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Peer Influence Via Instagram: Effects on Brain and Behavior in Adolescence and Young Adulthood 下载免费PDF全文
Lauren E. Sherman Patricia M. Greenfield Leanna M. Hernandez Mirella Dapretto 《Child development》2018,89(1):37-47
Mobile social media often feature the ability to “Like” content posted by others. This study examined the effect of Likes on youths' neural and behavioral responses to photographs. High school and college students (N = 61, ages 13–21) viewed theirs and others' Instagram photographs while undergoing functional Magnetic Resonance Imaging (fMRI). Participants more often Liked photographs that appeared to have received many (vs. few) Likes. Popular photographs elicited greater activity in multiple brain regions, including the nucleus accumbens (NAcc), a hub of the brain's reward circuitry. NAcc responsivity increased with age for high school but not college students. When viewing images depicting risk‐taking (vs. nonrisky photographs), high school students, but not college students, showed decreased activation of neural regions implicated in cognitive control. 相似文献
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Conclusion Quality education through online learning depends on clarity of goals, sound e-pedagogy, committed and dedicated learners
and instructors, excellent support from administrators and staff and opportunities to practice application of new knowledge
and skills. It also depends on a reasoned view of online learning — not subscribing to myths without questioning them. In
the cases where the myths contain elements of truth, we must seek methods to overcome limitations of a medium that offers
great potential for the present and the future 相似文献
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Instructional Science - Instructional design deals with the optimization of learning processes. To achieve this, three aspects need to be considered: (1) the learning task itself, (2) the design of... 相似文献
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TechTrends - Quality education through online learning depends on clarity of goals, sound e-pedagogy, committed and dedicated learners and instructors, excellent support from administrators and... 相似文献
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Young Children's Comprehension of Pretend Episodes: The Integration of Successive Actions 总被引:3,自引:0,他引:3
In 3 experiments, children's comprehension of successive pretend actions was examined. In Experiment 1, children (25–38 months) watched 2 linked actions (e.g., a puppet poured pretend cereal or powder into a bowl, and then pretended to feed the contents of the bowl to a toy animal). Children realized that the pretend substance was incorporated into the second action. In Experiment 2, children (24–39 months) again watched 2 linked actions (e.g., a puppet poured pretend milk or powder into a container, and then pretended to tip the contents of the container over a toy animal). They realized that the animal would become "milky" or "powdery." In Experiment 3, children (25–36 months) drew similar conclusions regarding a substitute rather than an imaginary entity. The results are discussed with reference to children's causal understanding, their capacity for talking about objects and events in terms of their make-believe and real status, and the processes underlying pretense comprehension. 相似文献
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Mathieu Guillaume Ethan Roy Amandine Van Rinsveld Gillian S. Starkey Project iLead Consortium Melina R. Uncapher Bruce D. McCandliss 《Child development》2023,94(2):335-347
Understanding the cognitive processes central to mathematical development is crucial to addressing systemic inequities in math achievement. We investigate the “Groupitizing” ability in 1209 third to eighth graders (mean age at first timepoint = 10.48, 586 girls, 39.16% Asian, 28.88% Hispanic/Latino, 18.51% White), a process that captures the ability to use grouping cues to access the exact value of a set. Groupitizing improves each year from late childhood to early adolescence (d = 3.29), is a central predictor of math achievement (beta weight = .30), is linked to conceptual processes in mathematics (minimum d = 0.69), and helps explain the dynamic between the ongoing development of non-symbolic number concepts, systemic educational inequities in school associated with SES, and mathematics achievement (minimum beta weight = .11) in ways that explicit symbolic measures may miss. 相似文献
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