No 13 - Journal of Social Informatics / Revista de Informatica Sociala
No 13 - Journal of Social Informatics / Revista de Informatica Sociala No 13 - Journal of Social Informatics / Revista de Informatica Sociala
versiune mai modernă, Bandura a pus un accent mai mare pe procesele cognitive şi autoregulatoare ale copiilor. El nu mai considera că mass-media ar avea vreun efect, ci că efectul depindea de caracteristicile mesajului transmis prin media, de particularităţile copilului şi ale mediului înconjurător. Presupunerea psihologilor din mass-media că efectele asupra copiilor sunt condiţionate şi selective este acum atât de răspândită încât trebuie să fie considerată una din paradigmele fundamentale ale cercetărilor efectelor mass-mediei. BIBLIOGRAFIE 1. Acuff, D. S. (1997). What kids buy and why: The psychology of marketing to kids. New York: Free Press. 2. Adams, R. J. (1987). An evaluation of color preference in early infancy. Infant Behavior and Development, 10. pp. 143–150. 3. Allison, B., & Schultz, J.B. (2001). Interpersonal identity formation during early adolescence. Adolescence. 36. pp. 509–523. 4. Alwitt, L.F., Anderson, D.R., Pugzles-Lorch, E., & Levin, S.R. (1980). Preschool children's visual attention to attributes of television. Human Communication Research. 7. pp. 52–67. 5. Anderson, C.A., & Bushman, B.J. (2001). Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior: A meta-analytic review of the scientific literature. Psychological Science. 12(5). pp. 353–359. 6. Anderson, D.R., & Pugzles-Lorch, E. (1983). Looking at television: Action or reaction. In J. Bryant & D. Anderson (Eds.). Children's understanding of television. (pp. 1–33). New York: Academic Press. 7. Anderson, D.R., Pugzles-Lorch, E.P., Field, D.E., Collins, P.A., & Nathan, J.G. (1986). Tele-vision viewing at home: Age trends in visual attention and time with TV. Child Development. 57. pp. 1024–1033. 8. Anderson, D.R., Pugzles-Lorch, E.P., Field, D.E., & Sanders, J. (1981). The effects of TV program comprehensibility on preschool children's visual attention to television. Child Development. 52. pp. 151–157. 9. Bonk, C.J. & King, K.S. (1998). Electronic collaborators: Learner centered technologies for literacy, apprenticeship, and discourse. Mahwah: Lawrence Erlbaum. 10. Butzin, S. M. (2000). Using instructional technology in transformed learning environments: An evaluation of project child. Journal of Research in Educational Computing Education. 33 (4). pp. 367-384 11. Hopson, M. H., Simms, R. L., & Knezek, G. A. (2002). Using a technologically enriched environment to improve higher-order thinking skills. Journal of Research on Technology in Education. 34 (2). pp. 109-119. 12. Marina, S. T. (2001). Facing the challenges, getting the right way distance learning. Education at a Distance. 15(30). pp. 1-8. Retrieved October 25, 2005 from http://www.usdla.org/html/journal/MAR01_Issue/article03.html. 13. Reiser, R. A. (2001). A history of instructional design and technology: Part 1: A history of instructional media. Educational Technology Research and Development. Vol. 49 No. 1. pp. 53-64. pag. 78: Revista de Informatică Socială | Vol. III (13) / 2010 | ISSN 1584-384X
- Page 27 and 28: Amintim în acest sens seria de fil
- Page 29 and 30: În susținerea acestei stări de s
- Page 31 and 32: INTRODUCERE Odată cu apariţia noi
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- Page 39 and 40: c) Microblogging-ul ca şi CANAL DE
- Page 41 and 42: 17. Pew Internet (2009). Online par
- Page 43 and 44: REDEFINIREA CONCEPTULUI DE IDENTITA
- Page 45 and 46: scenă și managementul impresiei i
- Page 47 and 48: În ciuda caracteristicii comune a
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- Page 51 and 52: schimbat esențial: avatarul permit
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- Page 59 and 60: În final, putem spune că procesul
- Page 61 and 62: THE INFLUENCES OF INTRODUCING NEW T
- Page 63 and 64: Cel mai important criteriu care imp
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- Page 67 and 68: THE KING IS DEAD, LONG LIVE THE KIN
- Page 69 and 70: 2. ALTERNATIVE METODOLOGICE Compone
