Review 79, no. 6 (2014): 1067–87. Можно было бы подумать, что нарушение дисциплины ведет не только к отстранению от уроков, но и к снижению успеваемости у одноклассников. Но Перри и Моррис контролировали нарушения дисциплины в своем анализе. Результаты показали, что даже при сходном плохом поведении дисциплинарное отстранение ухудшает общую атмосферу и негативно сказывается на остальных учениках.

256

Самую интересную статистику собрал сам Джейсон Оконофуа: Jason A. Okonofua et al., “A Vicious Cycle: A Social-Psychological Account of Extreme Racial Disparities in School Discipline,” Perspectives on Psychological Science 11, no. 3 (2016): 381–98.

257

Albert Reijntjes et al., “Prospective Linkages Between Peer Victimization and Externalizing Problems in Children: A Meta-Analysis,” Aggressive Behavior 37, no. 3 (2011): 215–22; and Kee Jeong Kim et al., “Reciprocal Influences Between Stressful Life Events and Adolescent Internalizing and Externalizing Problems,” Child Development 74, no. 1 (2003): 127–43.

258

Jason A. Okonofua and J. L. Eberhardt, “Two Strikes: Race and the Disciplining of Young Students,” Psychological Science 26, no. 5 (2015): 617–24.

259

Geoffrey L. Cohen et al., “Reducing the Racial Achievement Gap: A Social-Psychological Intervention,” Science 313, no. 5791 (2006): 1307–10.

260

Lisa Flook et al., “Promoting Prosocial Behavior and Self-Regulatory Skills in Preschool Children Through a Mindfulness-Based Kindness Curriculum,” Developmental Psychology 51, no. 1 (2015): 44–51.

261

Joseph A. Durlak et al., “The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions,” Child Development 82, no. 1 (2011): 405–32.

262

David S. Yeager, “Social and Emotional Learning Programs for Adolescents,” Future of Children 27, no. 1 (2017): 73–94.

263

В раннем подростковом возрасте (от десяти до четырнадцати лет) дети особенно стараются не отличаться от сверстников. Laurence Sternberg and Kathryn Monahan, “Age Differences in Resistance to Peer Influence,” Developmental Psychology 43, no. 6 (2007): 1531–43.

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Есть много других примеров, когда заострение внимания на «плохих» нормах заставляет людей вести себя соответственно им. См., например, P. Wesley Schultz et al., “The Constructive, Destructive, and Reconstructive Power of Social Norms,” Psychological Science 18, no. 5 (2007): 429–34.

265

Chudley E. Werch and Deborah M. Owen, “Iatrogenic Effects of Alcohol and Drug Prevention Programs,” Journal of Studies on Alcohol 63, no. 5 (2002): 581–90.

266

Elizabeth Levy Paluck et al., “Changing Climates of Conflict: A Social Network Experiment in 56 Schools,” Proceedings of the National Academy of Sciences 113, no. 3 (2016): 566–71.

267

Erika Weisz et al., “A Social Norms Intervention Builds Empathic Motives and Prosociality in Adolescents” (in preparation).

268

Jason A. Okonofua et al., “Brief Intervention to Encourage Empathic Discipline Cuts Suspension Rates in Half Among Adolescents,” Proceedings of the National Academy of Sciences 113, no. 19 (2016): 5221–26.

269

Wafaa Bilal, Shoot an Iraqi: Art, Life, and Resistance Under the Gun (San Francisco: City Lights Books, 2013).

270

Adam Alter, Irresistible: The Rise of Addictive Technology and the Business of Keeping Us Hooked (New York: Penguin, 2017).

271

Sherry Turkle, Alone Together: Why We Expect More from Technology and Less from Each Other (New York: Basic Books, 2017); and Jean M. Twenge, iGen: Why Today’s Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy — and Completely Unprepared for Adulthood — and What That Means for the Rest of Us (New York: Atria, 2017).

272

Diana I. Tamir et al., “Media Usage Diminishes Memory for Experiences,” Journal of Experimental Social Psychology 76, no. 1 (2018): 61–168; and Adrian F. Ward et al., “Brain Drain: The Mere Presence of One’s Own Smartphone Reduces Available Cognitive Capacity,” Journal of the Association for Consumer Research 2, no. 2 (2017): 140–54.

273

Robert Vischer, Über das optische Formgefühl: Ein Beitrag zur Ästhetik (Leipzig: Credner, 1873).

274

“Mark Zuckerberg on a Future Where the Internet Is Available to All,” Wall Street Journal, July 7, 2014.

275

Linda Stinson and William Ickes, “Empathic Accuracy in the Interactions of Male Friends Versus Male Strangers,” Journal of Personality and Social Psychology 62, no. 5 (1992): 787–97; and Meghan L. Meyer et al., “Empathy for the Social Suffering of Friends and Strangers Recruits Distinct Patterns of Brain Activation,” Social Cognitive Affective Neuroscience 8, no. 4 (2012): 446–54.

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Подробнее о влиянии технологий на эмпатию см. Adam Waytz and Kurt Gray, “Does Online Technology Make Us More or Less Sociable? A Preliminary Review and Call for Research,” Perspectives on Psychological Science 13, no. 4 (2018): 473–91. О дегуманизации посредством текста см. Juliana Schroeder et al., “The Humanizing Voice: Speech Reveals, and Text Conceals, a More Thoughtful Mind in the Midst of Disagreement,” Psychological Science 28, no. 12 (2017): 1745–62.

277

Wilhelm Hofmann et al., “Morality in Everyday Life,” Science 345, no. 6202 (2014): 1340–43.

278

В одном интересном исследовании психологи обнаружили, что у троллей сравнительно развитая когнитивная эмпатия — понимание чужих эмоций, — но своими эмоциями они предпочитают не делиться. Поэтому они так метко выбирают самые больные места. См. Natalie Sest and Evita March, “Constructing the Cyber-Troll: Psychopathy, Sadism, and Empathy,” Personality and Individual Differences 119 (2017): 69–72.

279

Mitch Van Geel et al., “Relationship Between Peer Victimization, Cyberbullying, and Suicide in Children and Adolescents: A Meta-Analysis,” JAMA Pediatrics 168, no. 5 (2014): 435–42.

280

Philippe Verduyn et al., “Passive Facebook Usage Undermines Affective Well-Being: Experimental and Longitudinal Evidence,” Journal of Experimental