Relevant bibliographies by topics / Psychology – encyclopedias

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Academic literature on the topic 'Psychology – encyclopedias'

Author: Grafiati
Published: 26 July 2024
Last updated: 27 July 2024

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Journal articles on the topic "Psychology – encyclopedias"

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Benjamin, Ludy T., William H. M. Bryant, Catherine Campbell, Jolynn Luttrell, and Cynthia Holtz. "Between Psoriasis and Ptarmigan: American Encyclopedia Portrayals of Psychology, 1880–1940." Review of General Psychology 1, no. 1 (March 1997): 5–18. http://dx.doi.org/10.1037/1089-2680.1.1.5.

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Articles in encyclopedias represented 1 of several avenues that the new experimental psychologists of the late 19th and early 20th centuries had to portray their science to the public, and as such, these entries are important documents in understanding the agenda of the psychologist authors and the bases for the public's understanding of psychology. This article describes a content analysis of the psychology entries from 174 American encyclopedias published between 1880 and 1940. The analysis focuses on the changes in this content over time and the correspondence of those changes to the evolution of American psychology. The data show that the encyclopedia entries were slow in reporting changes in psychology and often promoted a singular view of the subject matter of psychology.
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Abramson, Charles I., and Aaron J. Place. "Note regarding the Word ‘Behavior’ in Glossaries of Introductory Textbooks, Dictionaries, and Encyclopedias Devoted to Psychology." Perceptual and Motor Skills 101, no. 2 (October 2005): 568–74. http://dx.doi.org/10.2466/pms.101.2.568-574.

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Glossaries of introductory textbooks in psychology, biology, and animal behavior were surveyed to find whether they included the word ‘behavior’. In addition to texts, encyclopedias and dictionaries devoted to the study of behavior were also surveyed. Of the 138 tests sampled across all three fields, only 38 (27%) included the term ‘behavior’ in their glossaries. Of the 15 encyclopedias and dictionaries surveyed, only 5 defined ‘behavior’. To assess whether the term ‘behavior’ has disappeared from textbook glossaries or whether it has usually been absent, we sampled 23 introductory psychology texts written from 1886 to 1958. Only two texts contained glossaries, and the word ‘behavior’ was defined in both. An informal survey was conducted of students enrolled in introductory classes in psychology, biology, and animal behavior to provide data on the consistency of definitions. Students were asked to “define the word ‘behavior’.” Analysis indicated the definition was dependent upon the course. We suggest that future introductory textbook authors and editors of psychology-based dictionaries and encyclopedias include ‘behavior’ in their glossaries.
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Bay, Mark T. "The Development and Continuing Value of Psychology Encyclopedias." Behavioral & Social Sciences Librarian 20, no. 2 (May 16, 2002): 65–74. http://dx.doi.org/10.1300/j103v20n02_07.

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Frost-Arnold, Karen. "TRUSTWORTHINESS AND TRUTH: THE EPISTEMIC PITFALLS OF INTERNET ACCOUNTABILITY." Episteme 11, no. 1 (October 29, 2013): 63–81. http://dx.doi.org/10.1017/epi.2013.43.

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AbstractSince anonymous agents can spread misinformation with impunity, many people advocate for greater accountability for internet speech. This paper provides a veritistic argument that accountability mechanisms can cause significant epistemic problems for internet encyclopedias and social media communities. I show that accountability mechanisms can undermine both the dissemination of true beliefs and the detection of error. Drawing on social psychology and behavioral economics, I suggest alternative mechanisms for increasing the trustworthiness of internet communication.
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Habsy, Bakhrudin Al, Falisa Oktafiani, Dona Maretta Salsabila, and Chintya Inayatus Zahro. "Teori Humanistik dalam Proses Pembelajaran." Jurnal Teknologi Pendidikan 1, no. 2 (December 10, 2023): 12. http://dx.doi.org/10.47134/jtp.v1i2.162.

