Tag Archives: social media

FEATURES

Stephen Ceci awarded APA's highest honor for developmental psychology

Stephen Ceci, the Helen L. Carr Professor of Developmental Psychology in the Department of Human Development, will receive the American Psychological Associations’ G. Stanley Hall award for distinguished contributions to developmental science at APA’s August 2018 meeting in San Francisco.


PRYDE forum focuses on youth and social media

More than 50 Cornell Cooperative Extension educators and 4-H program leaders, youth service providers from community agencies and Cornell faculty members discussed productive social media use and youth development.


The lasting effects of childhood poverty

Gary Evans is interviewed about his research on the influence of childhood poverty on biology, health, and development.


The "Diana Effect" - How Princess Diana helped many seek help for bulimia

On the 20th anniversary of Princess Diana's death, Jane Mendle credits Diana with helping remove the stigma of mental illness and bulimia.


Aging brains make seniors vulnerable to financial scams

SprengIn a new paper, Nathan Spreng reports that some seniors are more at risk than others to scams because of age-related changes in their brains.


STUDENTS IN THE NEWS

Lindsay Dower - Outstanding Senior Award 2017

Lindsay Dower ‘17 spent her four years at Cornell working to improve the lives of both those within the College of Human Ecology and in the broader Ithaca community, truly embodying the mission of the college.


MULTIMEDIA

Valerie Reyna - member of the National Academy of Medicine

 


 

Reprinted from The Cornell Chronicle, June 5, 2017.

By Stephen D'Angelo

In stark contrast to adolescent daily life prior to the digital age, social media allows today’s youth to see and interact with myriad individuals, images and information at any time, from any place.

This new reality has profound impacts on our interactions. Less clear is what those effects are and how they may shape the later life and social relationships of the youth growing up in it.

Such was the focus of the Seventh Annual Youth Development Research Update, a forum that brought more than 50 Cornell Cooperative Extension educators and 4-H program leaders, youth service providers from community agencies and Cornell faculty members from across campus to discuss issues relevant to the well-being and development of children and adolescents on May 31 and June 1.

The event, sponsored by the Program for Research on Youth Development and Engagement (PRYDE), based in the College of Human Ecology, concentrated on productive social media use and youth development through research and evidence-based approaches.

Elaine Wethington

“The idea behind productive social media is that there are ways to encourage youth to develop positive and productive uses of social media,” said Elaine Wethington, professor of human

development and co-director of PRYDE. She also leads the research project Productive Use of Social Media by Youth, which focuses on learning how teens can be “nudged” to make positive uses of social media as they transition into adulthood.

“This is in contrast to the fears that we see in the news how social media is creating bad habits and getting into antisocial behavior, such as bullying, or using social media as a way to distract them from more positive developmental goals,” Wethington said.

The program brings together practitioners and researchers to explore major contributions in this field of research to better understand the impact of social media on youth, which in turn can drive research as well as extension and public outreach programs that help youth and their parents through the murky waters of growing up on social media.

Speakers, including those from the Departments of Human Development and Communication, covered research on youth development and social media in education, moral development, social engagement, health and well-being, career development, and citizenship.

Janis Whitlock, research scientist at the Bronfenbrenner Center for Translational Research, said youth today are not narcissistic, privacy driven, materialistic, antisocial, mean or especially savvy about these new digital platforms. In general, she said, they are very much like everybody else.

“They do however, live in a different world than most of us grew up in, largely due to changes in technology,” she said. “These affordances allow young people to see, experience, interact and learn and know things that were just simply never possible, not even just in the previous generation, but ever in human history.”

Whitlock continued, “This has created a landscape that is unusual, and none of us really know exactly what it means, and there are some amazing opportunities to research this.”

The forum further acted as an opportunity for practitioners to share their expertise with research experts to help guide ongoing and future studies. Brainstorming sessions provided opportunities for attendees to consult on new research projects that focus on youth or that apply current research on social media to youth populations. Topics discussed ranged from cyberbullying to the need for greater media literacy.

