Emotions, Technology, and Behaviors

1st Edition - October 26, 2015
Imprint: Academic Press
Editors: Sharon Y. Tettegah, Dorothy L. Espelage
Language: English
Paperback ISBN:
9 7 8 - 0 - 1 2 - 8 0 1 8 7 3 - 6
eBook ISBN:
9 7 8 - 0 - 0 8 - 1 0 0 7 0 2 - 0

Exploring the connections between technology, emotions, and behaviors is increasingly important as we spend more and more time online and in digital environments. Technology, Emoti… Read more

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Exploring the connections between technology, emotions, and behaviors is increasingly important as we spend more and more time online and in digital environments. Technology, Emotions, and Behavior explains the role of technology in the evolution of both emotions and behaviors, and their interaction with each other. It discusses emotion modeling, distraction, and contagion as related to digital narrative and virtual spaces. It examines issues of trust and technology, behaviors used by individuals who are cut off from technology, and how individuals use technology to cope after disasters such as Hurricane Sandy. Technology, Emotions and Behaviors ends by exploring the construct of empathy and perspective-taking through online videos and socially shared activities. Practitioners and researchers will find this text useful in their work.

Foreword
- Acknowledgments
Preface
- Empathy & Perspective-Taking
- Trust, Loss, and Technology
- Bullying and Technology
- Philosophy, Emotions, and Virtual Environments
Section I: Empathy and Perspective-Taking
- Chapter 1: Emotional Modulation of Perspective Taking: Implications for Computer-Supported Argumentation
  - Abstract
  - Acknowledgments
  - Introduction
  - Literature Review
  - Exploring How Emotions Might Influence Perspective Taking During Argumentation
  - Discussion
  - Conclusions and Implications for Computer-Supported Argumentation
- Chapter 2: Empathy for the Digital Age: Using Video Production to Enhance Social, Emotional, and Cognitive Skills
  - Abstract
  - Acknowledgment
  - Introduction
  - What Is Empathy?
  - Can Empathy Be Learned?
  - Can Empathy Be Mediated?
  - Can Media Production Foster Empathy?
  - Digital Empathy
  - Challenges
  - Significance
- Chapter 3: The Intersection Between Technology, Mind-Wandering, and Empathy
  - Abstract
  - Attention in Empathy
  - Attention in Technology
  - Attention, Empathy, and Technology
  - Qualitative Data
  - Quantitative Data
  - Methods
  - Results
  - Discussion
- Chapter 4: Emotional Contagion and Socialization: Reflection on Virtual Interaction
  - Abstract
  - Introduction
  - Emotional Contagion
  - Emotional Contagion Hypothesis
  - Sources of Emotional Contagion
  - Emotional Contagion: Practical Applications and Consequences
  - Technology-Mediated Interactions and Emotional Contagion
  - Socialization in the Context of Technology-Mediated Social Interactions
Section II: Trust, Loss, and Technology
- Chapter 5: When, How, and Why Do We Trust Technology Too Much?
  - Abstract
  - Authorial Perspective
  - The Nature and Components of Trust
  - Technology, Trust, and Reduced Vigilance
  - Issues and Illustrations
  - Examples in Business
  - Examples in Government
  - Personal User Examples
  - Examples in Higher Education
  - Control Issues in Technology Security
  - Marketers Perpetuating the Myth of Technology Infallibility
  - Causes of Overtrust or Blind Faith in Technology?
  - Dimensions of Overtrust in Technology
  - Broad Loss of Confidence and Guilt by Association
  - Summary
- Chapter 6: Disconnect to Connect: Emotional Responses to Loss of Technology During Hurricane Sandy
  - Abstract
  - Acknowledgments
  - Theoretical Framework
  - Methods
  - Major Findings
  - Discussion
- Chapter 7: Balancing Behaviors: Design-Relevant Phenomena in Couples’ Argumentation via Different Media
  - Abstract
  - Introduction
  - The Current Corpus
  - Analytic Method
  - Phenomena in Prior Literature
  - Disagreement Relevance
  - Preferred and Dispreferred Responses
  - Consensus Orientation
  - Dispute Orientation
  - Aggravation Markers
  - Reluctance Markers
  - Associations Between Phenomena
  - Reluctance Markers in Consensus and Dispute Orientation
  - Dispreferred Dissent, Preferred Dissent, Dispreferred Assent, Preferred Assent
  - Establishing Dispute Orientation
  - New Phenomena in the Couples and Technology Corpus
  - Apparently Unilateral Dispute
  - Maintaining Ambiguity
  - Taking Care
  - Dispute Denial
  - Discussion
Section III: Bullying and Technology
- Chapter 8: Cyberbullying and Its Emotional Consequences: What We Know and What We Can Do
  - Abstract
  - What is Cyberbullying?
  - Theoretical Underpinnings
  - What is the Prevalence of Cyberbullying?
  - What are the Emotional Consequences of Cyberbullying?
  - Intervention Strategies
  - Future Research
- Chapter 9: Technology and Positive Behavioral Interventions and Support: Evaluation, Selection, and Implementation of Computer-Based Socioemotional Training
  - Abstract
  - Positive Behavioral Interventions and Supports (PBIS)
  - PBIS With Technology
  - Integrating Technology in the PBIS Tiers
  - Future Needs for Technology Research and Development
  - Conclusion
Section IV: Philosophy, Emotions, and Virtual Environments
- Chapter 10: Enactive Emotion and Presence in Virtual Environments
  - Abstract
  - Conflict of interest
  - Introduction
  - Enactive Approach
  - Enactive Approach to Emotion
  - Approaches to Presence
  - Emotional Episodes
  - Where
  - A Proposed Enactive Approach to Presence
  - Summary
Index

