Does the mask govern the mind?: effects of arbitrary gender representation on quantitative task performance in avatar-represented virtual groups.

Virtual environments employing avatars for self-representation-including the opportunity to represent or misrepresent social categories-raise interesting and intriguing questions as to how one's avatar-based social category shapes social identity dynamics, particularly when stereotypes prevalent in the offline world apply to the social categories visually represented by avatars. The present experiment investigated how social category representation via avatars (i.e., graphical representations of people in computer-mediated environments) affects stereotype-relevant task performance. In particular, building on and extending the Proteus effect model, we explored whether and how stereotype lift (i.e., a performance boost caused by the awareness of a domain-specific negative stereotype associated with outgroup members) occurred in virtual group settings in which avatar-based gender representation was arbitrary. Female and male participants (N=120) were randomly assigned either a female avatar or a male avatar through a process masked as a random drawing. They were then placed in a numerical minority status with respect to virtual gender-as the only virtual female (male) in a computer-mediated triad with two opposite-gendered avatars-and performed a mental arithmetic task either competitively or cooperatively. The data revealed that participants who were arbitrarily represented by a male avatar and competed against two ostensible female avatars showed strongest performance compared to others on the arithmetic task. This pattern occurred regardless of participants' actual gender, pointing to a virtual stereotype lift effect. Additional mediation tests showed that task motivation partially mediated the effect. Theoretical and practical implications for social identity dynamics in avatar-based virtual environments are discussed.

Using music to change mood while driving.

This study investigated whether gradual or abrupt music change towards more calming music is most effective in calming drivers during high-demand driving situations. Twenty-eight participants were subjected to two types of music change (gradual, abrupt) in a within-subject design. First, a relatively happy mood was induced with personally selected music during an eight-minute simulated high-demand drive. The drive then continued and the mood was changed either gradually or abruptly. Subjective results showed successful music mood induction irrespective of gradual or abrupt changes. The results further showed lower skin conductance (less arousal) and more facial corrugator muscle tension (more sadness) during the abrupt music change. Fewer accidents occurred during the abrupt music mood change. To conclude, the results support the abrupt way of changing music type to down-regulate one's mood: during high-demand driving, abrupt changes in music led to more physiological calmness and improved driving performance, and were thus safer and more effective. PRACTITIONER SUMMARY: The current study shows that during high-demand drives, drivers are calmed more effectively using abrupt music changes compared to gradual music changes. This is illustrated by reductions in physiological arousal and improved driving behaviour. Hence, in-car music presentation can be used as a tool to improve driver's mood and behaviour.

Media use, face-to-face communication, media multitasking, and social well-being among 8- to 12-year-old girls.

An online survey of 3,461 North American girls ages 8-12 conducted in the summer of 2010 through Discovery Girls magazine examined the relationships between social well-being and young girls' media use--including video, video games, music listening, reading/homework, e-mailing/posting on social media sites, texting/instant messaging, and talking on phones/video chatting--and face-to-face communication. This study introduced both a more granular measure of media multitasking and a new comparative measure of media use versus time spent in face-to-face communication. Regression analyses indicated that negative social well-being was positively associated with levels of uses of media that are centrally about interpersonal interaction (e.g., phone, online communication) as well as uses of media that are not (e.g., video, music, and reading). Video use was particularly strongly associated with negative social well-being indicators. Media multitasking was also associated with negative social indicators. Conversely, face-to-face communication was strongly associated with positive social well-being. Cell phone ownership and having a television or computer in one's room had little direct association with children's socioemotional well-being. We hypothesize possible causes for these relationships, call for research designs to address causality, and outline possible implications of such findings for the social well-being of younger adolescents.

Cognitive control in media multitaskers.

Chronic media multitasking is quickly becoming ubiquitous, although processing multiple incoming streams of information is considered a challenge for human cognition. A series of experiments addressed whether there are systematic differences in information processing styles between chronically heavy and light media multitaskers. A trait media multitasking index was developed to identify groups of heavy and light media multitaskers. These two groups were then compared along established cognitive control dimensions. Results showed that heavy media multitaskers are more susceptible to interference from irrelevant environmental stimuli and from irrelevant representations in memory. This led to the surprising result that heavy media multitaskers performed worse on a test of task-switching ability, likely due to reduced ability to filter out interference from the irrelevant task set. These results demonstrate that media multitasking, a rapidly growing societal trend, is associated with a distinct approach to fundamental information processing.

Assessing the effectiveness of interactive media in improving drowsy driver safety.

OBJECTIVE: This study investigated the possibility of using interactive media to help drowsy drivers wake up, thereby enabling them to drive more safely. BACKGROUND: Many studies have investigated the negative impacts of driver drowsiness and distraction in cars, separately. However, none has studied the potentially positive effects of slightly interactive media for rousing drowsy drivers to help them drive more safely. METHOD: In a 2 (drowsy vs. nondrowsy drivers) x 2 (passive vs. slightly interactive voice-based media) x 2 (monotonous vs. varied driving courses) study, participants (N = 79) used a driving simulator while interacting with a language-learning system that was either passive (i.e., drivers merely listen to phrases in another language) or slightly interactive (i.e., drivers verbally repeat those phrases). RESULTS: (a) Drowsy drivers preferred and drove more safely with slightly interactive media, as compared with passive media. (b) Interactive media did not harm nondrowsy driver safety. (c) Drivers drove more safely on varied driving courses than on monotonous ones. CONCLUSION: Slightly interactive media hold the potential to improve the performance of drowsy drivers on the primary task of driving safely. APPLICATION: Applications include the design of interactive systems that increase user alertness, safety, and engagement on primary tasks, as opposed to systems that take attentional resources away from the primary task of driving.