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Contains fulltext : 239444.pdf (Publisher’s version ) (Open Access) Eighteen earlier studies have investigated the associations between social media use (SMU) and adolescents' self-esteem, finding weak effects and inconsistent results. A viable hypothesis for these mixed findings is that the effect of SMU differs from adolescent to adolescent. To test this hypothesis, we conducted a preregistered three-week experience sampling study among 387 adolescents (13-15 years, 54% girls). Each adolescent reported on his/her SMU and self-esteem six times per day (126 assessments per participant; 34,930 in total). Using a person-specific, N = 1 method of analysis (Dynamic Structural Equation Modeling), we found that the majority of adolescents (88%) experienced no or very small effects of SMU on self-esteem (-.10 < ß < .10), whereas 4% experienced positive (.10

This longitudinal study investigated transactional relationships between violent media use and attention-deficit/hyperactivity disorder (ADHD)–related behaviors among young children (ages 4-8 years). To investigate study hypotheses, we employed a random intercept cross-lagged panel model (RI-CLPM) using structural equation modeling with panel data from 890 children. Results provided evidence in support of a media selection process rather than media effects process, whereby an increase in a child’s ADHD-related behaviors predicted an increase in the child’s violent media use 1 year later. Results indicated that this longitudinal relationship was accounted for by within-child fluctuations over time rather than stable between-child differences. The findings highlight the importance of investigating transactional relationships as well as distinguishing between-person and within-person relationships.

This study compares ordinal acquisition in Dutch and English, and shows that both groups of learners acquire ordinals via a rule, rather than lexically. Our evidence comes from a Give-X type comprehension task (cf. Wynn 1992, Meyer et al. 2018, under review) which we administered to 70 Dutch L1 learners (2;08–4;11) and 35 learners of American English (3;3–5;3). The data not only offer a replication of the core findings in Meyer et al. (2018), showing that Dutch-speaking children acquire irregular forms (such as derde ‘third’) after they acquire regular synthetic forms (such as vierde ‘fourth’), but also show that (i) children acquire irregular forms after analytic forms (e.g., boot zes ‘boat six’), and (ii) the rule-based pattern that holds for Dutch also holds for English. We argue that children use the ordinal form to acquire its meaning, which implies that ordinals are acquired in a different way than cardinal numerals (which follow a slow, sequential pattern), and also what is typically described for derivation (which initially tends to follow a lexical pattern, i.e., one in which complex forms are stored as wholes before children learn they can be formed productively by means of a rule).

The question whether social media use benefits or undermines adolescents’ well-being is an important societal concern. Previous empirical studies have mostly established across-the-board effects among (sub)populations of adolescents. As a result, it is still an open question whether the effects are unique for each individual adolescent. We sampled adolescents’ experiences six times per day for one week to quantify differences in their susceptibility to the effects of social media on their momentary affective well-being. Rigorous analyses of 2,155 real-time assessments showed that the association between social media use and affective well-being differs strongly across adolescents: While 44% did not feel better or worse after passive social media use, 46% felt better, and 10% felt worse. Our results imply that person-specific effects can no longer be ignored in research, as well as in prevention and intervention programs.

The diagnosis of attention-deficit/hyperactivity disorder (ADHD) among children and adolescents has increased considerably over the past decades. Scholars and health professionals alike have expressed concern about the role of screen media in the rise in ADHD diagnosis. However, the extent to which screen media use and ADHD are linked remains a point of debate. To understand the current state of the field and, ultimately, move the field forward, we provide a systematic review of the literature on the relationship between children and adolescents' screen media use and ADHD-related behaviors (i.e., attention problems, hyperactivity, and impulsivity). Using the Differential Susceptibility to Media effects Model as a theoretical lens, we systematically organize the existing literature, identify potential shortcomings in this literature, and provide directions for future research. The available evidence suggests a statistically small relationship between media and ADHD-related behaviors. Evidence also suggests that individual child differences, such as gender and trait aggression, may moderate this relationship. There is a clear need for future research that investigates causality, underlying mechanisms, and differential susceptibility to the effects of screen media use on ADHD-related behaviors. It is only through a richer empirical body that we will be able to fully understand the media-ADHD relationship. ispartof: PROCEEDINGS OF THE NATIONAL ACADEMY OF SCIENCES OF THE UNITED STATES OF AMERICA vol:115 issue:40 pages:9875-9881 ispartof: location:United States status: published

The increase in media multitasking among adolescents has raised concerns regarding its possible negative impact on sleep. Although cross-sectional studies have found a relationship between media multitasking and sleep problems, knowledge about the causal direction is lacking. In a first step to understand causality, we examined the longitudinal relationship between media multitasking and sleep problems among 1443 adolescents (7th and 8th graders, 11–15 years, 51% boys), who completed a questionnaire three times at three-to-four month intervals. We employed random intercept cross-lagged panel models, which specifically examine cross-lagged correlations within (rather than between) individuals. The findings showed no cross-lagged correlations for the overall sample. However, the results indicated that, for 7th graders and girls, media multitasking was (marginally) related to more subsequent sleep problems. Our findings provide first evidence that media multitasking may affect the sleep of 7th graders and girls.