Wethington presses that “social media use is a major source of social interaction for youth and can contribute to positive, healthy adolescent development. We are looking forward to working with researchers and practitioner partners alike to promote greater digital literacy for youth – not only teaching kids how to be safe online, but engage with others and grow in positive ways.”

PRYDE is funded by The Morgan Foundation.

Stephen D'Angelo is assistant director of communications for the College of Human Ecology.

Dear Readers


FEATURES

Simple questionnaire predicts unprotected sex, binge drinking

Valerie Reyna and Evan Wilhelms developed a new questionnaire for predicting who is likely to engage in risky behaviors, including, unprotected sex and binge drinking. Their questionnaire significantly outperforms 14 other gold-standard measures frequently used in economics and psychology.


  Study challenges model of Alzheimer's disease progression 

 The research of Professor Nathan Spreng and his collaborators sheds light on the basal forebrain region, where the degeneration of neural tissue caused by Alzheimer’s disease appears before cognitive and behavioral symptoms emerge.


 Social media boosts remembrance of things past

A new study – the first to look at social media’s effect on memory – suggests posting personal experiences on social media makes those events much easier to recall.


Experts Address Elder Financial Abuse as Global Problem

Financial exploitation of older people by those who should be protecting them results in devastating health, emotional and psychological consequences. International elder abuse experts met at Weill Cornell Medicine to map out a strategy for conducting research on this problem.


For kids, poverty means psychological deficits as adults

Childhood poverty can cause significant psychological deficits in adulthood, according to a sweeping new study by Professor Gary Evans. The research, conducted by tracking participants over a 15-year period, is the first to show this damage occurs over time and in a broad range of ways.


STUDENTS IN THE NEWS

Miss New York Camille Sims fights for social justice     

Camille Sims '15 says fate brought her to Cornell and the Department of Human Development. And now it has propelled her to reign as Miss New York and to finish second runner-up in September's Miss America competition.


Summer Scholar Spotlight: Brian LaGrant ‘17       

Brian LaGrant ’17, a human development major from New Hartford, N.Y., discusses his research on factors surrounding imitation among children and adults.


Risky decisions and concussions

David Garavito, graduate student in the Law, Psychology, and Human Development Program, under the supervision of Dr. Valerie Reyna, is working with communities in New York and around the country with support from an Engaged Cornell grant for student research. He is working with coaches and student athletes to study the effects of concussions on decision making about risks.


ARTICLES ON THE WEB

Alzheimer’s early tell: The language of authors who suffered from dementia has a story for the rest of us

Adrienne Day writes about how Barbara Lust, professor in Human Development, and other researchers are studying changes in language patterns in early Alzheimer’s disease.


 MULTIMEDIA

Listen to Associate Professor Corinna Loeckenhoff discuss self-continuity, or our perceived connections with our past and future selves.


Hear Professor Adam Anderson talk about his research in the podcast, "Brain waves: The science of emotion" for The Guardian.

Reprinted from the Cornell Chronicle, Sept. 7, 2016

by Susan Kelly

Marcel Proust’s madeleine cakes have nothing on Instagram and Twitter. But if they did, Proust’s memories could have been even more elaborate and vivid.

A new study – the first to look at social media’s effect on memory – suggests posting personal experiences on social media makes those events much easier to recall.

Qi Wang, Professor in Human Development

Qi Wang, Professor in Human Development

“If people want to remember personal experiences, the best way is to put them online,” said Qi Wang, the lead author of the study and professor of human development in the College of Human Ecology. “Social media – blogs, Facebook, Twitter, and others alike – provide an important outlet for us to recall memories, in the public space, and share with other people.”

Memory researchers have long known that when people write about personal experiences, reflect on them or talk about them with others, they tend to remember those events much better. “The process of writing about one’s experiences in the public sphere, often sustained by subsequent social feedback, may allow people to reflect on the experiences and their personal relevance,” the study said.

The act of posting on social media also plays a role in the construction of the self, said Wang, an expert in personal memory.

