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Cyberpsychology : the study of individuals, society and digital technologies
- Author / Creator
- Available as
- Online
- Summary
-
An important new BPS Textbook in Psychology exploring the interactions between individuals, societies, and digital technologies Outlines key theories and empirical research within cyberpsychology a...
An important new BPS Textbook in Psychology exploring the interactions between individuals, societies, and digital technologies Outlines key theories and empirical research within cyberpsychology and provides critical assessments of this rapidly changing field Identifies areas in need of further research and ways to use digital technologies as a research tool Covers topics such as online identity, online relationships and dating, pornography, children’s use of the internet, cyberbullying, online games and gambling, and deception and online crime Engaging and accessible for students at the undergraduate and graduate level with real life examples, activities, and discussion questions
Details
- Creator
- Monica Therese Whitty, Garry Young
- Format
- Books
- Language
- English
- Contributors
- Publication
-
- 1st edition
- West Sussex, England : The British Psychological Society : Wiley, 2017
- 2017
- Series
- Physical Details
-
- 1 online resource (260 pages) : illustrations, tables
- text file
- ISBNs
- 9781394259571, 1394259573, 9781118321126, 111832112X, 9781118321072, 1118321073, 0470975628
- OCLC
- ocn962154080
- Date of publication from resource description page (Safari, viewed January 11, 2017).
- Includes bibliographical references and index.
- Intro -- Title Page -- Copyright Page -- Brief Contents -- Contents -- List of Tables, Figures and Boxes -- Chapter 1 Introduction -- Chapter 2 The 'Self' in Cyberspace -- 2.1 DEFINING THE 'SELF' -- 2.1.1 Trait theory and the self -- 2.1.2 Identity: 'Who am I'? -- 2.1.3 Social identity -- 2.1.4 Possible selves -- 2.1.5 The self as actor -- 2.1.6 The postmodern self -- 2.2 THE SELF IN CYBERSPACE -- 2.3 DISEMBODIED SELVES IN CYBERSPACE -- 2.3.1 Criticisms of Turkle's early work -- 2.3.2 The saturated self -- 2.4 THE CYBORG SELF -- 2.5 GOFFMAN: PERFORMING SELF ONLINE -- 2.6 POSSIBLE SELVES IN CYBERSPACE -- 2.6.1 Real me -- 2.7 SOCIAL IDENTITIES IN CYBERSPACE -- 2.8 VISUALLY ANONYMOUS? -- 2.9 CONCLUSIONS -- SUGGESTED READINGS -- Chapter 3 Online Relationships -- 3.1 TRADITIONAL RELATIONSHIPS: OFFLINE REALM -- 3.1.1 Social evolutionary theory -- 3.1.2 Social penetration theory -- 3.1.3 Exchange and equity theories -- 3.2 APPLYING OLD THEORIES TO ONLINE RELATIONSHIPS -- 3.2.1 Social evolutionary theory -- 3.2.2 Social penetration theory -- 3.2.3 Exchange theory and equity theory -- 3.3 NEW THEORIES TO EXPLAIN ONLINE RELATING -- 3.3.1 Disinhibition effect -- 3.3.2 Social presence theory -- 3.3.3 Social information processing theory -- 3.3.4 Hyperpersonal communication -- 3.3.5 Real Me -- 3.4 A BRIEF HISTORY OF ONLINE RELATING -- 3.4.1 Bulletin board systems: Line-by-line relationships -- 3.4.2 MUDs and MOOs: A place for real relationship formation -- 3.4.3 Chat rooms: Less means more -- 3.4.4 Discussion groups and Usenet newsgroups: A place for the 'Real Me' -- 3.5 CONTEMPORARY ONLINE SPACES -- 3.5.1 MMORPGs: Still a very social space -- 3.5.2 Social networking sites: Face-to-face and virtual friends -- 3.6 INTERACTING IN VARIOUS SPACES -- 3.7 FUTURE DEVELOPMENT IN THE FIELD -- 3.8 CONCLUSIONS -- SUGESTED READINGS -- Chapter 4 Online Dating