The main aim of this study was to examine the norms of expressing emotions on social media. Specifically, the perceived appropriateness (i.e. injunctive norms) of expressing six discrete emotions (i.e. sadness, anger, disappointment, worry, joy, and pride) was investigated across four different social media platforms. Drawing on data collected in March 2016 among 1201 young Dutch users (15–25 years), we found that positive expressions were generally perceived as more appropriate than negative expressions across all platforms. In line with the objective of the study, some platform differences were found. The expression of negative emotions was rated as most appropriate for WhatsApp, followed by Facebook, Twitter, and Instagram. For positive emotion expression, perceived appropriateness was highest for WhatsApp, followed by Instagram, Facebook, and Twitter. Additionally, some gender differences were found, while age showed little variations. Overall, the results contribute to a more informed understanding of emotion expression online.

Touchscreen applications (apps) for young children have seen increasingly high rates of growth with more than a hundred thousand now available apps. As with other media, parents play a key role in young children's app selection and use. However, to date, we know very little about how parents select apps for their children. Guided by uses and gratification theory, a survey was conducted with 600 Dutch parents who had at least one child between three and seven years old. Across two studies, we identified parents' most important needs that drive their selection of children's apps as well as the extent to which these needs differ by parenting style. Results indicate five overarching parental needs when it comes to children's apps, and confirm that these needs vary by parenting style. Findings offer important insight into how parents select apps for their children. Parents have five primary needs when it comes to apps for their children (3-7).These parental needs vary by parenting style.Parents place the greatest priority on apps that entertain and support autonomy.

Cognitive, emotional, and arousal responses to violent games play a central role in theoretical explanations of how violent media may affect aggression. However, existing research has focused on a relatively narrow range of responses to violent games in experimental settings. This limits our understanding of whether and how violent game-induced responses relate to aggression in real life. To address these gaps, this study investigated how cognitive effort, emotional valence, and arousal in response to violent games relate to early adolescents' aggression, both cross-sectionally and over a period of one year. In addition, we investigated how a social context variable (i.e., family conflict) predicts these responses to violent games and subsequent aggression. A sample of 448 early adolescents (10-14 years) completed survey questions and media diaries that measured their responses to violent games. Results showed that, outside the lab, a positive cross-sectional relationship between violent game-induced arousal and aggression exists. In addition, arousal mediated the relationship between family conflict and aggression. Study findings justify increased research attention to media responses outside the lab and a need for further theoretical and methodological refinement. We examined youths' responses to violent games using surveys and media diaries.Cross-sectionally, self-reported arousal was positively related to aggression.Arousal mediated between family conflict and aggression.Cognitive effort was negatively related to aggression in cross-sectional analyses.No longitudinal relationships were found between game responses and aggression.

This review analyzes trends and commonalities among prominent theories of media effects. On the basis of exemplary meta-analyses of media effects and bibliometric studies of well-cited theories, we identify and discuss five features of media effects theories as well as their empirical support. Each of these features specifies the conditions under which media may produce effects on certain types of individuals. Our review ends with a discussion of media effects in newer media environments. This includes theories of computer-mediated communication, the development of which appears to share a similar pattern of reformulation from unidirectional, receiver-oriented views, to theories that recognize the transactional nature of communication. We conclude by outlining challenges and promising avenues for future research.

The goal of this review was to systematize empirical research that was published in peer-reviewed English-language journals between 1995 and 2015 on the prevalence, predictors, and implications of adolescents’ use of pornography. This research showed that adolescents use pornography, but prevalence rates varied greatly. Adolescents who used pornography more frequently were male, at a more advanced pubertal stage, sensation seekers, and had weak or troubled family relations. Pornography use was associated with more permissive sexual attitudes and tended to be linked with stronger gender-stereotypical sexual beliefs. It also seemed to be related to the occurrence of sexual intercourse, greater experience with casual sex behavior, and more sexual aggression, both in terms of perpetration and victimization. The findings of this review need to be seen against the background of various methodological and theoretical shortcomings, as well as several biases in the literature, which currently precludes internally valid causal conclusions about effects of pornography on adolescents.