“We create a sense of self in the process of recalling, evaluating and sharing with others memories of personal experiences in our lives,” Wang said. “That’s happening when we use social media, without us even noticing it. We just think, ‘Oh, I’m sharing my experience with my friends.’ But by shaping the way we remember our experiences, it’s also shaping who we are.”

That’s especially facilitated by the interactive functions on many social media sites. For example, Facebook periodically shows users photos and posts from previous years to remind them of those events, prompting users to revisit those experiences.

“Memory is often selective. But in this case, the selection is not done by our own mind; it’s done by an outside resource,” Wang said. “So interactive functions on social networking sites can also shape how we view our experiences, how we view ourselves.”

Wang and her co-authors, Dasom Lee ’13, and Yubo Hou of Peking University, asked 66 Cornell undergraduates to keep a daily diary for a week. The study participants briefly described the events that happened to them each day, excluding daily routines such as “had breakfast.” For each event, they recorded whether they had posted the event on social media. And they rated the event’s personal importance and emotional intensity on five-point scales. At the end of the week and a week later, the students took surprise quizzes on how many events they could recall.

The researchers found that the online status of each event significantly predicted the likelihood of it being recalled at the end of both the first and second weeks. This was true even when they controlled for the personal importance and emotional intensity of the events. In other words, events posted online were more likely than those not posted online to be remembered over time, regardless of the characteristics of the events.

The research sheds new light on memory theories and have important implications for the construction of “the autobiographical self” in the digital age, the authors said. “This work is the first step toward a better understanding of the autobiographical self in the internet era where the virtual externalization of personal memories has become commonplace,” the study said.

The research, “Externalizing the autobiographical self: sharing personal memories online facilitated memory retention,” appeared Aug. 17 in the journal Memory.

In a digital world where information is at your fingertips, be prepared to hold on tight before it slips right through them. Research at Cornell and Beijing University finds retweeting or otherwise sharing information creates a “cognitive overload” that interferes with learning and retaining what you’ve just seen.twitter-1084764_640

Worse yet, that overload can spill over and diminish performance in the real world.

“Most people don’t post original ideas any more. You just share what you read with your friends,” said Qi Wang, professor of human development in the College of Human Ecology. “But they don’t realize that sharing has a downside. It may interfere with other things we do.”

Wang and colleagues in China conducted experiments showing that “retweeting” interfered with learning and memory, both online and off. The experiments are described in Issue 59 (2016) of the journal Computers in Human Behavior.

The experiments were conducted at Beijing University, with a group of Chinese college students as subjects. At computers in a laboratory setting, two groups were presented with a series of messages from Weibo, the Chinese equivalent of Twitter. After reading each message, members of one group had options either to repost or go on to the next message. The other group was given only the “next” option.

After finishing a series of messages, the students were given an online test on the content of those messages. Those in the repost group offered almost twice as many wrong answers and often demonstrated poor comprehension. What they did remember they often remembered poorly, Wang reported. “For things that they reposted, they remembered especially worse,” she added.

The researchers theorized that reposters were suffering from “cognitive overload.” When there is a choice to share or not share, the decision itself consumes cognitive resources, Wang explained.

This led to a second experiment: After viewing a series of Weibo messages, the students were given an unrelated paper test on their comprehension of a New Scientist article. Again, participants in the no-feedback group outperformed the reposters. Subjects also completed a Workload Profile Index, in which they were asked to rate the cognitive demands of the message-viewing task. The results confirmed a higher cognitive drain for the repost group.

“[The sharing] leads to cognitive overload, and that interferes with the subsequent task,” Wang said. “In real life when students are surfing online and exchanging information and right after that they go to take a test, they may perform worse,” she suggested.

Noting that other research has shown people often pay more attention to elements of a web design such as “repost” or “like” than to the content, the researchers suggest that web interfaces should be designed to promote rather than interfere with cognitive processing. “Online design should be simple and task-relevant,” Wang concluded.

The research was supported by the Chinese National Natural Science Foundation.