| 000 | 09400nam a22005173i 4500 | ||
|---|---|---|---|
| 001 | EBC4054883 | ||
| 003 | MiAaPQ | ||
| 005 | 20240729130050.0 | ||
| 006 | m o d | | ||
| 007 | cr cnu|||||||| | ||
| 008 | 240724s2015 xx o ||||0 eng d | ||
| 020 |
_a9780081007020 _q(electronic bk.) |
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| 020 | _z9780128018736 | ||
| 035 | _a(MiAaPQ)EBC4054883 | ||
| 035 | _a(Au-PeEL)EBL4054883 | ||
| 035 | _a(CaPaEBR)ebr11117781 | ||
| 035 | _a(CaONFJC)MIL845470 | ||
| 035 | _a(OCoLC)927160163 | ||
| 040 |
_aMiAaPQ _beng _erda _epn _cMiAaPQ _dMiAaPQ |
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| 050 | 4 | _aQA76.9.H85 E468 2016 | |
| 082 | 0 | _a302.231 | |
| 100 | 1 | _aTettegah, Sharon Y. | |
| 245 | 1 | 0 | _aEmotions, Technology, and Behaviors. |
| 250 | _a1st ed. | ||
| 264 | 1 |
_aSan Diego : _bElsevier Science & Technology, _c2015. |
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| 264 | 4 | _c©2016. | |
| 300 | _a1 online resource (240 pages) | ||
| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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| 490 | 1 | _aIssn Series | |
| 505 | 0 | _aFront Cover -- Emotions, Technology, and Behaviors -- Copyright -- Contents -- Contributors -- Foreword -- Acknowledgments -- References -- Preface -- Empathy & -- Perspective-Taking -- Trust, Loss, and Technology -- Bullying and Technology -- Philosophy, Emotions, and Virtual Environments -- References -- Section I: Empathy and Perspective-Taking -- Chapter 1: Emotional Modulation of Perspective Taking: Implications for Computer-Supported Argumentation -- Introduction -- Literature Review -- Argumentation in Science Education -- Perspective Taking During Argumentation -- Perspective Taking During Computer-Supported Argumentation -- How Emotions Function During Argumentation -- Emotions Might Influence Perspective Taking -- Exploring How Emotions Might Influence Perspective Taking During Argumentation -- Overview of the Study and Research Question -- Methods -- Participants and Design -- Apparatus and Stimuli -- Procedure -- Results -- Discussion -- How Do One's Own Emotions Influence the Ability to Address a Counterpart's Perspective During Argumentation? -- Conclusions and Implications for Computer-Supported Argumentation -- Implications, Suggestions, and Limitations -- Significance for Computer-Supported Argumentation -- References -- Chapter 2: Empathy for the Digital Age: Using Video Production to Enhance Social, Emotional, and Cognitive Skills -- Introduction -- Empathy as a Theoretical Lens -- Previous Research -- What Is Empathy? -- Can Empathy Be Learned? -- Can Empathy Be Mediated? -- Can Media Production Foster Empathy? -- Digital Empathy -- Screenplay Writing (Story-Planning) -- Preproduction -- Production -- Postproduction -- Screening (Distribution) -- Challenges -- Significance -- References -- Chapter 3: The Intersection Between Technology, Mind-Wandering, and Empathy -- Attention in Empathy -- Attention in Technology. | |
| 505 | 8 | _aAttention, Empathy, and Technology -- Qualitative Data -- Methods -- Results -- Discussion -- Quantitative Data -- Methods -- Participants -- Materials -- Demographic Questionnaire -- Toronto Empathy Questionnaire (TEQ) -- State Empathy Scale -- Mind-Wandering Questionnaire (MWQ) -- Mind-Wandering Questionnaire-Post -- Emotional Film Clip -- Stimulus Presentation -- Procedure -- Analysis -- Results -- Discussion -- References -- Chapter 4: Emotional Contagion and Socialization: Reflection on Virtual Interaction -- Introduction -- Emotional Contagion -- Emotional Contagion Hypothesis -- Sources of Emotional Contagion -- Emotional Contagion: Practical Applications and Consequences -- Technology-Mediated Interactions and Emotional Contagion -- Socialization in the Context of Technology-Mediated Social Interactions -- References -- Section II: Trust, Loss, and Technology -- Chapter 5: When, How, and Why Do We Trust Technology Too Much? -- Authorial Perspective -- The Nature and Components of Trust -- Technology, Trust, and Reduced Vigilance -- Issues and Illustrations -- Examples in Business -- Millions of Credit Card Numbers Stolen from Retail Chain -- Video Search System -- Prescription Order System -- Banking Systems Breached -- Air Travel and Air Traffic Control -- Examples in Government -- Obamacare Website Rollout Debacle -- Associated Press Hack Spread Rumor of White House Bombing -- Personal User Examples -- Phones as Personal Contact Databases -- Trusting Spelling and Grammar Checkers -- Examples in Higher Education -- Students Downloading Source Citations -- Scheduling on a Digital Calendar -- University Human Subjects Submission and Processing -- Professional Journal Submission System -- Trusting the Cloud -- Even Just Email -- Simulations in Medical Education -- Control Issues in Technology Security. | |
