1 - Introduction (L1; Gentile & Sesma; Subrahmanyam & Smahel)

Question 1

Definition Culture (HC)

Answer 1

A group’s distinctive way of life, including its beliefs and values, its customs, and its art and technologies.

Question 2

Groups are based on… (HC)

Answer 2

geographic characteristics (e.g. country), social (e.g. political view, SES, interests), temporal (e.g. boomers, age and time).

Question 3

What is youth culture? (HC)

Answer 3

• Shared beliefs, behaviors, practices, and values of young people within a particular society of subculture
• The ways in which individuals express themselves, interact with one another, and distinguish themselves from older generations
• Youth culture is dynamic and can vary significantly across time and place, reflecting the cultural, social, and historical context in which is emerges

Question 4

What are key aspects of youth culture? (HC)

Answer 4

Fashion and style, music, language, social activities, values and ideals and media and technology.

Question 5

What is digital media? (HC)

Answer 5

Everything thats not face to face and a way to spread information.

Question 6

What is social media? (HC)

Answer 6

Web based sharing, following and collaborating.

Question 7

What is the Social presence theory? (HC)

Answer 7

This is disruptive: you dont have sense of someone really being there. Sense of being together is lower in digital media.

Question 8

What is the Social information processing theory? (HC)

Answer 8

Middle of disrupted/enriched, depends on receiver and how they process information. Communicators interpersonal needs prompts them to try their best. Not especially a social media theory, but general theory.

Question 9

What is the Channel expansion theory? (HC)

Answer 9

Enriched. Users with experience will strive to develop necessary skills. Can help to make communication richer.

Question 10

What is the Uses & gratification theory? (HC)

Answer 10

People pick the media they consume because they expect to get something enjoyable or satisfying from it. In simpler terms, when we decide to watch a movie, read a book, or use social media, we do it because we anticipate some form of fulfillment or satisfaction from that choice.

Question 11

According to the Uses and gratification theory there are specific needs that individuals seek to fulfill thruogh media consumption. What are those four things? (HC)

Answer 11

Surveillance of the Environment: Using media to stay informed about what’s happening in the world or their surroundings.
Affective Need: Seeking emotional satisfaction or fulfillment through media, like finding comfort, joy, or empathy.
Transmission of Social Heritage: Using media as a means to pass on or receive cultural and societal values, traditions, or knowledge.
Entertainment: Consuming media for enjoyment, relaxation, or pleasure.

Question 12

What is the developmental tasks approach? (HC)

Answer 12

Developmental tasks/challenges need to be fulfilled. Normative approach what we expect adolescents to do and develop. Basic idea is that hierarchic lists of tasks, met through biological or social development. Depends on age of the child.

Question 13

What is the risk and resilience approach? (HC)

Answer 13

Differential life experiences among children. Differences between youth. Basic idea is that risk and protective factors explain differences between children, its a cumulative risk model.

Question 14

How can you apply the snowball effect to the risk and resilience approach? (HC)

Answer 14

The more risk factors, e.g. growing up in an antisocial environment, the more at risk you are.

Question 15

Explain ecological model Bronfenbrenner (HC)

Answer 15

Micro is immediate environment such as family, peers, classroom (how do parents monitor and regulate their children’s media use; tracking screentime, keeping media outside of the bedroom?) Exo is mass media, school, policy, community (is school offering classes on online safety and social media policies such as banning the smartphone from the classroom?). Macro is society, economics, culture, nationality (what do we believe and value regarding social media. Is it entertainment, or dangerous?).

Question 16

What are the four aspects that makes social media interconnected but not identical? (HC)

Answer 16

1. Anonymity can be different, more extreme forms of behavior, e.g. cyberbullying.
2. Creativity can be playing around, discovering who you are. 3. Asynchrony is communication at your convenience, breaking time and space constraints.
3. Controllability is the ability to decide what information to share or omit.

Question 17

What are two key elements in identity formation? (HC)

Answer 17

Explanations and commitment.

Question 18

Defintion Self image (HC)

Answer 18

How young people perceive themselves.

Question 19

Definition Self-esteem (HC)

Answer 19

The ability to appreciate the self image.

Question 20

What is the Goffman’s model of self-presentation? (HC)

Answer 20

You have a front stage, where you think about how people want to perceive me the way I want to, e.g. Insta uploads. And you have backstage where you can express yourself, e.g. instant messaging. Its more relaxed. Offline backstage is chilling in your pyjama, offline frontstage is me being at the university.