- 4.1 WHAT IS AN ONLINE DATING SITE? -- 4.2 MOTIVATIONS FOR USING AN ONLINE DATING SITE -- 4.3 PSYCHOLOGICAL CHARACTERISTICS OF ONLINE DATERS -- 4.4 COMPARING ONLINE DATING SITES WITH PERSONAL ADS -- 4.5 PRESENTING ONESELF ON AN ONLINE DATING SITE -- 4.6 DATING DECEPTION -- 4.7 A PERFECT MATCH OR A NUMBERS GAME? -- 4.8 STAGES IN THE ONLINE DATING PROCESS -- 4.8.1 Phase 1: The attention phase -- 4.8.2 Phase 2: The recognition phase -- 4.8.3 Phase 3: The interaction phase -- 4.8.4 Phase 4: The face-to-face meeting -- 4.8.5 Phase 5: Resolution -- 4.9 CONCLUSIONS -- SUGGESTED READINGS -- Chapter 5 Online Sexual Activities -- 5.1 THE BEGINNINGS OF INTERNET SEX -- 5.2 THE TRIPLE A ENGINE -- 5.3 CYBERSEX: DEBILITATING OR LIBERATING? -- 5.4 INTERACTIVE SEX ENTERTAINMENT -- 5.5 CYBERSEX ADDICTION -- 5.6 THE INTERNET AS AN ENABLER OF RISKY OFFLINE SEXUAL ENCOUNTERS -- 5.7 THE INTERNET AND SEXUAL HEALTH INFORMATION -- 5.8 SOCIAL SUPPORT AND EXPLORING SEXUALITY -- 5.9 TEENS AND RISKY SEXUAL ONLINE BEHAVIOUR -- 5.10 TELEDILDONICS AND THE FUTURE OF SEX IN CYBERSPACE -- 5.11 CONCLUSIONS -- SUGGESTED READINGS -- Chapter 6 Internet Infidelity -- 6.1 DEFINING INTERNET INFIDELITY -- 6.2 UNFAITHFUL ONLINE SEXUAL ACTIVITIES -- 6.2.1 Cybersex -- 6.2.2 Other online sexual activities -- 6.2.3 Pornography -- 6.3 VIRTUAL OR REAL? -- 6.4 EMOTIONAL INFIDELITY -- 6.5 GENDER DIFFERENCES: WHICH IS WORSE - SEX OR LOVE? -- 6.5.1 Gender differences on the Internet -- 6.6 QUALITATIVE DIFFERENCES BETWEEN ONLINE AND OFFLINE AFFAIRS -- 6.6.1 Idealizing online relationships -- 6.6.2 Object relations: Splitting -- 6.7 VIRTUAL AFFAIRS WITH AN AVATAR -- 6.8 CONCLUSIONS -- SUGGESTED READINGS -- Chapter 7 Children's and Teens' Use of Digital Technologies -- 7.1 INTERNET USAGE -- 7.2 THE DIGITAL DIVIDE -- 7.3 DIGITAL TECHNOLOGIES: HARMFUL OR EMPOWERING FOR YOUNG PEOPLE?
- 7.4 ILLEGAL CONTENT AND ILLEGAL ACTIVITIES -- 7.5 CYBERBULLYING AND CYBERHARASSMENT -- 7.6 SCAMS, CHILDREN AND TEENS -- 7.7 IDENTITY DEVELOPMENT -- 7.8 ACTIVISM -- 7.9 RADICALIZATION -- 7.10 CONCLUSIONS -- SUGGESTED READINGS -- Chapter 8 Online Education -- 8.1 TECHNOLOGY AND LEARNING -- 8.2 E-LEARNING -- 8.3 E-LEARNING VERSUS FACE-TO-FACE LEARNING -- 8.4 SYNCHRONOUS AND ASYNCHRONOUS COMMUNICATION WITHIN E-LEARNING -- 8.4.1 The importance of presence -- 8.4.2 Cognitive presence -- 8.5 MEDIA RICHNESS THEORY -- 8.6 SALMON'S STAGE MODEL OF E-LEARNING -- 8.7 3-D LEARNING ENVIRONMENTS -- 8.7.1 Evaluating 3-D learning environments -- 8.8 CONCLUSIONS -- SUGGESTED READINGS -- Chapter 9 Leisure and Entertainment -- 9.1 WHAT IS LEISURE AND WHAT MOTIVATES OUR PURSUIT OF IT? -- 9.2 ONLINE FAMILY LEISURE -- 9.3 OLDER ADULTS -- 9.4 TECHNOFERENCE: ENCROACHING ON LEISURE TIME WITHIN