From greenwashing to screenwashing?: How the tech industry plays around with children's future

In this viewpoint, we introduce the term 'screenwashing', which describes the phenomenon whereby social media platforms, such as TikTok and Instagram, pretend to be more socially responsible than they actually are. That is, social media platforms pretend to be thoughtful about children's health and the prevention of problematic social media use, but this often turns out to be nothing more than "a lick of paint". We describe how features like the one-hour notification on TikTok and Instagram are considered screenwashing and why we believe so. Screenwashing, an unethical practice, has the potential to mislead parents and young users. Consequently, we advocate for increased government intervention to protect our youth from the potential hazards associated with problematic social media use

Do social media foster or curtail adolescents' empathy? A longitudinal study

Recently, concerns have been raised that adolescents' prolific social media use may cause them to become less empathic. However, direct empirical evidence is missing and research suggests that social media use can also be beneficial for adolescents' psychosocial development. The present study aims to investigate whether and how social media use influences empathy. We surveyed 942 Dutch adolescents (10-14 years) twice, with a one-year interval. The results showed that social media use is related to an increase in cognitive and affective empathy over time. Specifically, adolescents' social media use improved both their ability to understand (cognitive empathy) and share the feelings of their peers (affective empathy)

Do social media foster or curtail adolescents' empathy? A longitudinal study

Recently, concerns have been raised that adolescents' prolific social media use may cause them to become less empathic. However, direct empirical evidence is missing and research suggests that social media use can also be beneficial for adolescents' psychosocial development. The present study aims to investigate whether and how social media use influences empathy. We surveyed 942 Dutch adolescents (10-14 years) twice, with a one-year interval. The results showed that social media use is related to an increase in cognitive and affective empathy over time. Specifically, adolescents' social media use improved both their ability to understand (cognitive empathy) and share the feelings of their peers (affective empathy)

Adolescents' comments in social media : Why do adolescents receive negative feedback and who is most at risk?

Abstract Receiving negative peer feedback in social media may have negative consequences for adolescents' psychosocial development and well-being. Therefore, the first aim of this study was to investigate online behavior (i.e., online social exploration, risky online self-presentation) that predicts receiving negative online peer feedback. The second aim was to examine three types of precursors that may predict this online behavior and, indirectly, negative feedback: (a) developmental (i.e., sex, age), (b) dispositional (i.e., sensation seeking, inhibitory control), and (c) social precursors (i.e., peer problems, family conflict). We collected survey data among 785 Dutch adolescents (10-15 years old). Our results showed that adolescents who engaged in online social exploration and risky online self-presentation more often, were more likely to receive negative peer feedback. Online social exploration was more prevalent among the older adolescents and adolescents characterized by higher sensation seeking and more family conflict. In addition, risky online self-presentation was more prevalent among adolescents high in sensation seeking. Consequently, these adolescents' online behavior, indirectly, made them more at risk of receiving negative peer feedback in social media

The concurrent and longitudinal relationships between adolescents' use of social network sites and their social self-esteem

The first aim of this study was to investigate the concurrent and longitudinal relationships between adolescents' use of social network sites (SNSs) and their social self-esteem. The second aim was to investigate whether the valence of the feedback that adolescents receive on SNSs can explain these relationships. We conducted a three-wave panel study among 852 pre- and early adolescents (10e15 years old). In line with earlier research, we found significant concurrent correlations between adolescents' SNS use and their social self-esteem in all three data waves. The longitudinal results only partly confirmed these concurrent findings: Adolescents' initial SNS use did not significantly influence their social self-esteem in subsequent years. In contrast, their initial social self-esteem consistently influenced their SNS use in subsequent years. The valence of online feedback from close friends and acquaintances explained the concurrent relationship between SNS use and social self-esteem, but not the longitudinal relationship. Results are discussed in terms of their methodological and theoretical implications

An experimental test of the effects of online and face-to-face feedback on self-esteem

This study investigated the effect of receiving confirming vs. disconfirming feedback to individuals’ self-disclosure on their self-esteem, the role of giving reciprocal feedback in this relationship, and how these effects differ between online and face-to-face communication. Using a two (communication mode: online vs. face-to-face) by two (feedback valence: confirming vs. disconfirming) between-subjects experiment, we found that feedback had a significant indirect effect on self-esteem, through the receiver’s reciprocal feedback. This indirect effect of feedback differed in online communication from offline: In online communication, participants reciprocated negative feedback when they received it, more than in face-to-face communication. The reciprocal feedback enhanced their self-esteem in online communication, but not in face-to-face communication. Although people tend to respond more negatively to negative comments in online conversations, the process, overall, boosts rather than hinders their self-esteem

Development of the Adolescent Measure of Empathy and Sympathy (AMES)