Question 21

What is the article of Gentile & Sesma about? (G&S)

Answer 21

About common beliefs regarding media effects, and how these beliefs may actually hamper a fuller comprehension of how various media influence youth.

Question 22

What are the seven myths about media effects? (G&S)

Answer 22

1. Media effects are simple and direct
2. The effects of media violence are severe
3. Media effects are obvious
4. Violent media affect everyone in the same way
5. Causality means “necessary and sufficient”
6. Causality means immediacy
7. Effects must be “big” to be important

Question 23

Explain the myth “Media effects are simple and direct” (G&S)

Answer 23

People think media influences are clear and straightforward, but they’re often subtle and build up over time, like the impact of advertisements.
Media effects are cumulative and subtle. We are probably failing to notice the strongest and most powerful media influences, e.g. advertisements.

Question 24

Explain the myth “The effects of media violence are severe” (G&S)

Answer 24

Sometimes people believe that although they’ve never done anything violent themselves, they see others doing violent things in the media. However, the issue here is that they link what they see in the media to actual violent act. The biggest impact of violent media is general lack of respect for our culture what can lead to mistreatment of between people.

Question 25

Explain the myth “Media effects are obvious” (G&S)

Answer 25

Some people believe that if there isn’t a clear and direct connection between violent media and actual violent behavior, then there’s no effect from the media at all. But the truth is, the impact of violent media isn’t always straightforward or immediate. It tends to be indirect, not so easy to spot right away, and builds up over time. Many argue that blaming violent behavior solely on media is too simplistic. When we expect the effects to be obvious, we might miss seeing the more subtle but widespread ways that media influences us.

Question 26

Explain the myth “Violent media affect everyone in the same way” (G&S)

Answer 26

People think media violence is unidimensional (=everyone must be affected by becoming more aggressive and violent). This is not the only effect: aggressor, victim, bystander, appetite effects.

Question 27

Explain the myth “Causality means “necessary and sufficient”” (G&S)

Answer 27

Some people say violent media isnt a big deal because humans have always been violent, and other argue that just because some people exposed to violent media dont act violently, it means media isnt the cause. But these arguments oversimplify how things cause other things, like pushing a rock down a hill. Big issues like aggressive behavior have lots of causes, not just one. Recognizing this doenst mean your push didnt contribute - it might have been a big part of what happened. Studies show that violence media increases aggressive behavior.

Question 28

Explain the myth “Causality means immediacy” (G&S)

Answer 28

People expect that causality requires immediacy, as in a fall causing a broken bone. In media violence, many people assume that the effects must be seen in the short term in order to be caused by exposure. Many causes (also in media violence) can have long-term effects.

Question 29

Explain the myth “Effects must be “big” to be important” (G&S)

Answer 29

Many people agree that reserach shows that there is a systematic effect of violent media on aggressive behavior, but they also insist that it is not large enough to be important.

Question 30

What is the aggressor effect? (G&S)

Answer 30

Describes how children and adults who watch a lot of violent entertainment tend to become meaner, more aggressive and more violent.

Question 31

What is the victim effect? (G&S)

Answer 31

Describes how children and adults who watch a lot of violent entertainment tend to see the world as a scarier place, become more scared and initiate more self-protective behaviors.

Question 32

What is the bystander effect? (G&S)

Answer 32

Describes how children and adults who watch a lot of violent entertainment tend to habituate to gradually increasing amounts of violence, thereby becoming desensitized, more callous, and less sympathetic to victims of violence.

Question 33

What is the appetite effect? (G&S)

Answer 33

Describes how children and adults who watch a lot of violent entertainment tend to want to see more violent entertainment.

Question 34

What is the developmental tasks approach? (G&S)

Answer 34

Assumes that children develop the same thing throughout their lives. The developmental task is a capacity or skill that is important for concurrent and future adaptation.