Sharon Y. Tettegah

Sharon Tettegah is a faculty member and Program Chair of Digital Environments for Learning, Teaching and Agency in the College of Education, at the University of Illinois, at Urbana Champaign. She also has an appointment in the Cognitive Neuroscience in Bio-Intelligence and Human Computer Interaction at the Beckman Institute for Advanced Science and Technology. In addition, she is a Research Scientist and affiliate at the National Center for Supercomputing Applications (NCSA). Her research centers on the intersection of STEM learning, Emotions, Equity and Social justice. She was also a Program Director in 2010-2012 at the National Science Foundation where she managed five programs in the Directorates of Education and Human Resources, Computer and Information Science and Engineering and including a NSF cross-cutting program on Science, Engineering, Education for Sustainability (SEES).

Affiliations and expertise

University of Illinois at Urbana Champaign, IL, USA

Dorothy L. Espelage

Dorothy L. Espelage, Ph.D., is an Edward William Gutgsell & Jane Marr Gutgsell Endowed Professor and Hardie Scholar of Education, in the Department of Educational Psychology at the University of Illinois, Urbana-Champaign. She is an University Scholar and has fellow status in Division 17 (Counseling Psychology) and recent recipient of the Lifetime Achievement Award in Prevention Science of the American Psychological Association. She earned her Ph.D. in Counseling Psychology from Indiana University in 1997. She has conducted research on bullying, homophobic teasing, sexual harassment, dating violence, and gang violence for the last 20 years. As a result, she presents regularly at regional, national, and international conferences and is author on over 120 peer-reviewed journal articles and 25 chapters. She is Associate Editor of the Journal of Counseling Psychology, Immediate Past Vice-President of Division E (Counseling/Human Development) of the American Educational Research Association, and co-Director of the National Partnership to End Interpersonal Violence. She has presented thousands of workshops and in-service training seminars for teachers, administrators, counselors, and social workers across the U.S.

Affiliations and expertise

Department of Educational Psychology, University of Illinois at Urbana-Champaign, IL, USA

Life Sciences

Physical Sciences & Engineering

Social Sciences & Humanities

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