Yan Zheng
Department of Educational and Counseling Psychology, University at Albany, State University of New York, Albany, NY 12222, USA.
Dev Psychol. 2006 May;42(3):418-28. doi: 10.1037/0012-1649.42.3.418.
This study aimed at analyzing complex relationships among Internet use, Internet users, and conceptual understanding of the Internet. It used path models to examine factors related to Internet use (duration of Internet use, frequency of Internet use, and informal Internet classes) and Internet users (age and gender) in affecting understanding of the technical and social complexity of the Internet for 322 elementary and middle school students. The findings of the study indicate that (a) age of young Internet users had predominant effects on both the technical and social understanding of the Internet; (b) frequency of Internet use and informal Internet classes had small but significant effects on social understanding, but no effect on technical understanding; and (c) technical understanding had a unidirectional effect on social understanding. The implications of these findings for the implementation of the Children's Internet Protection Act are discussed.
本研究旨在分析互联网使用、互联网用户以及对互联网的概念理解之间的复杂关系。它使用路径模型来检验与322名中小学生的互联网使用（上网时长、上网频率和非正规网络课程）及互联网用户（年龄和性别）相关的因素，这些因素影响着他们对互联网技术和社会复杂性的理解。研究结果表明：（a）年轻互联网用户的年龄对互联网的技术理解和社会理解均有显著影响；（b）上网频率和非正规网络课程对社会理解有微小但显著的影响，但对技术理解没有影响；（c）技术理解对社会理解有单向影响。本文还讨论了这些研究结果对《儿童互联网保护法案》实施的启示。