Question 35

Why is the developmental tasks approach used? (G&S)

Answer 35

1. It provides a set of criteria by which to judge adaptation at any particular point in development, these tasks serve as a barometer from which to infer competent
2. It provides reserachers and practitioners with a framework for understanding how development unfolds over childhood

Question 36

Explain the following for infancy (0-12 months):
- Key developmental tasks
- Cognitive development
- Social development
- Emotional development

Answer 36

• Key developmental tasks: attachment to caregiver, regularity of patterns, transitions from reflex to voluntary behavior, neural network development
• Cognitive development: learning by classical conditioning, operant conditioning and imitative learning
• Social development: attachment
• Emotional development: expressions of emotions and emotional regulation

Question 37

Explain the following for toddlerhood (1 - 2,5 years):
- Key developmental tasks
- Cognitive development
- Social development
- Emotional development

Answer 37

• Key developmental tasks: curiosity, exploration and mastery, differentitation of self from world
• Cognitive development: symbolic representation, including learning of language
• Social development: independence of actions, such as self-care and feeding, learn to control their behavior and expressions of emotions, rules, norms, values of society
• Emotional development: self-conscious emotions (shame, guilt, pride) emerge

Question 38

Explain the following for early childhood (2,5 - 5 years):
- Key developmental tasks
- Cognitive development
- Social development
- Emotional development
- Moral development

Answer 38

• Key developmental tasks: learning behavioral self-control and compliance with external rules, learning emotional self-control, learning gender roles and stereotypes
• Cognitive development: learn classify things by shared traits, organize things along dimensions, learning to deploy attention with intention
• Social development: theory of mind, learning scripts for types of behaviors
• Emotional development: regulate own emotions, including awareness of standards of behavior
• Moral development: preconventional moral reasoning, in which ‘good’ behavior is based on desire to avoid punishment from external authorities

Question 39

Explain the following for middle childhood (6 - 12 years):
- Key developmental tasks
- Cognitive development
- Social development
- Moral development

Answer 39

• Key developmental tasks: Learning how to build loyal friendships and to be accepted by peers; Learning social rules and norms; Adjusting to school; Learning the importance of academic achievement and real-world competence; Moral development; Consolidating self-concept (in terms of the peer group)
• Cognitive development: Understand distinction appearance and reality; Sense of industry (basic belief in one’s competence, seek out learning experiences, work hard)
• Social development: How to be part of peer group and learn and adhere to group norms; Self-concept developing;
• Moral development: Preconventional moral reasoning, actions are motivated by desires for rewards more than desires to avoid punishment; Conventional moral reasoning, child’s goal is to act in ways other will approve of and to avoid disapproval

Question 40

Explain the following for adolescence (13 - 18 years):
- Key developmental tasks
- Cognitive development
- Social development
- Emotional development
- Moral development

Answer 40

• Key developmental tasks: Learning to build intimate and committed friendships/relationships; Adjustment to pubertal changes; Transition to secondary schooling; Developing strong and coherent personal identity
• Cognitive development: Ability to think about abstract concepts and relationships among abstract concepts; Attention skills
• Social development: Learning how to achieve deep levels of trust and closeness with people; At home more autonomy and responsibility for homework, finance, jobs, choices
• Emotional development: Personal identity; Body image
• Moral development: Conventional moral reasoning, in which actions are defined as good to the extent that they perform one’s duties as prescribed by laws of society; Postconventional moral reasoning stages

Question 41

What is the risk and resilience approach to development? (G&S)

Answer 41

Focuses on differential life experiences among children that may put them at risk for future maladaptation (risk factors), and those factors that serve to “protect” children from this risk exposure (protective factors).

Question 42

What does the risk and resilience approach helps to explain? (G&S)

Answer 42

Why we may see greater effects of media violence on some children than others.

Question 43

What is the risk gradient (aka cumulative risk model) in risk and resilient reserach? (G&S)

Answer 43

Assumes that the more risks encountered by a child, the greter the likelihood of problematic functioning. Challenge of developmental system comes from interaction of multiple risk factors, and that this cumulative risk process is greater than any one single-risk factor in derailing development.

Question 44

How did Erikson say adolescence? (S&S)

Answer 44

As the time to form an ego identity by integrating experiences and social roles. Vocational choices, values, and sexual identity were key. He believed this period allowed exploration of roles, and self-reflection helped adolescents construct their identity.

Question 45

What did Marcia say about identity? (S&S)

Answer 45

Marica identified exploration (actively seeking options) and commitment (accepting choices) as crucial for adolescents’ identity development.

Question 46

What are the four distinct states of identity or identity statuses of Marcia? (S&S)

Answer 46

1. Foreclosed identity
2. Identity diffusion
3. Moratorium
4. Identity achievement

Question 47

What is Foreclosed identity (Marcia; S&S)

Answer 47

When an adolescent commits to an identity without exploring other options, often relying on authority figures. This can lead to rigity and conformity in their beliefs and choices.

