Developing Digital Privacy: Children's Moral Judgments Concerning Mobile GPS Devices

Gelman, Susan A.; Martinez, Megan; Davidson, Natalie S.; Noles, Nicholaus S.

doi:10.1111/cdev.12826

Cited by 31 publications

(20 citation statements)

References 19 publications

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“…Younger children appear unaware that household appliances and other objects, like a washing machine or car, can be connected to the Internet (Mertala, 2020) and that users' data are being collected by the makers of Internet-enabled toys (Manches et al, 2015). Children (aged 4-10 years) also appear less concerned about the negative consequences of others digitally tracking their possessions than adults (Gelman et al, 2018). Older children (aged 10-12 years) in Australia and adolescents in the United Kingdom are aware of risks associated with the Internet and use a variety of coping strategies for dealing with these risks (Livingstone et al, 2011;Murray & Buchanan, 2018).…”

Section: Development Of Mental Models About the Internetmentioning

confidence: 99%

“It's just everywhere now”: Middle‐school and college students' mental models of the Internet

Brodsky

Lodhi

Powers

et al. 2021

Human Behav and Emerg Tech

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People's mental models of the Internet tend to focus on the functional affordances of Internet-enabled devices. Given that today's adolescents and young adults (Generation Z) have grown up surrounded by the Internet, we examined the extent to which the Internet's ubiquity was salient in their mental models of it. Middleschool students (Study 1, N = 78, Mage = 13 years, Range 11-15) drew pictures and explained what the Internet looked like. Responses were coded for indicators of four facets of the Internet: technical components, functions, attributes, and feelings. The adolescents mostly described components as user hardware (i.e., Internet-enabled devices) and functions as information access or storage, socializing via social media, and communicating with others. About half described the Internet as "everywhere," suggesting awareness of the Internet's ubiquity, though few mentioned Internetenabled household objects. Students rarely described it as "connective" (i.e., a network) or mentioned negative feelings about the Internet (i.e., online antisocial behavior). In Study 2, college students' (N = 109, Mage = 19 years, Range 18-22) mental models mostly aligned with the adolescents, emphasizing Internet-based functions and devices. However, the young adults more often cited negative feelings, including Internet addiction. Across studies, mental models mostly did not differ by age, gender, self-reported grades, or social media use. Students' awareness of the Internet's ubiquity may offer a starting point for fostering understanding of how users' data are collected and used and associated privacy and security risks.

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Section: Development Of Mental Models About the Internetmentioning

confidence: 99%

“It's just everywhere now”: Middle‐school and college students' mental models of the Internet

Brodsky

Lodhi

Powers

et al. 2021

Human Behav and Emerg Tech

View full text Add to dashboard Cite

show abstract

“…In contrast to children's precocious attention to ownership of physical objects, and somewhat later but relatively early attention to ownership of ideas, it may take years for children to develop a sense of ownership of, and value in, their personal data, such as where their possessions are located. In a recent study, children 4–10 years of age and adults were asked whether it was okay for someone to use a mobile GPS device to track the location of possessions that were either their own or belonging to another (Gelman, Martinez, Davidson, & Noles, ). Although both children and adults viewed object tracking more acceptable for owners than nonowners, there was a stark developmental difference in their overall evaluations.…”

Section: Implications For Object Valuementioning

confidence: 99%

Children, Object Value, and Persuasion

Gelman

Echelbarger

2019

J Consum Psychol

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We argue that, contrary to standard views of development, children understand the world in terms of hidden, nonobvious structure. We review research showing that early in childhood, items are not understood strictly in terms of the features that present themselves in the immediate “here‐and‐now,” but rather are thought to have a hidden reality. We illustrate with two related but distinct examples: category essentialism, and attention to object history. We discuss the implications of each of these capacities for how children determine object value. Across a broad range of object types (natural and artifactual, real and virtual, durable and consumable), an item is evaluated very differently, depending on inferred qualities and context. In this way, children's early‐emerging conceptual frameworks influence how objects attain both psychological and monetary value, and may have important implications for which messages children find most persuasive.

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“…Outside of our specific research questions, even young children are able to have positive interactions that build relational connections on video (McClure and Barr, 2017;McClure et al, 2021), though this may not fully generalize to conversations with unfamiliar researchers they are meeting for one session. At the same time, while children's understanding of some aspects of digital privacy is developing (Gelman et al, 2018;Sun et al, 2021), more research is needed to better understand children's beliefs, knowledge, and preferences in this area.…”

Section: Limitations and Challengesmentioning

confidence: 99%

Studying Children’s Eating at Home: Using Synchronous Videoconference Sessions to Adapt to COVID-19 and Beyond

Venkatesh

DeJesus

2021

Front. Psychol.

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The COVID-19 pandemic has disrupted many facets of developmental research, including research that measures children’s eating behavior. Here, children’s food intake is often measured by weighing foods that children are offered before and after in-person testing sessions. Many studies also examine children’s food ratings (the extent to which they like or dislike a food), assessed via picture categorization tasks or hedonic scales. This paper reviews existing research on different methods for characterizing children’s eating behavior (with a focus on food intake, preferences, and concepts) and presents a feasibility study that examined whether children’s eating behaviors at home (including their food intake and ratings) can be measured via live video-chat sessions. The feasibility analyses revealed that an observational feeding paradigm at home yielded a majority (more than 70%) of video-chat recordings that had a sufficient view of the child and adequate sound and picture quality required for observational coding for the majority of the session’s duration. Such positioning would enable behavioral coding of child food intake, parent food talk, and meal characteristics. Moreover, children were able to answer questions to stories and express their preferences via researcher screen-share methods (which can assess children’s self-reported food preferences and beliefs) with low rates of exclusion across studies. The article ends with a discussion on the opportunities and challenges of using online platforms to conduct studies on children’s eating behaviors in their home environments during the COVID-19 pandemic and beyond.

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Developing Digital Privacy: Children's Moral Judgments Concerning Mobile GPS Devices

Cited by 31 publications

References 19 publications

“It's just everywhere now”: Middle‐school and college students' mental models of the Internet

“It's just everywhere now”: Middle‐school and college students' mental models of the Internet

Children, Object Value, and Persuasion

Studying Children’s Eating at Home: Using Synchronous Videoconference Sessions to Adapt to COVID-19 and Beyond

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