The aim of the present study was to develop and validate a new instrument to measure empathy and sympathy in adolescents that differentiates between empathy and sympathy, and balances its emphasis on affective and cognitive empathy. The psychometric properties of the Adolescent Measure of Empathy and Sympathy (AMES) were established in two studies. In the first study, among 499 adolescents (10-15. years old), the structure of the AMES was investigated and the number of items was reduced. In the second study, among 450 adolescents, test-retest reliability and construct validity of the AMES was evaluated. Results indicate that the AMES met the standards of reliability and validity. By specifically distinguishing between affective empathy and sympathy, the AMES provides a distinct advantage over existing measurement tools and is useful in elucidating the relationship between empathy and behavior in adolescents

Does Habituation Differ in Chronic Low Back Pain Subjects Compared to Pain-Free Controls? A Cross-Sectional Pain Rating ERP Study Reanalyzed with the ERFIA Multilevel Method

The objective of the present study was to investigate cortical differences between chronic low back pain (CLBP) subjects and pain-free controls with respect to habituation and processing of stimulus intensity. The use of a novel event-related fixed-interval areas (ERFIA) multilevel technique enables the analysis of event-related electroencephalogram (EEG) of the whole post stimulus range at a single trial level. This technique makes it possible to disentangle the cortical processes of habituation and stimulus intensity. In a cross-sectional study, 78 individuals with CLBP and 85 pain-free controls underwent a rating paradigm of 150 nonpainful and painful somatosensory electrical stimuli. For each trial, the entire epoch was partitioned into 20-ms ERFIAs, which acted as dependent variables in a multilevel analysis. The variability of each consecutive ERFIA period was modeled with a set of predictor variables, including 3 forms of habituation and stimulus intensity. Seventy-six pain-free controls and 65 CLBP subjects were eligible for analysis. CLBP subjects showed a significantly decreased linear habituation at 340 to 460 ms in the midline electrodes and C3 (Ps < .05) and had a significantly more pronounced dishabituation for the regions of 400 to 460 ms and 800 to 820 ms for all electrodes, except for T3 and T4 (Ps < .05). No significant group differences for stimulus intensity processing were observed. In this study, group differences with respect to linear habituation and dishabituation were demonstrated. By means of the ERFIA multilevel technique, habituation effects were found in a broad post stimulus range and were not solely limited to peaks. This study suggests that habituation may be a key mechanism involved in the transition process to chronic pain. Future studies with a longitudinal design are required to solve this issue

Children’s television viewing and ADHD-related Behaviors : Evidence from the Netherlands

This study examined how ADHD-related behaviors are associated with children’s overall amount of television viewing, specific content viewing (i.e. violent/scary and educational), and attention and arousal responses when viewing television. Additionally, it explored the moderating role of children’s sex in these relationships. To address these aims, parents of 865 Dutch children (3–7 years) completed a survey measuring ADHD-related behaviors and kept four-day television diaries. We found that ADHD-related behaviors were not associated with overall viewing nor with violent/scary content viewing. These relationships, however, were moderated by sex. Further analyses of these moderations revealed a positive trend between ADHD-related behaviors and overall and violent/scary content viewing for boys only. ADHD-related behaviors were not related to educational content viewing. Furthermore, ADHD-related behaviors were related to more arousal when viewing television, regardless of content, and less attention to overall and educational television. We did not find sex differences in arousal and attention responses

Introducing the Event Related Fixed Interval Area (ERFIA) Multilevel Technique: a Method to Analyze the Complete Epoch of Event-Related Potentials at Single Trial Level

<div><p>In analyzing time-locked event-related potentials (ERPs), many studies have focused on specific peaks and their differences between experimental conditions. In theory, each latency point after a stimulus contains potentially meaningful information, regardless of whether it is peak-related. Based on this assumption, we introduce a new concept which allows for flexible investigation of the whole epoch and does not primarily focus on peaks and their corresponding latencies. For each trial, the entire epoch is partitioned into event-related fixed-interval areas under the curve (ERFIAs). These ERFIAs, obtained at single trial level, act as dependent variables in a multilevel random regression analysis. The ERFIA multilevel method was tested in an existing ERP dataset of 85 healthy subjects, who underwent a rating paradigm of 150 painful and non-painful somatosensory electrical stimuli. We modeled the variability of each consecutive ERFIA with a set of predictor variables among which were stimulus intensity and stimulus number. Furthermore, we corrected for latency variations of the P2 (260 ms). With respect to known relationships between stimulus intensity, habituation, and pain-related somatosensory ERP, the ERFIA method generated highly comparable results to those of commonly used methods. Notably, effects on stimulus intensity and habituation were also observed in non-peak-related latency ranges. Further, cortical processing of actual stimulus intensity depended on the intensity of the previous stimulus, which may reflect pain-memory processing. In conclusion, the ERFIA multilevel method is a promising tool that can be used to study event-related cortical processing.</p> </div