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This research aims to understand that Humanistic Theory is crucial for creating innovative learning in schools. The study utilizes library research and questionnaires, with data gathered from various sources such as books, encyclopedias, dictionaries, journals, documents, magazines, and others. In educational psychology, the humanistic learning theory holds paramount significance. This theory emphasizes the importance of an individual's experiences and how these experiences influence their learning process. According to the humanistic learning theory, learning is not merely about memorizing information; rather, it goes beyond that, emphasizing the freedom to explore and achieve independently anywhere. The theory strives to humanize individuals, as implied by its name, humanistic, which signifies humanity.
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ABRAMSON, CHARLES I. "NOTE REGARDING THE WORD 'BEHAVIOR' IN GLOSSARIES OF INTRODUCTORY TEXTBOOKS, DICTIONARIES, AND ENCYCLOPEDIAS DEVOTED TO PSYCHOLOGY." Perceptual and Motor Skills 101, no. 6 (2005): 568. http://dx.doi.org/10.2466/pms.101.6.568-574.

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Solgi, Maryam, and Maryam Safara. "Philosophical - Psychological 's Recognition of Concept of Spirituality." Advances in Language and Literary Studies 9, no. 2 (April 30, 2018): 84. http://dx.doi.org/10.7575//aiac.alls.v.9n.2p.84.

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In many of the contemporary writings, the scholars have talked about spirituality as a constant pursuit of humanity throughout history. Throughout history, the search for spirituality has found numerous cultural interpretations, but its critical and comparative study in the global and intercultural context is an emerging phenomenon of the twentieth century. Although many contemporary dictionaries and encyclopedias refer to spiritualism, spiritual associations, and spiritual experiences, or spiritual ways, they are not necessarily included an entry for spirituality in the true sense of the word. Some religions do not have a precise word for the term ‘spirituality’ which derives from the Christian tradition, but nevertheless the notion of spirituality has become popular today and is now used both inside and outside the religions as well as in the inter-faith and secular fields. The tendencies that are common in contemporary times to spirituality emphasize individuality and self-development and have been accompanied by a different understanding of human psychology.
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Kuzembayeva, Gulzhana. "The Ethnic Content of the Values Son and Daughter in the Kazakh Culture: Ethnopsycholinguistic Study of Family and Relative Values." PSYCHOLINGUISTICS 35, no. 2 (April 12, 2024): 82–107. http://dx.doi.org/10.31470/2309-1797-2024-35-2-82-107.

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Purpose. The study is aimed at exploring the ethnic content of values ұл / son and қыз / daughter in the Kazakh language and culture bearers’ linguistic consciousness and determining their place in the system of family and relative values in the Kazakh culture at the level of the state. The problem under study is especially relevant in the context of transformation of Kazakhstani society, heterogeneity of language situation and cultural diversity across regions. Methods. The study employed an ethnographic research design, which included a component analysis, an association experiment, and a ranking of values ұл / son and қыз / daughter by the representatives of the Kazakh nation. The study materials comprised linguistic data, obtained from dictionaries and encyclopedias of the Kazakh language, Kazakh paremias, and data of the association experiment. Semantic components of the values were defined and modelling of the association fields was conducted with further categorization of semantic gestalts. Results. The analysis of Kazakh dictionaries, encyclopedias and paremias revealed the importance of raising children based on good examples in Kazakh families. A son in Kazakh culture is considered great happiness, luck, and wealth, as he is the successor of his father and the heir of the family house in the future, whereas a daughter is raised in especially strict conditions, though treated as a guest, considered the prosperity in the family, pampered and valued for her beauty and girlish behaviour. The association experiment’s results were in line with the analysis of proverbs, showing the common and different components in the association fields and semantic zones of the values. The ranking of values ұл / son and қыз / daughter confirmed our hypothesis. Conclusions. Children are of utmost importance in the Kazakh culture, though the treatment and relation to a son and a daughter, as well as their place in the family differs because of their different roles and responsibilities.
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Voiskounsky, A. E. "The Internet as a space of knowledge: psychological aspects of hypertext structures." Современная зарубежная психология 6, no. 4 (2017): 7–20. http://dx.doi.org/10.17759/jmfp.2017060401.