RELATIONSHIPS -- 9.5 TELECOMMUNICATION -- 9.6 TIME AND FUNCTIONAL DISPLACEMENT EFFECTS -- 9.7 TWITTER -- 9.8 CONCLUSIONS -- SUGGESTED READINGS -- Chapter 10 Online Gaming and Gambling -- 10.1 INTERNET ADDICTION -- 10.2 INTERNET GAMBLING ADDICTION -- 10.3 INTERNET GAMING ADDICTION -- 10.4 AGGRESSIVE VIDEO GAMES -- 10.4.1 Social learning theory -- 10.4.2 Script theory -- 10.4.3 Frustration-aggression hypothesis -- 10.4.4 Cognitive neoassociation model -- 10.4.5 General aggression model -- 10.5 TRANSCENDING TABOOS: VIDEO GAMES -- 10.6 GAMES FOR LEARNING -- 10.7 CONCLUSIONS -- SUGGESTED READINGS -- Chapter 11 Online Deception -- 11.1 DEFINING DECEPTION -- 11.2 DECEPTION IN CYBERSPACE -- 11.2.1 Identity-based deception -- 11.2.2 Munchausen by Internet -- 11.2.3 Message-based deception -- 11.3 DO WE LIE MORE ONLINE? -- 11.3.1 Theories to predict deception -- 11.4 DETECTING DECEPTION -- 11.5 CONCLUSIONS -- SUGGESTED READINGS -- Chapter 12 Online Crimes: Scams, Fraud and Illegal Downloads
- 12.1 PHISHING -- 12.2 VISHING -- 12.2.1 Number of victims -- 12.3 WHY ARE PEOPLE TRICKED BY PHISHING? -- 12.4 IMPROVING DETECTION -- 12.5 MASS-MARKETING FRAUD -- 12.6 AWARENESS CAMPAIGNS -- 12.7 COGNITIVE AND MOTIVATIONAL ERRORS -- 12.8 WHAT TYPE OF PERSON TENDS TO BE SUSCEPTIBLE TO MMF? -- 12.8.1 The role of the Internet -- 12.9 STAGES INVOLVED IN THE ONLINE DATING ROMANCE SCAM -- 12.10 ILLEGAL DOWNLOADS -- 12.11 CONCLUSIONS -- SUGGESTED READINGS -- Chapter 13 Online Crimes: Cyberharassment, Hate Crimes and Cyberwarfare -- 13.1 ONLINE HARASSMENT AND STALKING -- 13.2 CYBERSTALKING AND THE LAW -- 13.3 PSYCHOLOGICALLY PROFILING CRIMINALS AND VICTIMS -- 13.4 HATE CRIMES -- 13.5 CYBERWARFARE -- 13.5.1 Hacktivists -- 13.6 SURVEILLANCE AND MONITORING -- 13.7 CONCLUSIONS -- SUGGESTED READINGS -- Chapter 14 Online Crimes: Child Pornography and Paedophilia -- 14.1 THE INTERNET AND THE INCREASE IN CHILD PORNOGRAPHY -- 14.2 CHILD PORNOGRAPHY AND THE LAW -- 14.2.1 Objective and functional aspects of child pornography content -- 14.2.2 Varying legal interpretations -- 14.2.3 Child pornography and the age of consent -- 14.3 PSEUDO-PHOTOGRAPHS -- 14.4 TYPES OF CHILD PORNOGRAPHY OFFENDERS -- 14.4.1 Paraphilic disorder not otherwise specified -- 14.4.2 Collectors -- 14.5 CHARACTERISTICS OF CHILD PORNOGRAPHY OFFENDERS -- 14.6 THE RELATIONSHIP BETWEEN CHILD PORNOGRAPHY AND HANDS-ON OFFENDING -- 14.7 THEORETICAL APPROACHES TO CHILD PORNOGRAPHY OFFENDING -- 14.7.1 Courtship disorder theory -- 14.7.2 Social learning theory -- 14.7.3 Finkelhor's precondition model -- 14.7.4 The pathways model and the integrated theory of sexual offending -- 14.8 CONCLUSIONS -- SUGGESTED READINGS -- Chapter 15 Online Support and Health Care -- 15.1 THE INTERNET AND HEALTH -- 15.2 CHARACTERISTICS AND MOTIVATIONS -- 15.3 ONLINE HEALTH SEARCHING AND CYBERCHONDRIA
- 15.4 SOCIAL MEDIA, GROUP FORUMS AND SUPPORT SITES -- 15.5 E‐THERAPY -- 15.6 ASSESSING THE EFFECTIVENESS OF E-THERAPIES -- 15.7 IMMERSIVE VIRTUAL ENVIRONMENTS AS AIDS TO TREATMENT -- 15.8 CONCLUSIONS -- SUGGESTED READINGS -- Chapter 16 Concluding Thoughts -- References -- Index -- EULA