| 505 | 8 | _aMarketers Perpetuating the Myth of Technology Infallibility -- Causes of Overtrust or Blind Faith in Technology? -- Dimensions of Overtrust in Technology -- Broad Loss of Confidence and Guilt by Association -- Summary -- References -- Chapter 6: Disconnect to Connect: Emotional Responses to Loss of Technology During Hurricane Sandy -- Theoretical Framework -- Methods -- Data Collection -- Data Analysis -- Validity and Reliability -- Major Findings -- Cell Phone-"My Cell Phone Is Everything -- Mindfulness and Powerlessness-Competing Tensions -- Mindfulness-"I Have Been More Mindful and Present -- Mindfulness and Familial Interactions-"I Feel My Family Got Closer -- Powerlessness-"Powerless, I Believe This Word Best Describes My Feelings -- Vicarious Engagement -- Boredom and Frustration -- Anger and Loss of Control-"I Did Not Feel Secure I Would Feel Helpless -- Discussion -- Study Limitations -- Summary -- Reflective Stance -- Silence and the Reflective Stance -- Do You Manage Technology or Does Technology Manage You? -- References -- Chapter 7: Balancing Behaviors: Design-Relevant Phenomena in Couples Argumentation via Different Media -- Introduction -- The Current Corpus -- Analytic Method -- Phenomena in Prior Literature -- Language as Action -- Having versus Making Arguments -- Disagreement Relevance -- Preferred and Dispreferred Responses -- Consensus Orientation -- Dispute Orientation -- Aggravation Markers -- Reluctance Markers -- Associations Between Phenomena -- Reluctance Markers in Consensus and Dispute Orientation -- Dispreferred Dissent, Preferred Dissent, Dispreferred Assent, Preferred Assent -- Establishing Dispute Orientation -- New Phenomena in the Couples and Technology Corpus -- Apparently Unilateral Dispute -- Maintaining Ambiguity -- Taking Care -- Dispute Denial -- Discussion -- References. | |
| 505 | 8 | _aSection III: Bullying and Technology -- Chapter 8: Cyberbullying and Its Emotional Consequences: What We Know and What We Can Do -- What is Cyberbullying? -- Theoretical Underpinnings -- What is the Prevalence of Cyberbullying? -- What are the Emotional Consequences of Cyberbullying? -- Intervention Strategies -- Future Research -- References -- Chapter 9: Technology and Positive Behavioral Interventions and Support: Evaluation, Selection, and Implementation of Com... -- Positive Behavioral Interventions and Supports (PBIS) -- PBIS With Technology -- Integrating Technology in the PBIS Tiers -- Primary Prevention Tier (Tier 1) -- Data Collection -- Intervention/Program Tools -- Teaming/Communication Tools -- Secondary Prevention Tier (Tier 2) -- Data Collection -- Intervention/Program Tools -- Teaming/Communication Tools -- Tertiary Prevention Tier (Tier 3) -- Data Collection -- Intervention/Program Tools -- Teaming/Communication Tools -- Future Needs for Technology Research and Development -- User Questions -- Technology Questions -- PBIS Questions (Sugai & -- Horner, 2006, p. 248) -- Conclusion -- References -- Section IV: Philosophy, Emotions, and Virtual Environments -- Chapter 10: Enactive Emotion and Presence in Virtual Environments -- Introduction -- Research on Presence -- Enactive Approach -- Self-Constituting Autonomous Organisms: Enactment and Bringing Forth Meaning -- Complex Self-Constituting Autonomous Organisms -- Nervous System and Motor-Sensory System -- Phenomenology -- Enactive Approach to Emotion -- Dualist Embodiment to Disembodiment -- Narrowing Down Dualism: Embodied Internal Representation -- Approaches to Presence -- Emotion and Presence -- Dualist: Objective-Functional -- Narrowing Down Dualism: Phenomological Approaches -- Rivas Approach to Presence -- Emotional Episodes -- Scaffolding the Environment. | |
| 505 | 8 | _aDynamical Patterns -- Where -- Where is the Person in all of this? -- Where is the Body? Symbembodiment -- A Proposed Enactive Approach to Presence -- Summary -- References -- Index -- Back Cover. | |
| 588 | _aDescription based on publisher supplied metadata and other sources. | ||
| 590 | _aElectronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. | ||
| 650 | 0 | _aHuman behavior. | |
| 655 | 4 | _aElectronic books. | |
| 700 | 1 | _aEspelage, Dorothy L. | |
| 776 | 0 | 8 |
_iPrint version: _aTettegah, Sharon Y. _tEmotions, Technology, and Behaviors _dSan Diego : Elsevier Science & Technology,c2015 _z9780128018736 |
| 797 | 2 | _aProQuest (Firm) | |
| 830 | 0 | _aIssn Series | |
| 856 | 4 | 0 |
_uhttps://ebookcentral.proquest.com/lib/orpp/detail.action?docID=4054883 _zClick to View |
| 999 |
_c101579 _d101579 |
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