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In modern researches which could be attributed to psychology of Internet or, put another way, to cyberpsychology, works on game and communicative behavior are massively presented. The article argues that no less attention of psychologists should be paid to features of cognitive activity in Internet. It is noted that indirect Internet search through keywords and Boolean operators, as well as reading of found online materials (articles, textbooks and encyclopedias, thematic discussions and posts, news in electronic MEDIA, etc.) alongside with distant learning, inquiry, etc. qualitatively differ from traditional methods of performing cognitive activity, in particular by virtue of a special organizational structure of cyberspace-combining various elements through hyperlinks. The saturation of traditional information materials of such links leads to the formation of hypertext structures. Hypertext operation (and hypermedia) is the most characteristic feature of the implementation of the cognitive activity in the modern epoch. The article discusses the psychological specificity of hypertext structures in the process of reading and understanding in works of artistic culture in everyday life and in training activities. It is noted that hypertext document used for training should avoid unmotivated links and introduce elements of standardization.
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Aslan qızı Əfəndiyeva, Teybə. "The study of psychological problems of developmental stages of the family in modern times." SCIENTIFIC WORK 68, no. 07 (July 22, 2021): 56–60. http://dx.doi.org/10.36719/2663-4619/68/56-60.

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The family is an integral part of society. More precisely, the family can be called the primary social group. We know that the family is a key component of the social structure of any society, performs various social functions and plays a key role in the development of society. As the society developed socio-economically and culturally in the ups and downs of the historical process, the family developed along with it and gained new features. Let's look at some definitions of the family in modern encyclopedias and dictionaries: The family is a small group based on marriage or blood relationship. Its members are connected to each other by domestic unity, mutual moral responsibility and mutual assistance. The innovations of each stage of family development, the immediate development zone and the possible forms of fixation or regression in the family development are all given in separate stages of development. The highlighted stages not only reflect the social changes in the family, but also the changes in life goals, values and social roles of family members through their prism. Keywords: Development, psychology, problem, family, social, system, relationships, internal, roles
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Dissertations / Theses on the topic "Psychology – encyclopedias"

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Purdham, Medrie. "The encyclopedic imagination in the Canadian artist figure /." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85955.

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The "encyclopedic imagination" describes an artist's conviction that a work of art must be expansive and inclusive to a point of total embodiment. The artist (or dramatized artist figure) implies that the work of art must give a total account not only of the subjective life of the artist but of the reality to which the representing self responds. The focus of this study is not on any work's encyclopedic achievement (for the artist's inclusive ideal always remains well outside the actual capacity of the work), but on the relationship of the ideal of aesthetic all-inclusiveness to a problematic ideal of encompassing selfhood for the representing personality.
Following an introduction that establishes modern and postmodern conceptions of the notion of aesthetic totality, this dissertation describes, in six Canadian works, the (untenable) radicalization of the self through the "encyclopedic" ideal. Chapter one considers Ernest Buckler's The Mountain and the Valley (1952) and notes that the protagonist's drive towards total representation is costly to his sense of authentic temporality. Chapter two identifies "total embodiment" as the governing poetic principle of P. K. Page's The Hidden Room (poems c.1942-1997), and suggests the relation of this ideal to Page's apparent creative crisis. Chapter three examines the ethics of all-inclusive representation in Leonard Cohen's Beautiful Losers (1966) and argues that the novel's vision of the world incorporated into a single body is a reflection of both the totalitarian politic of One Man and of apocalyptic-beatific "total identity." Chapter four looks at Margaret Atwood's Cat's Eye (1988) in terms of the trope of the "perverse museum" in Atwood's oeuvre. The novel's treatment of representation as exhibition figures identity as a matter of insatiable demonstration. Chapter five considers the "life-long" poems of Louis Dudek (Continuation c.1971-2001) and bpNichol (The Martyrology 1967-1988) as particularly marked cases of works that must continue until they have enfolded a coherent world-view into an all-encompassing subjectivity.
Each chapter stresses the counterintuitive quality of the "encyclopedic" ideal and demonstrates that a total yet coherent representation of the world seems inversely proportional to a coherent yet total representation of the self.
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Morelen, Diana M. "Children's Depression Inventory-2." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/445.

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Book Summary: This Encyclopedia provides a comprehensive overview of individual differences within the domain of personality, with major sub-topics including assessment and research design, taxonomy, biological factors, evolutionary evidence, motivation, cognition and emotion, as well as gender differences, cultural considerations, and personality disorders. It is an up-to-date reference for this increasingly important area and a key resource for those who study intelligence, personality, motivation, aptitude and their variations within members of a group.
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Books on the topic "Psychology – encyclopedias"

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E, Kazdin Alan, ed. Encyclopedia of psychology. Washington, D.C: American Psychological Association, 2000.