Question 48

What is Identity diffusion (Marcia; S&S)

Answer 48

Adolescents arent actively exploring who they are and haven’t committed to any particular identity. They tend to go along with peer opinions and norms, easily changing their behavior to fit in.

Question 49

What is Moratorium (Marcia; S&S)

Answer 49

Adolescents experience doubts and anxieties about who they are. Theyre exploring different roles and values but haven’t committed to any yet. Theyre in an experimental phase, trying out new things.

Question 50

What is Identity achievement (Marcia; S&S)

Answer 50

Adolescents go through a crisis about their identity, explore various options and eventually commit to one. They accept the responsibility that comes with their chosen identity. These individuals tend to have a positive self-image, are flexible and independent.

Question 51

What does McAdams argues about development of identity? (S&S)

Answer 51

Its an ongoing and fluid proces, during which identity is adapted to current postmodern conditions. As people approach adulthood, they create their identity through personal life stories including past, present and future. They focus on personal achievements and connections with others.

Question 52

What are two different meanings of virtual identity and online identity? (S&S)

Answer 52

1. Identity as an identification and self-presentation of the individual on the internet. Persons have a virtual representation, this is a cluster of digital data about a user in a virtual context and includes nickname, email address, online history and status in virtual setting
2. They refer to online identity in a psychological sense - a sophisticated conceptualization of an individual’s online self or persona. Those are thoughts, ideas, visions or fantasies that users attribute to their virtual representations.

Question 53

What is a social virtual identity? (S&S)

Answer 53

Characterizes where an individual belongs in a particular virtual world, the online community that he/she is part of, the individuals’ status etc

Question 54

Definition online identity (S&S)

Answer 54

How users present themselves.

Question 55

What did research found about nicknames/usernames? (S&S)

Answer 55

Many usernames mirrored offline identities and some incorporated sexual references, aiming to attract attention. Nicknames often transported gender and interests.

Question 56

What is an a/s/l code and where is it used for? (S&S)

Answer 56

Age/sex/location to share basic information about themselves. Helps users to find potential conversation partners online. These codes vary across contexts.

Question 57

Why are avatars being used? (S&S)

Answer 57

Younger players tend to strongly identify with their avatars, feeling they possess the same skills. Offer a complete visual representation, allowing deeper identification with their virtual selves. Can be used to identify with positive and negative aspects of their offline personalities.

Question 58

What does the study of Smitt et al. conclude about the homepages of young people and the study of teen-authored blogs? (S&S)

Answer 58

Those studies say that teens use technology mainly for self-expression and sharing, not active identity exploration.

Question 59

How do social networking sites influence identity expression? (S&S)

Answer 59

Younger users tend to decorate their profiles elobrately, sharing more about themselves, while older users prefer simpler profiles emphasizing connections. This trend aligns with findings from a blog study where younger bloggers were more likely to have user pictures, without difference in content based on age. Exploring and expressing ideal selves.

Question 60

How do people behave with a foreclosed identity? And what did reserach found? (S&S)

Answer 60

Explore beyond their predetermined offline identity. These teens often behave differently online, experimenting and feeilng liberated, yet some still conform to parental expectations even in virtual spaces.

Question 61

How do people behave with a diffused identity? (S&S)

Answer 61

Lack commitment, are easily influenced, and face interpersonal challanges.

Question 62

How do people behave with a moratorium identity? And what did research found (S&S)

Answer 62

Uncertain about their identity, use the internet to experiment more. They often break norms online, change their virtual selves, and portray themselves differently than in real life. Tend to clarify values, pretend to be better and feel more open online. This group uses internet the most for identity exploration.

Question 63

How do people behave with an identity achievement? (S&S)

Answer 63

The search for self continues lifelong. Virtual spaces provide safe havens for ongoing identity exploration.

Question 64

What does reserach show within ethnic identity online? (S&S)

Answer 64

There is higher exposure to negative racial comments in unmonitored environments. But there were also positive discussions on race, because teens learn about race and ethnicity online through adopting various racialized roles

Question 65

What did research found about adolescents pretending to be someone else online? (S&S)

Answer 65

Theyre not as common as once believed. Only a small portion of internet users and adolescents pretended to be someone else online. The motives were self-exploration, social compensation or relationship building. Lies were mostly about attributes, relationships or experiences.