iv)
story schema, (i)
stranger danger, (i), (ii)
strategy games, (i), (ii)
striptease culture, (i)
Strommen, Erik, (i)
subcultures, (i), (ii), (iii), (iv)
superhero genre, (i), (ii)
Super Mario Bros., (i), (ii), (iii), (iv)
Super Why!, (i)
symbolic thinking, (i), (ii), (iii)
sympathy, (i)
tablets, infants’ and toddlers’ interest in, (i)
technology, changes in, (i), (ii)
Teenage Mutant Ninja Turtles, (i)
teenagers: development of, and social media, (i); educational media and, (i); fear-inducing content and, (i); gaming and, (i); habit formation and, (i); managing media use by, (i); movies’ effects on, (i); as news grazers, (i); prosocial content and, (i), (ii); research on, (i); self-regulation and, (i); sexual cognition of, (i); sexuality and, (i); smartphones and, (i), (ii); social media’s appeal for, (i); tragedy paradox and, (i). See also adolescents
teen marketing, (i)
teen-specific content, sexual content in, (i)
Teletubbies, (i), (ii), (iii), (iv), (v)
television, (i); activity and, (i); brand recall and, (i); different uses of, (i); educational, (i); infants watching, (i); multitasking and, (i); older toddlers’ response to, (i); parent-child relationships and, (i); reactive model for viewing of, (i); reality distorted on, (i); taking childhood away, (i); violence on, studies of, (i), (ii); warnings against, (i)
Tetris, (i)
Thompson, Clive, (i)
threats, abstract, (i)
Through the Looking-Glass (Carroll), (i)
Thurstone, Louis, (i)
toddler media, (i)
toddlers: content interests of, (i), (ii); educational media and, (i); egocentrism of, (i); fear and, (i); media preferences of, (i); research on, (i); screen use for, (i). See also infants; preschoolers
Tomb Raider, (i), (ii)
Torrance Tests of Creative Thinking, (i)
touch screens, (i), (ii)
tragedy paradox, (i), (ii)
Truffaut, François, (i)
Turkle, Sherry, (i)
tweens, (i). See also preadolescents
Twenge, Jean, (i)
Twitter, (i)
unintended advertising effects, (i), (ii)
United States, commercial television in, (i)
uses-and-gratifications theory, (i)
Valkenburg, Patti, (i), (ii), (iii), (iv), (v)
values, defining of, (i)
van der Schuur, Winneke, (i)
van der Vlis, Tristan, (i)
video deficit hypothesis, (i), (ii), (iii)
video game consoles, (i)
video games: educational aspects of, (i); fluid intelligence and, (i); market for, (i), (ii); three-dimensional, (i); women’s depiction in, (i). See also gaming
Vine, (i), (ii)
violence, rebellion and, (i)
violent behavior, (i)
virtual worlds, (i), (ii)
vocabulary, (i), (ii)
Vroone, Marjolein, (i)
Vygotsky, Lev, (i)
Walter the Farting Dog (Kotzwinkle, Murray, and Colman), (i)
Walther, Joseph, (i)
Waltons, The, (i)
War of the Worlds (Welles), (i)
War of the Worlds (Wells), (i)
Web 2.0, (i), (ii), (iii)
Webkinz, (i)
Welles, Orson, (i)
Wells, H. G., (i)
WhatsApp, (i), (ii), (iii)
Wii U, (i)
wit, popularity and, (i)
Wittgenstein, Ludwig, (i)
Woodard, Emory, (i)
World Health Organization, (i)
World of Warcraft, (i), (ii)
Wouters, Cas, (i)
writing, memory loss and, (i)
Xbox One, (i)
<
br /> Yancey, Christina, (i)
Yang, Mong-Shan, (i)
young elementary schoolchildren (ages 5–7): development of, (i); educational media for, (i); formal education for, (i); media preferences for, (i); media usage by, (i); peers and, (i)
youth: commercialization and, (i); delaying adulthood, (i); enjoying fear-inducing content, (i); as market, (i); moratorium phase in, (i); surrounded by marketing, (i). See also adolescents; children; teenagers
youth culture, (i), (ii)
youth research, (i)
Zillman, Dolf, (i)
Zimmerman, Frederick, (i)
zone of proximal development, (i)
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