Hint
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Answer
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We--Being is a state of ___, with low levels of ___, overall good physical and mental ___
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happiness, distress, health
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Intrapersonal effects of well-being: self-___ and self-___ process
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perceptual, evaluative
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Interpersonal effects of well-being: stems from social ___
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interaction
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Youth, Social Media Use and Well-Being: social media helps adolescents form ___ with peers through communication outside of ___, identity ___
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relationships, school, exploration
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YSMW Intra: self-esteem is the result of global ___ people make of themselves, fluctuates
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evaluations
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YSMW Intra: body image is the way individuals ___ and ___ about their bodies
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perceive, feel
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YSMW Intra: SNS are theorized to affect self-esteem through a) self-___ (browsing one's own profile), b) social ___ (like-buttons, comments, followers), c) social ___
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reflection, feedback, comparison
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YSMW Inter: Social sharing is the process of reaching out to relational ___ to discuss ___ that elicit substantial ___ ---> positive effect on psychological well-being
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partners, life events, emotion
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YSMW Classic Study (Social sharing through interpersonal media): investigated young people's ___ of social media for social sharing and the effects on ___
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use, well-being
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YSMW Classic Study: students reported most important ___ of the day by using questionnaire for one week
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emotional events
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YSMW Classic Study Results: over 70% of triggering events were ___ through at least one medium
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shared
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YSMW Inter: SNS generate both ___ and ___ social capital
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bonding, bridging
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YSMW Inter: Social support is the assistance, ___, and reassurence people derive from social ___. Anonymity of SNS allows adolescents to discuss embarrassing or ___ topics, which leads to finding similar others through online
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comfort, relationships, stressful
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YSMW Increases well-being: self-___, social ___, social ___, social ___
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reflection, feedback, sharing, support
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YSMW Decreases well-being: social ___
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comparison
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Cyberbullying is an ___ intentional act carried out by a group or individual, using ___ forms of contact, ___ and over time against a victim who cannot easily ___ him or herself
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aggressive, electronic, repeatedly, defend
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CB: ___ or non-___, damaging or sabotaging someone's online ___, excluding a person from online ___, impersonation (___ accounts)
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verbal, verbal, activities, groups, fake
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CB Characteristics of bully: low self-___, lack of affective or cognitive ___
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esteem, empathy
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CB Characteristics of bystander: most do ___, few choose to ___, people don't feel ___
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nothing, participate, responsible
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CB Characteristics of victims: also victimized ___, negative mental ___ outcomes (low self-esteem, depression, anxiety), only few turn to others for ___
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offline, health, help
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CB General Aggression Model: detail how ___ and ___ factors influence ___, ___, and ___. This in turn affects appraisal and ___ processes, which influence ___ or nonaggressive ___ outcomes
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person, situation, cognition, affect, arousal, decision, aggressive, behavioral
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CB Classic Study (Affective and Stress Consequences of Cyberbullying): explores the effect of ___ on emotional ___ and coping ___
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cyberbullying, stress, responses
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Hint
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Answer
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CB Classic Study: students played a ___ (cyberball) against alleged other students (in reality bots) with different conditions: base-line (___), social ___ in public vs. in private, social ___ in public vs. in private
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game, neutral, exclusion, inclusion
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CB Classic Study: questionnaires measured emotional ___ and coping ___
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stress, response
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CB Classic Study Results: social exlcusion led to higher levels of ___ effect, increase in ___, and higher levels of ___ strategies and emotion-focused ___ strategies
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negative, distress, avoidance, coping
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Visual-Spatial Ability is the control of visual-spatial ___, memory for object ___, navigation, etc.
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attention, locations
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Executive Functions is the ability to focus ___, monitor the environment for task-___ information, maintain information in working ___
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attention, relevant, memory
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Effects of Video Games: are learned skills transferable to contexts outside of ___? Goal is to build ___ video games for children
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games, educational
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EVG helpful features of custom designed learning games: in-game agents (___), individualization of game features to match the palyer's ___ / ___, highlight relevant ___
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coaches, needs, interests, stimuli
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EVG Classic Study (Training, maturation and generic influences on the development of executive attention): examined the efficiency of attentional networks after 5 days of ___ based ___ training
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video-game, attention
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EVG Classic Study: 4 to 6 year old ___, ___ version of cognitive tasks (Child Attention Network Test) vs. control group
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children, gamified
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EVG Classic Study Results: improvements in ___ skills and fluid intelligence, more ___ performance after the training
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attention, mature
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EVG Considerations: children unter the age of 3 show a ___ while learning screen-based compared to human-to-human
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deficit
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Fisch's Capacity Model: model for understanding children's ___ of educational ___
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comprehension, television
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Capacity Model of Transferring Educational Media: do children learn from screen ___ and transfer it to everyday ___?
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media, life
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CMTEM Key processes involved in children's transfer of information from educational media: 1. Comprehension (children's initital ability to ___ a lesson conveyed through media), 2. Representation (children's ability to ___ the learned information and create mental ___ for later retrieval), 3. Generalization (act of ___ the representation to a ___ situation)
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understand, abstract, representation, extending, transfer
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CMTEM: when capacity of working memory is ___, subsequent information cannot be appropriately ___ and ___
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exceeded, processed, stored
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CMTEM: 3 main sources of cognitive load place demands on working memory resources while watching educational TV programs; 1. processing of ___ content, 2. processing of ___ content, 3. the degree to which both contents are ___ --> should be well ___
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narrative, educational, aligned, integrated
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CMTEM: 1. Comprehension; when resources compete, ___ will win, 2. Representation; content must be ___ enough to apply to other situations, 3. Generalization; transferring learned information from a ___ screen context to ___ real life situation
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narrative, flexible, 2D, 3D
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CMTEM Classic Study (Participatory Cues and Program Familiarity Predict Young Children's Learning from Educational TV): explores the effect of participatory cues (program feature) and program familiarity (individual characteristic) on educational content ___
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comprehension
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CMTEM Classic Study: preschool-aged children watched an episode of Dora the Explorer with or without ___ cues, ___ with the show was assessed beforehand, then educational content ___ after viewing the episode
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participatory, familiarity, assessment
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CMTEM Classic Study Results: no significant main effect for ___ cues, program familiarity was ___ associated with content comprehension, combination of ___ program familiarity and participatory cues led to the ___ educational content comprehension
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participatory, positively, high, greatest
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CMTEM Conclusion: balance between making content ___ while leaving enough capacity for processing ___ content
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interesting, educational
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