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- Page 75 and 76: PERSPECTIVE ASUPRA MASS-MEDIEI ŞI
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versiune mai mo<strong>de</strong>rnă, Bandura a pus un accent mai mare pe procesele cognitive şi autoregulatoare<br />
ale copiilor. El nu mai consi<strong>de</strong>ra că mass-media ar avea vreun efect, ci că efectul <strong>de</strong>pin<strong>de</strong>a <strong>de</strong><br />
caracteristicile mesajului transmis prin media, <strong>de</strong> particularităţile copilului şi ale mediului<br />
înconjurător. Presupunerea psihologilor din mass-media că efectele asupra copiilor sunt<br />
condiţionate şi selective este acum atât <strong>de</strong> răspândită încât trebuie să fie consi<strong>de</strong>rată una din<br />
paradigmele fundamentale ale cercetărilor efectelor mass-mediei.<br />
BIBLIOGRAFIE<br />
1. Acuff, D. S. (1997). What kids buy and why: The psychology <strong>of</strong> marketing to kids. New<br />
York: Free Press.<br />
2. Adams, R. J. (1987). An evaluation <strong>of</strong> color preference in early infancy. Infant Behavior<br />
and Development, 10. pp. 143–150.<br />
3. Allison, B., & Schultz, J.B. (2001). Interpersonal i<strong>de</strong>ntity formation during early<br />
adolescence. Adolescence. 36. pp. 509–523.<br />
4. Alwitt, L.F., An<strong>de</strong>rson, D.R., Pugzles-Lorch, E., & Levin, S.R. (1980). Preschool<br />
children's visual attention to attributes <strong>of</strong> television. Human Communication Research.<br />
7. pp. 52–67.<br />
5. An<strong>de</strong>rson, C.A., & Bushman, B.J. (2001). Effects <strong>of</strong> violent vi<strong>de</strong>o games on aggressive<br />
behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial<br />
behavior: A meta-analytic review <strong>of</strong> the scientific literature. Psychological Science.<br />
12(5). pp. 353–359.<br />
6. An<strong>de</strong>rson, D.R., & Pugzles-Lorch, E. (1983). Looking at television: Action or reaction.<br />
In J. Bryant & D. An<strong>de</strong>rson (Eds.). Children's un<strong>de</strong>rstanding <strong>of</strong> television. (pp. 1–33).<br />
New York: Aca<strong>de</strong>mic Press.<br />
7. An<strong>de</strong>rson, D.R., Pugzles-Lorch, E.P., Field, D.E., Collins, P.A., & Nathan, J.G. (1986).<br />
Tele-vision viewing at home: Age trends in visual attention and time with TV. Child<br />
Development. 57. pp. 1024–1033.<br />
8. An<strong>de</strong>rson, D.R., Pugzles-Lorch, E.P., Field, D.E., & San<strong>de</strong>rs, J. (1981). The effects <strong>of</strong><br />
TV program comprehensibility on preschool children's visual attention to television.<br />
Child Development. 52. pp. 151–157.<br />
9. Bonk, C.J. & King, K.S. (1998). Electronic collaborators: Learner centered<br />
technologies for literacy, apprenticeship, and discourse. Mahwah: Lawrence Erlbaum.<br />
10. Butzin, S. M. (2000). Using instructional technology in transformed learning<br />
environments: An evaluation <strong>of</strong> project child. <strong>Journal</strong> <strong>of</strong> Research in Educational<br />
Computing Education. 33 (4). pp. 367-384<br />
11. Hopson, M. H., Simms, R. L., & Knezek, G. A. (2002). Using a technologically<br />
enriched environment to improve higher-or<strong>de</strong>r thinking skills. <strong>Journal</strong> <strong>of</strong> Research on<br />
Technology in Education. 34 (2). pp. 109-119.<br />
12. Marina, S. T. (2001). Facing the challenges, getting the right way distance learning.<br />
Education at a Distance. 15(30). pp. 1-8. Retrieved October 25, 2005 from<br />
http://www.usdla.org/html/journal/MAR01_Issue/article03.html.<br />
<strong>13</strong>. Reiser, R. A. (2001). A history <strong>of</strong> instructional <strong>de</strong>sign and technology: Part 1: A history<br />
<strong>of</strong> instructional media. Educational Technology Research and Development. Vol. 49<br />
<strong>No</strong>. 1. pp. 53-64.<br />
pag. 78: <strong>Revista</strong> <strong>de</strong> Informatică <strong>Social</strong>ă | Vol. III (<strong>13</strong>) / 2010 | ISSN 1584-384X