Читать книгу The Wiley-Blackwell Handbook of Childhood Social Development - Группа авторов - Страница 21

Media, in all of its rapidly expanding forms, received substantial investigative attention. Early research focused on televised violence and its effects on children’s aggressive behavior. Corroboration of this effect and the pervasiveness of violence in media aimed at children (Wilson et al., 2002) spurred additional lines of investigation. Included were studies designed to explicate violent television’s role in fostering hostile attitudes and aggressive, violent, and delinquent behavior (Bushman & Huesmann, 2012). Researchers also examined media’s effects on children’s social relations, perceptions, and emotional sensitivity. Findings indicated that media use not only limited children’s participation in real‐life peer relations (e.g., friendships) and social activities (Pea et al., 2012), but it also distorted their perceptions of the social world. Illustrations included results showing that children, after viewing episodes of interpersonal conflict, developed negative expectations toward unknown peers (i.e., perceived hypothetical classmates as unfriendly; Mares et al., 2012). Additionally, evidence suggested (although see Ferguson, 2007) that violent media and video games desensitized children to violence, reduced their emotional responsiveness, and fostered stereotypes (Bushman & Huesmann, 2012).

It also became evident that media need not be harmful and in fact, could facilitate children’s social development. Research on educational and public‐service television revealed that, depending on its form and content, media could not only discourage antisocial behavior but also increase altruism. Investigators discovered, for example, that children who watched Sesame Street and Mister Rogers – TV programs rich in sociomoral and prosocial content – were more likely to learn and apply prosocial behaviors in real‐life interactions (Mares & Woodward, 2001).

The introduction of the internet (i.e., social media) and its rapid adoption by youth prompted research on its use and impact (Livingstone & Haddon, 2009). Both benefits and risks were identified. For example, whereas evidence showed that children utilized these platforms to meet and maintain friendships (Wolak et al., 2002), it also revealed that internet usage made them vulnerable to cyberbullying and abuse by predators (Ybarra et al., 2006).