Emotion and Adaptation

Nationality: American Education: Ph.D. in Sociology and Personality... Alone Together: Why We Expect More from Technology â€¦ https://www.goodreads.com/book/show/8694125-alone-together Start by marking â€œAlone Together: Why We Expect More from Technology and Less from Each Otherâ€ as Want to Read: ... Unfortunately I am no closer to telling you why we expect more from technology & less from each other than I was before I read this book. One of the main things that bothered me about this book was that, even though I was really interested in these â€¦

Alone Together: Why We Expect More from Technology and Less from Each Other

The screen shows a bag of popcorn on a table. Several kernels have fallen from the bag. An adult, watching with preschool children, asks a question about the picture: "What will happen to the popcorn if I pick up the television set and turn it upside down?" A lot of kids say that the rest of the popcorn will spill out of the bag. While interesting, this mistake is not really surprising. Children often take television literally. They'll soon be older, and will be wise enough to know better.

Media Equation 研究の背景と動向

Artificial intelligence (AI) and people’s interactions with it—through virtual agents, socialbots, and language-generation software—do not fit neatly into paradigms of communication theory that hav...

https://journals.sagepub.com/doi/pdf/10.1177/1461444819858691

Artificial intelligence and communication: A Human–Machine Communication research agenda:

In Defense of Negativity: Attack Ads in Presidential Campaigns. By John G. Geer. Chicago: University of Chicago Press, 2006. 218p. $47.50 cloth, $19.00 paper. This book begins with a series of quotes from scholars and media pundits arguing that negative political advertisements are uncivil, mean-spirited, emotion-laden distortions of the truth, which not only smear their target but also mislead voters and undermine the political process itself; in short, they are the scourge of democracy. Or so the conventional wisdom goes. But John Geer asks us to reject the starting assumption that attack ads are bad. In fact, he argues that democracy requires candidates to attack each other. His argument is simple but powerful: All advertisements, by their very nature, exaggerate the truth. But this point applies equally to negative and positive ads. We cannot expect political candidates to fairly discuss their weaknesses along with their strengths. That is the role of the opposition, and it can only be done by offering criticisms of the opposing candidate or party. The real questions, then, are 1) whether negative ads perform their role effectively, or instead distort and confuse the vote choices citizens must make; and 2) whether attack ads, in performing a role that seems to be required of them, nonetheless undermine the democratic political system of which they are a crucial part.

In Defense of Negativity: Attack Ads in Presidential Campaigns

Der wirkungsorientierte Framing-Ansatz fokussierte traditionell kognitive Effekte der Medienberichterstattung auf die Einstellungen von Rezipientinnen und Rezipienten. Aktuelle Befunde zeigen allerdings, dass in Rezeptions- und Meinungsbildungsprozessen auch Emotionen eine bedeutende Rolle spielen. Der vorliegende Beitrag erweitert den klassischen Framing-Ansatz um emotionstheoretische Uberlegungen und entwickelt ein integratives Modell kognitiver und emotionaler Framing-Effekte. Dieses postuliert, dass mediale Darstellungen gesellschaftlicher Themen sowohl kognitive als auch emotionale Reaktionen auslosen konnen, die ihrerseits die Einstellungen der Rezipientinnen und Rezipienten beeinflussen. Die theoretischen Annahmen werden in drei Experimenten sowie einer Inhaltsanalyse und Befragung getestet.

Emotionale Framing-Effekte auf Einstellungen: eine theoretische Modellierung und empirische Überprüfung der Wirkungsmechanismen [Emotional framing effects on attitudes: a theoretical model and empirical investigation of the underlying mechanisms]

To date, videos are often presented on social media platforms where they are accompanied by social information in the form of user comments. Research suggests that this social information can alter viewers’ video enjoyment. The present study aimed to learn more about two factors that may enhance this effect by conducting a 2x2 between-subjects experiment with a control group (N = 290, M age = 20.82, SD age = 2.49) in the Netherlands. First, we investigated the role that the source of social information (i.e., in-group vs. out-group) plays in the effect of social information. Second, we explored how writing a comment while watching a video (i.e., commenting vs. no commenting) may alter the effect of the source of social information. Results indicated that social information created by in-group members is more influential than social information created by out-group members. However, writing a comment did not increase viewers’ susceptibility to the effects of social information. These results are discussed in light of the social identity framework, leading to new insights into what may bolster the effect of social information on video enjoyment when individuals watch videos presented on social media.

/pdf/a-social-identity-perspective-on-the-effect-of-social-2wfafscszn.pdf

A social identity perspective on the effect of social information on online video enjoyment

Structural Equation Modeling Spatial Presence: The Influence of Cognitive Processes and Traits on Spatial Presence

Roth, Franziska S.: Die Rezeption politischer Talkshows im Fernsehen. Der Einfluss des Unterhaltungserlebens auf die Informationsverarbeitung

Materialism is a topic of interest for many scholars. Among children it is often measured with the Material Values Scale for children (MVS-c) (Opree et al. in Personal Individ Differ 51(8):963–968, 2011). Although the MVS-c was originally validated for use among 8- to 12-year-olds, its 6-item version is increasingly implemented among older populations (i.e., adolescents and emerging adults). The aim of the current study is to verify whether the 6-item MVS-c can be employed among older populations and used for the analysis of materialism across the lifespan. The 6-item MVS-c is administered to children in middle childhood (ages 8–12; n = 2995), adolescents (ages 15–17; n = 267), emerging adults (ages 18–21; n = 267), and adult parents (ages 25 +; n = 2995). Its factorial structure, reliability, and validity are assessed and compared. Particular attention is paid to the scale’s metric and scalar invariance. The results suggest that the 6-item MVS-c can be reliably and validly used across the different age groups. By showing metric invariance and (partial) scalar invariance using multigroup structural equation modeling, we demonstrate that it is possible to use the 6-item MVS-c to compare materialism scores and to study the predictors and outcomes of materialism across all four age groups. The findings suggest that the MVS-c can be used to track children’s materialism and investigate its associated causes and consequences across different developmental phases.

/pdf/validating-the-short-material-values-scale-for-children-for-2wcb6wf1he.pdf

Rinaldo Kühne

Papers

Emotionale Framing-Effekte auf Einstellungen: eine theoretische Modellierung und empirische Überprüfung der Wirkungsmechanismen [Emotional framing effects on attitudes: a theoretical model and empirical investigation of the underlying mechanisms]

A social identity perspective on the effect of social information on online video enjoyment

Structural Equation Modeling Spatial Presence: The Influence of Cognitive Processes and Traits on Spatial Presence

Roth, Franziska S.: Die Rezeption politischer Talkshows im Fernsehen. Der Einfluss des Unterhaltungserlebens auf die Informationsverarbeitung

Validating the Short Material Values Scale for Children for Use across the Lifespan.