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Effects of online social networking ...
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The University of Arizona., Psychology.
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Effects of online social networking on the cognitive, social, and emotional health of older adults.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Effects of online social networking on the cognitive, social, and emotional health of older adults./
作者:
Myhre, Janelle Wohltmann.
出版者:
Ann Arbor : ProQuest Dissertations & Theses, : 2013,
面頁冊數:
104 p.
附註:
Source: Dissertations Abstracts International, Volume: 76-04, Section: B.
Contained By:
Dissertations Abstracts International76-04B.
標題:
Gerontology. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3634255
ISBN:
9781321145243
Effects of online social networking on the cognitive, social, and emotional health of older adults.
Myhre, Janelle Wohltmann.
Effects of online social networking on the cognitive, social, and emotional health of older adults.
- Ann Arbor : ProQuest Dissertations & Theses, 2013 - 104 p.
Source: Dissertations Abstracts International, Volume: 76-04, Section: B.
Thesis (Ph.D.)--The University of Arizona, 2013.
This item must not be sold to any third party vendors.
Research suggests older adults who remain socially active and cognitively engaged have better cognitive function than older adults who are socially isolated and disengaged. Using an online social networking website, like Facebook.com, may require simultaneous cognitive and social engagement, thus yielding improvements in both domains. This study aimed to examine the efficacy of learning and using Facebook as an intervention to maintain or enhance cognitive function in older adults. Results from a small pilot study with 7 older adults suggested there may be positive effects on executive functions and memory following learning and using Facebook. Therefore, a larger and more well-controlled examination of the intervention was completed. Participants were 41 older adults (12 male), with a mean age of 79.4 and 16.5 mean years of education. Participants were assigned to learn how to use Facebook (n = 14) or an online diary website (active control, n = 13), or they were placed on a waitlist (no treatment control, n = 14). Participants assigned to learn a website attended three 2-hour classes over the course of one week and then used the website at home daily for the next 7 weeks. Participants assigned to the waitlist received no contact for 8 weeks. All participants completed a series of neuropsychological tests and questionnaires on social and lifestyle factors before and after this 8-week period. Results showed that all participants were able to learn and use Facebook or an online diary website over an 8-week period. In addition, the Facebook group showed a significant increase in updating performance at post-test compared to no significant change in the control groups. Other composite measures of executive function, memory, and social support showed no differential improvement in the Facebook group across the 8-week interval. Thus, learning and using an online social networking site appeared to provide specific benefits for executive functions associated with working memory in a group of healthy older adults. This may reflect the particular cognitive demands associated with online social networking and/or the benefits of social engagement more generally.
ISBN: 9781321145243Subjects--Topical Terms:
533633
Gerontology.
Subjects--Index Terms:
Aging
Effects of online social networking on the cognitive, social, and emotional health of older adults.
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Research suggests older adults who remain socially active and cognitively engaged have better cognitive function than older adults who are socially isolated and disengaged. Using an online social networking website, like Facebook.com, may require simultaneous cognitive and social engagement, thus yielding improvements in both domains. This study aimed to examine the efficacy of learning and using Facebook as an intervention to maintain or enhance cognitive function in older adults. Results from a small pilot study with 7 older adults suggested there may be positive effects on executive functions and memory following learning and using Facebook. Therefore, a larger and more well-controlled examination of the intervention was completed. Participants were 41 older adults (12 male), with a mean age of 79.4 and 16.5 mean years of education. Participants were assigned to learn how to use Facebook (n = 14) or an online diary website (active control, n = 13), or they were placed on a waitlist (no treatment control, n = 14). Participants assigned to learn a website attended three 2-hour classes over the course of one week and then used the website at home daily for the next 7 weeks. Participants assigned to the waitlist received no contact for 8 weeks. All participants completed a series of neuropsychological tests and questionnaires on social and lifestyle factors before and after this 8-week period. Results showed that all participants were able to learn and use Facebook or an online diary website over an 8-week period. In addition, the Facebook group showed a significant increase in updating performance at post-test compared to no significant change in the control groups. Other composite measures of executive function, memory, and social support showed no differential improvement in the Facebook group across the 8-week interval. Thus, learning and using an online social networking site appeared to provide specific benefits for executive functions associated with working memory in a group of healthy older adults. This may reflect the particular cognitive demands associated with online social networking and/or the benefits of social engagement more generally.
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http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3634255
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