Eileen Wood

All about me: Disclosure in online social networking profiles: The case of FACEBOOK

The present research examined disclosure in online social networking profiles (i.e., FACEBOOK(TM)). Three studies were conducted. First, a scoring tool was developed in order to comprehensively assess the content of the personal profiles. Second, grouping categories (default/standard information, sensitive personal information, and potentially stigmatizing information) were developed to examine information pertinent to identity threat, personal and group threat. Third, a grouping strategy was developed to include all information present in FACEBOOK(TM), but to organize it in a meaningful way as a function of the content that was presented. Overall, approximately 25% of all possible information that could potentially be disclosed by users was disclosed. Presenting personal information such as gender and age was related to disclosure of other sensitive and highly personal information. Age and relationship status were important factors in determining disclosure. As age increased, the amount of personal information in profiles decreased. Those seeking a relationship were at greatest risk of threat, and disclosed the greatest amount of highly sensitive and potentially stigmatizing information. These implications of these findings with respect to social and legal threats, and potential means for identifying users placing themselves at greatest risk, are discussed.

Examining the impact of off-task multi-tasking with technology on real-time classroom learning

The purpose of the present study was to examine the impact of multi-tasking with digital technologies while attempting to learn from real-time classroom lectures in a university setting. Four digitally-based multi-tasking activities (texting using a cell-phone, emailing, MSN messaging and Facebook(TM)) were compared to 3 control groups (paper-and-pencil note-taking, word-processing note-taking and a natural use of technology condition) over three consecutive lectures. Comparisons indicated that participants in the Facebook(TM) and MSN conditions performed more poorly than those in the paper-and-pencil use control. Follow-up analyses were required to accommodate the substantial number of students who failed to comply with the limited use of technology specified by their assigned conditions. These analyses indicated that participants who did not use any technologies in the lectures outperformed students who used some form of technology. Consistent with the cognitive bottleneck theory of attention (Welford, 1967) and contrary to popular beliefs, attempting to attend to lectures and engage digital technologies for off-task activities can have a detrimental impact on learning.

A primer of research on cognitive strategy instruction: The important issues and how to address them

Five types of strategy research are reviewed. (1) We argue it makes sense first to determine whether there is a need for strategy instruction. If there is, (2) development of a treatment with preliminary evaluations can follow, as can (3) formal evaluation of the resultant intervention in true experiments. As instructional need research, strategy development, and experimental evaluation proceed, two other types of research should be conducted. (4) It is important to study the acceptability of strategy interventions to educators and students. (5) Research on material modifications can provide information about how strategy benefits can be made available to students when strategy instruction is not effective or unlikely to occur. Very little strategy instruction has been evaluated in all five types of research covered here, making obvious the need for more systematic research on strategies. Observational, ethnographic, and experimental methods are required in order to address the many issues comprising comprehensive empirical analysis of any type of strategy instruction, with many recommendations made here about how to conduct informative studies.

Use of Computer Input Devices by Older Adults

A sample of 85 seniors was given experience (10 trials) playing two computer tasks using four input devices (touch screen, enlarged mouse [EZ Ball], mouse, and touch pad). Performance measures assessed both accuracy and time to complete components of the game for these devices. As well, participants completed a survey where they evaluated each of the devices. Seniors also completed a series of measures assessing visual memory, visual perception, motor coordination, and motor dexterity. Overall, previous experience with computers had a significant impact on the type of device that yielded the highest accuracy and speed performance, with different devices yielding better performance for novices versus experienced computer users. Regression analyses indicated that the mouse was the most demanding device in terms of the cognitive and motor-demand measures. Discussion centers on the relative benefits and perceptions regarding these devices among senior populations.

Teachers’ Perceptions: barriers and supports to using technology in the classroom

Abstract Fifty‐four elementary and secondary school teachers participated in focus‐group discussions and completed a survey to examine barriers and supports to computer integration. Although teachers used computers at home and school, they were not wholly comfortable with the technology. Familiarity with computers predicted greater comfort with technology and greater comfort was related to greater integration in the classroom. Thematic analysis of the focus groups yielded six major themes, including issues related to: support, teachers, context and access, students, computer hardware and software problems, and external or other priorities. The discussion of computer integration also inspired substantial emotional responses on the part of teachers. Together, the survey and focus‐group findings yielded a framework for identifying individual and environmental issues which impact on computer integration.

Predicting Coercive Sexual Behavior Across the Lifespan in a Random Sample of Canadian Men

In order to end or at least reduce the amount of sexual violence in our society, it is necessary to identify the factors that play a part in mens sexual aggression against women they know. One hundred and ninety-five men ranging in age from 19 to 82 were randomly sampled from enumeration records of a small Canadian city and completed questionnaires. Overall, 73 percent of men reported never having been sexually coercive. Logistic regression analysis, using a dichotomous coercion criterion, established that childhood abuse, adolescent promiscuity, and restrictive emotionality all increased the likelihood of sexual coercion. Early sexual socialization and aspects of the male role related to emotional expressivity appear to be important in the development of coercive behavior. As such, prevention programs must be aimed at earlier interventions in families, communities, and schools.

Elaborative Interrogation Facilitates Adult Learning of Factual Paragraphs

The authors evaluated the potency of elaborative interrogation for promoting acquisition of facts in paragraphs. University students studied 6-sentence factual paragraphs about 5 universities (1 fact per sentence)

Exploring similarities and differences between online and offline friendships: The role of attachment style

The present study merges the fields of attachment and friendships and compares these in online and offline environments. Although currently we know a great deal about the importance of friendships and attachments for healthy development, there is no research to guide our understanding of how attachment style and friendship characteristics are evidenced in online contexts. Participants completed surveys to assess attachment style, friendships (online and offline), as well as interactions with friends and friendship quality. The extent to which individuals sought out online friends did not differ as a function of attachment style. Friendship quality differed as function of attachment style, while differences among attachment styles for other friendship characteristics resulted only when context (online versus offline) was simultaneously considered.

Sources of Information about Dating and Their Perceived Influence on Adolescents

This study examined the impact of parents, peers, the media, and sex education on shaping adolescents’knowledge about dating relationships. Half of the 100 (48 females, 52 males) participants were early adolescents (13 to 14 years) and half were middle adolescents (15 to 16 years). Through a questionnaire, participants identified the quantity of information, perceived correctness, and influence of each of the sources. Friends and sex education teachers were perceived to provide the most information, adults to provide the most accurate information, and friends to have the greatest influence on dating choices. Sex differences existed across various questions and source types. Girls received more information on dating across sources, perceived parents and the media to be more accurate sources of information, and were more influenced by their parents than were boys. Boys gave higher rankings to dating partners and dating behavior as comfortable sources of information than did girls.

Gender differences in scripts for different types of dates

The primary objective of this study was to determine whether males and females have different views about the partner behaviors that constitute positive, negative, and typical dating experiences. Undergraduate students (50 males, 70 females; primarily Caucasian) were asked to rate the likelihood of sexually suggestive and nonsexual events in “good,” “bad,” and “typical” date contexts. For good and typical dates, men and women identified many of the same events as likely to occur. However, sexually charged events were more salient for men in these contexts, as shown by the higher mean likelihood ratings men gave to items describing sexually suggestive partner behaviors. For bad dates, there was a striking gender difference in the behaviors judged likely to occur. Women gave higher mean likelihood ratings to sexually charged events in bad dates. Furthermore, women incorporated sexually charged events in their scripts whereas men did not. These findings have implications for our understanding of how males and females view the development of sexual intimacy in dating.