Which of the following is not an example of cue substitutability?
A. Sharing a gif (an animated image) of a person laughing to respond to a friend's joke
B. Using an angry face emoji to share your frustration with a friend in a post
C. All of these are examples of cue substitutability
D. None of these are examples of cue substitutability
E. Sending a cute picture of a dog to a friend via Instagram direct message
In Smith and Sanderson's (2015) analysis of athletes' Instagram photos, the researchers expected that male and female athletes would differ in how active and passive they appeared in the photos they shared of themselves. Accordingly, in this study, Smith and Sanderson were expecting that ____________ would influence ______________.
A. privacy; impression management
B. social comparison; impression management
C. norms; social comparison
D. norms; selective self-presentation
Leto has been following the singer Spice on Snapchat for a while and he loves watching her candid fan tributes and unfiltered (unedited) videos and pictures. He finally has the chance to see her live in a very small venue, but when he sees her on stage he realizes she is not the same as he had imagined her. Which of the following hyperpersonal effects best describes what happened to Leto?
A. Sender effect; he has created idealized content of Spice from Snapchat
B. Channel effect; he has realized that Spice edits all her photos
C. Receiver effect; he has idealized Spice based on her Snapchat content
D. All of the answers
E. None of the answers
Savannah is interested in body image research, but doesn't know how to narrow down all the possible factors that influence people's ideas about their bodies. Vivica suggests that she use the tripartite influence model of body image and eating disturbance as a model for her research because it explains that there are three primary influences in the development of body image disturbance and eating disorders. These three influences are:
A. The media, eating behaviors, parents
B. Peers, education, the media
C. The media, parents, education
D. Parents, the media, peers