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1914-, Corsini Raymond J., ed. Encyclopedia of psychology. 2nd ed. New York: Wiley, 1994.

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Cordón, Luis A. Popular psychology: An encyclopedia. Westport, Conn: Greenwood Press, 2005.

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1907-, Magill Frank Northen, ed. Psychology basics. Pasadena, Calif: Salem Press, 1998.

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F, Baumeister Roy, and Vohs Kathleen D, eds. Encyclopedia of social psychology. Thousand Oaks, Calif: Sage Publications, 2007.

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Wilhelm, Carla E. Encyclopedia of cognitive psychology. Hauppauge, N.Y: Nova Science Publishers, 2011.

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J, Salkind Neil, and Rasmussen Kristin 1981-, eds. Encyclopedia of educational psychology. Thousand Oaks, Calif: Sage Publications, 2008.

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J, Corsini Raymond, Auerbach Alan J, and Anastasi Anne 1908-, eds. Concise encyclopedia of psychology. 2nd ed. New York: J. Wiley, 1998.

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B, Strickland Bonnie, ed. The Gale encyclopedia of psychology. 2nd ed. Detroit, MI: Gale Group, 2001.

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J, Corsini Raymond, ed. Concise Encyclopedia of psychology. New York: Wiley, 1987.

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Book chapters on the topic "Psychology – encyclopedias"

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Moore, Kevin. "Psychology." In Encyclopedia of Tourism, 753–57. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-01384-8_295.

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Cassenti, Daniel N., and Katherine R. Gamble. "Psychology." In Encyclopedia of Big Data, 775–78. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-319-32010-6_173.

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Cassenti, Daniel N., and Katherine R. Gamble. "Psychology." In Encyclopedia of Big Data, 1–4. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-32001-4_173-1.

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Loewenthal, Kate M. "Psychology." In Encyclopedia of Psychology and Religion, 1867–69. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-24348-7_540.

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Welling, Lisa L. M. "Psychology." In Encyclopedia of Evolutionary Psychological Science, 1–2. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-16999-6_479-1.

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Loewenthal, Kate M. "Psychology." In Encyclopedia of Psychology and Religion, 1415–17. Boston, MA: Springer US, 2014. http://dx.doi.org/10.1007/978-1-4614-6086-2_540.

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Waldron, David, Sukey Fontelieu, David Berman, Paul Larson, Paul Larson, Nicholas Grant Boeving, John Ryan Haule, et al. "Psychology." In Encyclopedia of Psychology and Religion, 725–26. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71802-6_540.

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Welling, Lisa L. M. "Psychology." In Encyclopedia of Evolutionary Psychological Science, 6376–77. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-19650-3_479.

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Loewenthal, Kate M. "Psychology." In Encyclopedia of Psychology and Religion, 1–3. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-642-27771-9_540-5.

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Loewenthal, Kate M. "Psychology." In Encyclopedia of Psychology and Religion, 1–3. Berlin, Heidelberg: Springer Berlin Heidelberg, 2016. http://dx.doi.org/10.1007/978-3-642-27771-9_540-6.

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Conference papers on the topic "Psychology – encyclopedias"

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Pinchuk, Olga, and Liliia Luparenko. "Modern resources for the formation, systematization and unification of the conceptual and terminological apparatus." In First International Conference "Open Science and Innovation in Ukraine 2022". State Scientific and Technical Library of Ukraine, 2022. http://dx.doi.org/10.35668/978-966-479-129-5-3-5.

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Ukrainian education requires a professional digital encyclopedia containing scientifically reliable and modern interpretations of the terminology of pedagogy and psychology. Electronic encyclopedias provide 24/7 access to content, search functions, inclusion of multimedia content in articles. The developing of the “Ukrainian Electronic Encyclopedia of Education” will ensure the formation, systematization, unification, and up-to-date maintenance of educational terminology.
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Fulantelli, Giovanni, Lidia Scifo, and Davide Taibi. "THE ECOLOGICAL SYSTEMS THEORY OF HUMAN DEVELOPMENT TO EXPLORE THE STUDENT-SOCIAL MEDIA INTERACTION." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-019.

