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Cyberpsychology: The Study of Individuals, Society and Digital Technologies [Minkštas viršelis]

4.12/5 (15 ratings by Goodreads)
(Nottingham Trent, UK), Edited by (Nottingham Trent, UK)
  • Formatas: Paperback / softback, 272 pages, aukštis x plotis x storis: 244x188x15 mm, weight: 454 g
  • Serija: BPS Textbooks in Psychology
  • Išleidimo metai: 23-Dec-2016
  • Leidėjas: BPS Blackwell
  • ISBN-10: 0470975628
  • ISBN-13: 9780470975626
Kitos knygos pagal šią temą:
Cyberpsychology: The Study of Individuals, Society and Digital TechnologiesDidesnis paveikslėlis
  • Formatas: Paperback / softback, 272 pages, aukštis x plotis x storis: 244x188x15 mm, weight: 454 g
  • Serija: BPS Textbooks in Psychology
  • Išleidimo metai: 23-Dec-2016
  • Leidėjas: BPS Blackwell
  • ISBN-10: 0470975628
  • ISBN-13: 9780470975626
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9780470975626.html
Raktažodžiai:
CYBERPSYCHOLOGY An important new textbook for an exciting area of contemporary psychological study and research...

The field of cyberpsychology examines the psychology of interactions between individuals, societies and digital technologies. This engaging and accessible textbook offers a complete introduction to the subject. The authors outline key theories, provide critical assessments, identify areas in need of further research, and discuss ways to use digital technologies as a research tool. They also include a wealth of real life examples, activities and discussion questions for students at undergraduate and graduate levels.

Cyberpsychology provides up-to-date coverage of a wide range of topics relating to online behaviour, and considers the potential impact of these interactions offline:





online identity online dating and relationships pornography cyberbullying children's use of the Internet online games and gambling deception online crime
List of Tables, Figures and Boxes
x
Chapter 1 Introduction
1(8)
Chapter 2 The `Self' in Cyberspace
9(14)
2.1 Defining the `Self'
9(4)
2.2 The self in cyberspace
13(1)
2.3 Disembodied selves in cyberspace
13(3)
2.4 The cyborg self
16(1)
2.5 Goffman: Performing self online
17(1)
2.6 Possible selves in cyberspace
18(1)
2.7 Social identities in cyberspace
19(1)
2.8 Visually anonymous?
20(1)
2.9 Conclusions
21(2)
Chapter 3 Online Relationships
23(16)
3.1 Traditional relationships: Offline realm
23(2)
3.2 Applying old theories to online relationships
25(2)
3.3 New theories to explain online relating
27(3)
3.4 A brief history of online relating
30(3)
3.5 Contemporary online spaces
33(3)
3.6 Interacting in various spaces
36(1)
3.7 Future development in the field
37(1)
3.8 Conclusions
37(2)
Chapter 4 Online Dating
39(12)
4.1 What is an online dating site?
39(1)
4.2 Motivations for using an online dating site
40(1)
4.3 Psychological characteristics of online daters
41(1)
4.4 Comparing online dating sites with personal ads
42(1)
4.5 Presenting oneself on an online dating site
43(1)
4.6 Dating deception
44(1)
4.7 A perfect match or a numbers game?
45(1)
4.8 Stages in the online dating process
46(3)
4.9 Conclusions
49(2)
Chapter 5 Online Sexual Activities
51(11)
5.1 The beginnings of Internet sex
51(1)
5.2 The Triple A Engine
52(1)
5.3 Cybersex: Debilitating or liberating?
53(1)
5.4 Interactive sex entertainment
54(1)
5.5 Cybersex addiction
54(1)
5.6 The Internet as an enabler of risky offline sexual encounters
55(1)
5.7 The Internet and sexual health information
56(1)
5.8 Social support and exploring sexuality
57(1)
5.9 Teens and risky sexual online behaviour
58(2)
5.10 Teledildonics and the future of sex in cyberspace
60(1)
5.11 Conclusions
60(2)
Chapter 6 Internet Infidelity
62(11)
6.1 Defining Internet infidelity
63(1)
6.2 Unfaithful online sexual activities
63(2)
6.3 Virtual or real?
65(1)
6.4 Emotional infidelity
65(1)
6.5 Gender differences: Which is worse -- sex or love?
66(2)
6.6 Qualitative differences between online and offline affairs
68(2)
6.7 Virtual affairs with an avatar
70(1)
6.8 Conclusions
71(2)
Chapter 7 Children's and Teens' Use of Digital Technologies
73(13)
7.1 Internet usage
73(1)
7.2 The digital divide
74(1)
7.3 Digital technologies: Harmful or empowering for young people?
75(1)
7.4 Illegal content and illegal activities
76(1)
7.5 Cyberbullying and cyberharassment
77(2)
7.6 Scams, children and teens
79(1)
7.7 Identity development
80(1)
7.8 Activism
81(1)
7.9 Radicalization
82(2)
7.10 Conclusions
84(2)
Chapter 8 Online Education
86(15)
8.1 Technology and learning
86(1)
8.2 E-learning
87(2)
8.3 E-learning versus face-to-face learning
89(1)
8.4 Synchronous and asynchronous communication within e-learning
90(3)
8.5 Media richness theory
93(2)
8.6 Salmon's stage model of e-learning
95(1)
8.7 3-D learning environments
96(3)
8.8 Conclusions
99(2)
Chapter 9 Leisure and Entertainment
101(13)
9.1 What is leisure and what motivates our pursuit of it?
101(2)
9.2 Online family leisure
103(1)
9.3 Older adults
103(1)
9.4 Technoference: Encroaching on leisure time within relationships
104(1)
9.5 Telecommunication
105(1)
9.6 Time and functional displacement effects
106(4)
9.7 Twitter
110(2)
9.8 Conclusions
112(2)
Chapter 10 Online Gaming and Gambling
114(14)
10.1 Internet addiction
114(2)
10.2 Internet gambling addiction
116(1)
10.3 Internet gaming addiction
117(1)
10.4 Aggressive video games
118(5)
10.5 Transcending taboos: Video games
123(1)
10.6 Games for learning
124(2)
10.7 Conclusions
126(2)
Chapter 11 Online Deception
128(13)
11.1 Defining deception
128(1)
11.2 Deception in cyberspace
129(4)
11.3 Do we lie more online?
133(4)
11.4 Detecting deception
137(1)
11.5 Conclusions
138(3)
Chapter 12 Online Crimes: Scams, Fraud and Illegal Downloads
141(15)
12.1 Phishing
142(1)
12.2 Vishing
143(1)
12.3 Why are people tricked by phishing?
144(2)
12.4 Improving detection
146(1)
12.5 Mass-marketing fraud
146(3)
12.6 Awareness campaigns
149(1)
12.7 Cognitive and motivational errors
150(1)
12.8 What type of person tends to be susceptible to MMF?
151(1)
12.9 Stages involved in the online dating romance scam
152(1)
12.10 Illegal downloads
152(2)
12.11 Conclusions
154(2)
Chapter 13 Online Crimes: Cyberharassment, Hate Crimes and Cyberwarfare
156(14)
13.1 Online harassment and stalking
156(2)
13.2 Cyberstalking and the law
158(1)
13.3 Psychologically profiling criminals and victims
159(1)
13.4 Hate crimes
160(2)
13.5 Cyberwarfare
162(3)
13.6 Surveillance and monitoring
165(3)
13.7 Conclusions
168(2)
Chapter 14 Online Crimes: Child Pornography and Paedophilia
170(17)
14.1 The Internet and the increase in child pornography
171(1)
14.2 Child pornography and the law
172(2)
14.3 Pseudo-photographs
174(2)
14.4 Types of child pornography offenders
176(3)
14.5 Characteristics of child pornography offenders
179(1)
14.6 The relationship between child pornography and hands-on offending
180(1)
14.7 Theoretical approaches to child pornography offending
181(4)
14.8 Conclusions
185(2)
Chapter 15 Online Support and Health Care
187(13)
15.1 The Internet and health
187(1)
15.2 Characteristics and motivations
188(1)
15.3 Online health searching and cyberchondria
189(2)
15.4 Social media, group forums and support sites
191(2)
15.5 E-therapy
193(3)
15.6 Assessing the effectiveness of e-therapies
196(1)
15.7 Immersive virtual environments as aids to treatment
197(1)
15.8 Conclusions
198(2)
Chapter 16 Concluding Thoughts
200(3)
References 203(37)
Index 240
Monica T. Whitty is Professor of Human Factors in Cyber Security in WMG at the University of Warwick, UK. Her research focus is on cybersecurity, cybercrime and online behaviour. She is a co-author or co-editor of several books, and has published widely on cybersecurity, mass-marketing fraud, insider threat, cyberstalking, online identity, cyber-relationships, cyberethics, online surveillance and taboos in video games.

Garry Young is Senior Lecturer in Psychology at Nottingham Trent University, UK. His research and teaching focus on the ethics of enacting real-life taboos within virtual environments, the phenomenology of delusions, and embodied cognition. He has published widely on ethics in video games, notions of self in cyberspace, the Capgras and Cotard delusions, and differences between procedural and declarative knowledge.