The first aim of this study was to investigate the concurrent and longitudinal relationships between adolescents' use of social network sites (SNSs) and their social self-esteem. The second aim was to investigate whether the valence of the feedback that adolescents receive on SNSs can explain these relationships. We conducted a three-wave panel study among 852 pre- and early adolescents (10–15 years old). In line with earlier research, we found significant concurrent correlations between adolescents' SNS use and their social self-esteem in all three data waves. The longitudinal results only partly confirmed these concurrent findings: Adolescents' initial SNS use did not significantly influence their social self-esteem in subsequent years. In contrast, their initial social self-esteem consistently influenced their SNS use in subsequent years. The valence of online feedback from close friends and acquaintances explained the concurrent relationship between SNS use and social self-esteem, but not the longitudinal relationship. Results are discussed in terms of their methodological and theoretical implications., Highlights • Social self-esteem (SSE) longitudinally predicts higher SNS use. • SNS use marginally predicts over-time improvements in SSE. • Feedback from friends and acquaintances explains the concurrent SNS-SSE relation. • Feedback from friends leads to over-time improvements in SSE. • Feedback from acquaintances does not result in over-time changes in SSE.

This study argues that the pattern and timing of ordinal acquisition differs substantially from that of cardinals and is influenced by different language-specific factors, such as (ir)regular ordinal morphology, superlative morphology, and the singular-plural distinction. We discuss data from a Give X task (Wynn 1992) administered to 77 Dutch monolinguals (2;11–6;04) that support a so-called knower-level acquisition pattern (e.g., Le Corre & Carey 2007) for Dutch cardinals but show a more complex picture for ordinals, which are acquired around the time a child masters the necessary counting principles and becomes a CP (cardinal principle) knower. Not only is the tiered pattern absent in regular low ordinals, we also see that it takes time for children to link drie ‘three’ to irregular derde ‘third.’ We take this as evidence that ordinals are acquired via rules, rather than being stored lexically one by one.

A number of recent studies have shown that deep neural networks (DNN) map to the human visual hierarchy. However, based on a large number of subjects and accounting for the correlations between DNN layers, we show that there is no one-to-one mapping of DNN layers to the human visual system. This suggests that the depth of DNN, which is also critical to its impressive performance in object recognition, has to be investigated for its role in explaining brain responses. On the basis of EEG data collected from a large set of natural images we analyzed different DNN architectures a 7 layer, 16 layer and a 22 layer DNN network using weibull distribution for the representations at each layer. We find that the DNN architectures reveal temporal dynamics of object recognition, with early layers driving responses earlier in time and higher layers driving the responses later in time. Surprisingly the layers from the different architectures explain brain responses to a similar degree. However, by combining the representations of the DNN layers we observe that in the higher brain areas we explain more brain activity. This suggests that the higher areas in the brain are composed of multiple non-linearities that are not captured by the individual DNN layers. Overall, while DNNs form a highly promising model to map the human visual hierarchy, the representations in the human brain go beyond the simple one-to-one mapping of the DNN layers to the human visual hierarchy.

Previous research with adolescents has reported a negative relationship between media violence and empathy. There are, however, two important conceptual issues in this earlier literature that deserve further research attention. First, studies often treat empathy as a one-dimensional construct while it consists of both an affective and cognitive component. Second, while aiming to measure empathy, several studies have measured sympathy instead. Driven by these concerns, this study was designed to investigate the longitudinal relationship between media violence, affective empathy, cognitive empathy, and sympathy. Using data from a two-wave panel study with 943 adolescents (10–14 years old), a cross-lagged model tested whether media violence exposure negatively influences empathy and sympathy (desensitization) or whether empathy and sympathy negatively influence media violence exposure (selection). Results were in line with desensitization. However, rather than showing that media violence leads to a decrease in empathy (which previous studies have shown), results indicate a decrease in sympathy instead. These findings provide clarification to existing work as well as offer methodological and practical implications.

There is growing evidence that social media addiction is an evolving problem, particularly among adolescents. However, the absence of an instrument measuring social media addiction hinders further development of the research field. The present study, therefore, aimed to test the reliability and validity of a short and easy to administer Social Media Disorder (SMD) Scale that contains a clear diagnostic cut-off point to distinguish between disordered (i.e. addicted) and high-engaging non-disordered social media users.Three online surveys were conducted among a total of 2198 Dutch adolescents aged 10 to 17. The 9-item scale showed solid structural validity, appropriate internal consistency, good convergent and criterion validity, sufficient test-retest reliability, and satisfactory sensitivity and specificity. In sum, this study generated evidence that the short 9-item scale is a psychometrically sound and valid instruments to measure SMD. The 9-item Social Media Disorder (SMD) Scale is a psychometrically sound instrument.The development of the 9-item SMD-scale was based on the 9 DSM-5 criteria for IGD.The 9-item SMD-scale shows appropriate internal consistency and test-retest reliability.The 9-item SMD-scale demonstrates good convergent and criterion validity.The 9-item SMD-scale shows adequate sensitivity and good specificity.