an article by Kaylee Payne Kruzan and Andrea Stevenson Won (Cornell University, New York) published in New Media & Society Volume 21 Issue 8 (August 2019)
Abstract
How the body is perceived through media is key to many well-being interventions. Researchers have examined the effects of platforms on users’ self-perceptions, including immersive virtual reality, nonimmersive virtual worlds, and social media such as Facebook.
In this article, we use several conceptions of levels of embodiment to compare empirical work on the effects of virtual reality and social media as they relate to perceptions and conceptions of the self and body.
We encourage social media researchers to utilize research on embodiment in virtual reality to help frame the effects of social media use on well-being. Similarly, researchers in immersive media should consider the opportunities and risks that may arise as embodied experiences become more social.
We conclude our discussion with implications for future applications in mental health.
Showing posts with label embodiment. Show all posts
Showing posts with label embodiment. Show all posts
Tuesday, 13 August 2019
Thursday, 15 November 2012
The brain in the jar: a critique of discourses of adolescent brain development
an article by Peter Kelly (Alfred Deakin Research Institute, Deakin University, Geelong, Australia) published in Journal of Youth Studies
Volume 15 Issue 7 (November 2012)
Abstract
This article suggests that ideas about adolescent brains and their development increasingly function as powerful truths in making sense of young people.
In this context, the knowledge practices of the neurosciences and evolutionary and developmental psychology are deemed capable of producing what we have come to understand as the evidence on which policy, interventions and education should be built.
I identify and explore the ways in which these knowledge practices produce this evidence, and the ways in which this evidence is translated into popular and policy discourses concerned with young people’s apparently risk-prone, impulsive and irrational behaviours and dispositions.
I argue that discourses of adolescent brain development disembody, reduce and simplify the complexities of these figures we know as adolescents. In effect they reduce young people to being little more than a brain in a jar.
Abstract
This article suggests that ideas about adolescent brains and their development increasingly function as powerful truths in making sense of young people.
In this context, the knowledge practices of the neurosciences and evolutionary and developmental psychology are deemed capable of producing what we have come to understand as the evidence on which policy, interventions and education should be built.
I identify and explore the ways in which these knowledge practices produce this evidence, and the ways in which this evidence is translated into popular and policy discourses concerned with young people’s apparently risk-prone, impulsive and irrational behaviours and dispositions.
I argue that discourses of adolescent brain development disembody, reduce and simplify the complexities of these figures we know as adolescents. In effect they reduce young people to being little more than a brain in a jar.
Subscribe to:
Posts (Atom)
