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电子媒体的使用与儿童发展——基于生态科技微系统理论的视角
Electronic Media and Child Development-From the Perspective of the Ecological Techno-subsystem Theory

查看参考文献34篇

文摘 电子媒体作为儿童学习、娱乐、沟通和展示自我的工具,对儿童的认知方式、情感互动方式和参与社会的方式等都会产生一定的影响。生态系统理论认为儿童发展源于儿童与环境的交互,而生态科技微系统理论是在电子科技的环境下以生态系统理论为背景提出的。本文从生态系统理论的视角,分析电子媒体使用中儿童的特点、电子媒体的内容和特点,以及媒体使用的环境三类因素对儿童发展的影响。
其他语种文摘 Children are using electronics more and more often at a very young age ; children and adolescents use electronics as tools for learning,entertainment,and communication. The driving theories behind the research on the impact of electronics use on their development offer different interpretations of the impact of electronics use on children's cognition,emotions,and the way they relate to the world around them. In particular, the ecological system theory emphasizes how the relationship between the child and the broader environmental contexts affects development. The ecological techno-subsystem is a component of a child's microsystem. It includes interaction, communication, and recreation with both living (e. g., peers) and non-living (e. g. hardware) entities. Empirical evidence shows that the impact of media on children depends on three distinct but interrelated factors : attributes of the child ; characteristics of the electronic media stimuli ; and the varied environmental contexts surrounding the child's media use. One essential finding of the studies to date is that the content delivered by electronic media is far more influential than the devices themselves. A small negative link between the total hours a child spends viewing TV and that child's academic achievement were found in some studies,but this link typically disappeared when the child's IQ or socioeconomic status was controlled for. Moreover,taking into.account the different types of content children may encounter, viewing entertainment programs is linked negatively with achievement, while viewing educational programs is linked positively with academic achievement. For other cognitive skills, researchers have found that electronic media, particularly video games, can enhance visuospatial skills. Media exposure also affects children's social development. Online communication with peers is beneficial to children and adolescents. Researchers propose rich-get-richer and social-compensation hypotheses to explain the different effect of online communication. The rich-get-richer hypothesis suggests that individuals who already are comfortable in social situations may use the computer to seek out additional opportunities to socialize. In contrast,according to the social compensation hypothesis,adolescents with high levels of social anxiety may report more positive friendship quality if they use computers to communicate with friends to a greater extent than their peers who also have high social anxiety but do not use computers to communicate with friends. In order to examine the effects of electronic media, we need to adopt more comprehensive theories. Future research should develop measurements appropriate for capturing children's media use in the digital age ; the most effective approach will be the combination of different measurement techniques. Cognitive neuroscientists could focus on identifying the patterns of brain activation when children are watching TV or playing video games,identifying whether early electronics use could change the structure of the brain or change the patterns of brain activation. Finally, we need to make more efforts to minimize the negetive effect and take advantage of media use rather than debate whether children should use those new electronic media.
来源 心理科学 ,2014,37(4):920-924 【核心库】
关键词 电子媒体 ; 认知发展 ; 社会行为发展 ; 生态科技微系统理论
地址

中国科学院心理研究所, 中国科学院行为科学重点实验室, 北京, 100101

语种 中文
文献类型 研究性论文
ISSN 1671-6981
基金 中科院重点部署项目 ;  科技基础性工作专项《国民重要心理特征调査》 ;  国家自然科学基金 ;  国家自然科学基金
文献收藏号 CSCD:5220501

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