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According to the Bronfenbrenner's ecological systems theory of human development ([1][2][3][4][5]), the development of each individual cannot be observed without considering its relationship with the development of other people and, above all, with the environment in which they live. The ecological orientation of Bronfenbrenner with respect to human development is therefore based on the interest in the progressive adaptation between an active organism that grows and its immediate environment: the individual-environment interaction that is determined by the relationships existing between the different environmental situations and the individuals present in that context is fundamental. Consequently, the ecological environment that is considered relevant to development processes is not limited to a single environmental situation but includes the interconnections between multiple environmental situations and the different influences of each individual. The evolution of the Internet-based technologies has brought to the development of solutions that have profoundly changed the way we live, including education. The advent of social media and social networks represents a milestone in the history of Internet, opening up to profound reflections on the "virtualization" of relationships, their growing importance in everyday life, and their role in education. Many authors argue that the Internet and the social media should no longer be considered as a tool to connect to a virtual reality that is separate from the real world, but as a place in which users live daily ([6][9][11][10]); consequently, they constitute one of the environmental situations mentioned by Bronfenbrenner. However, the risks deriving from the use of social media have been widely discusses in the literature ([7][8][12]). Adolescents are more exposed to the social media threats, since they are unable to perceive the profoundly different dynamics that govern offline and online networks. In this paper, having in mind the Bronfenbrenner's ecological systems theory of human development, we argue that the progressive adaptation of students to social media should be considered as a process of their growth and development. Furthermore, we analyze some corrections to be introduced in the educational paths of adolescents necessary to reduce the threats deriving from the use of social media and social networks in education. Reference Text and Citations [1] Bronfenbrenner, U. (1961). Toward a theoretical model for the analysis of parent-child relationships in a social context. In J. C. Glidewell (Ed.), Parental attitudes and child behavior (pp. 90-109). Springfield, IL: Charles C. Thomas. [2] Bronfenbrenner, U. (1973). Social ecology of human development. In F. Richardson (Ed.), Brain and intelligence: The ecology of child development (pp. 113-129). Hyattsville, MD: National Education Press. [3] Bronfenbrenner, U. (1974). Developmental research, public policy, and the ecology of childhood. Child Development, 45, 1-5. https://doi.org/10.2307/1127743 [4] Bronfenbrenner, U. (1994). Ecological models of human development. In T. Husen & T. N. Postlethwaite (Eds.), International encyclopedia of education (2nd ed., Vol. 3, pp. 1643-1647). Oxford, UK: Pergamon Press and Elsevier Science. [5] Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In W. Damon (Series Ed.) & R. M. Lerner (Vol. Ed.), Handbook of child psychology: Theoretical models of human development (pp. 793-828). New York, NY: Wiley. [6] Carr, N. (2011). The Shallows: What the Internet Is Doing to Our Brains. New York: W.W. Norton & Company. [7] Livingstone, S., Haddon, L., G?rzig, A., & ?lafsson, K. (2011). Risks and safety on the internet: The perspective of European children. Full Findings. London: EU Kids Online, LSE. [Google Scholar] [8] Martin, F., Wang, C., Petty, T., Wang, W., & Wilkins, P. (2018). Middle school students' social media use. Journal of Educational Technology & Society, 21(1), 213-224. https://www.jstor.org/stable/26273881 [9] Musetti, A., Cattivelli, R., Giacobbi, M., Zuglian, P., Ceccarini, M., Capelli, F., et al. (2016). Challenges in internet addiction disorder: is a diagnosis feasible or not? Frontiers in Psychology, 7. doi: 10.3389/fpsyg.2016.00842 [10] Musetti, A., Cattivelli, R., Zuglian, P., Terrone, G., Pozzoli, S., Capelli, F., et al. (2017). Internet addiction disorder o internet related psychopathology? [Internet Addiction disorder or Internet Related Psychopathology?]. Giornale Italiano di Psicologia, 44, 359-382. doi: 10.1421/87345 [11] Taymur, I., Budak, E., Demirci, H., Akdag, H.A., Gungor, B.B., & Ozdel, K. (2016). A study of the relationship between internet addiction, psychopathology and dysfunctional beliefs. Computers in Human Behavior,61, 532-536. https://doi.org/10.1016/j.chb.2016.03.043 [12] Willoughby, M. (2018). A review of the risks associated with children and young people's social media use and the implications for social work practice. Journal of Social Work Practice,33(2), 127-140. https://doi.org/10.1080/02650533.2018.1460587
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