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Cyberspace A loss of self-awareness, decrease in social inhibitions and increase in impulsivity, related to the virtual anonymity and pseudonymity of the e-world and e-communication
Psychology The loss of a sense of selfness and acquisition of a herd mentality and/or group norms, when one is incorporated into a group and confronted with arousing external stimulation
References in periodicals archive ?
Although materialisms are often aware of the risk of conflating deindividuation with dehumanisation, a sharpening of sensitivity towards this danger is useful.
It was proposed that the potential for diffusion of responsibility and deindividuation would increase as team size grew and consequently, hazing perpetration would be more likely.
To address the shortcomings of deindividuation theory--namely the assumption that anti-social behavior is the norm--social identity theory of deindividuation effects (SIDE) was developed (Reicher, Spears, & Postmes, 1995).
Zimbardo, "The Human Choice: Individuation, Reason, and Order Versus Deindividuation, Impulse, and Chaos," Nebraska Symposium on Motivation 17 (1969): 237-307.
A lack of these social cues during communication via computers can cause deindividuation, or a state in which users feel a loss of individuality (Spears & Lea, 1992; Taylor, 2011).
Deindividuation, of which anonymity is a part, is a psychological state "characterized by diminished self awareness and self-evaluation and a lessened concern for the evaluation of others.
We employed deindividuation theory and the space transition theory as basic criminological positions to drive the research.
The effect of organization-based self-esteem and deindividuation in protecting personal information policy.
Some of the negative effects on virtual teams are due to the absence of interpersonal cues, resulting in a state of deindividuation, reduced evaluation concern, and a more impersonal and task-oriented attentional focus.
Jarvenpaa and Leidner, in referencing Social identification and deindividuation theory, posit that team members tend to "self-categorize themselves" as belonging to either the core or the margin of a given group.
They also examine how the concepts of transference and deindividuation may apply to the cohort group and suggest that the classroom can be an important venue for personal development.