来源、隐私与致谢Sources, privacy & credits

隐私说明Privacy

这里提到的法律和隐私信息，以所标来源的辖区和日期为准，不构成法律意见。Legal and privacy information here depends on the jurisdiction and date of each cited source, and is not legal advice. S034–S038

我们怎么用证据How we use evidence

正文里每个说法旁边都有一个“来源”按钮，点开就能看到背后的研究。这些研究有的以成年人为对象，有的来自其他国家，不一定能直接套用到 13–18 岁的华语青少年身上，所以正文讲的是大致的规律；每项研究具体的限制，写在下面对应的条目里。这个网站不做筛查、诊断或治疗。最后核验：2026 年 11 月 4 日；下次复核：2027 年 5 月 4 日。Every claim in the text has a “Source” button that shows the research behind it. Some of these studies looked at adults, and some come from other countries, so they may not apply directly to Chinese-speaking 13–18-year-olds. That is why the text describes general patterns; the specific limits of each study are noted in its entry below. This site does not screen, diagnose or treat. Last checked: Nov 4, 2026; next review: May 4, 2027.

全部来源All sources

  1. S001国家互联网信息办公室/抖音 (2022). 抖音个性化推荐算法：拟公示算法机制机理内容. 算法备案公示. 打开来源Open source S001
  2. S002TikTok (n.d.). How TikTok recommends content. TikTok Support. 打开来源Open source S002
  3. S003Boeker, M., & Urman, A. (2022). An empirical investigation of personalization factors on TikTok. Proceedings of the ACM Web Conference. 打开来源Open source S003
  4. S004Mousavi, S., Gummadi, K. P., & Zannettou, S. (2024). Auditing algorithmic explanations of social media feeds: A case study of TikTok video explanations. ICWSM 18(1), 1110–1122. 打开来源Open source S004
  5. S005Vombatkere, K., et al. (2024). TikTok and the art of personalization: Investigating exploration and exploitation on social media feeds. Proceedings of the ACM Web Conference. 打开来源Open source S005限制：主要样本是 18 岁以上的使用者。本站只把它当作推荐机制的间接证据，不能据此说 13–18 岁有特定效应。Limits: the sample was mainly users aged 18+. We use it only as indirect evidence about how recommendation works; it does not show a specific effect on ages 13–18.
  6. S006Zannettou, S., Nemes-Nemeth, O., Ayalon, O., Goetzen, A., Gummadi, K. P., Redmiles, E. M., & Roesner, F. (2024). Analyzing user engagement with TikTok’s short format video recommendations using data donations. CHI 2024, Article 731. 打开来源Open source S006
  7. S007Xu, Z., Gao, X., Wei, J., Liu, H., & Zhang, Y. (2023). Adolescent user behaviors on short video application, cognitive functioning and academic performance. Computers & Education, 203, 104865. 打开来源Open source S007
  8. S008Leonhard, L., Wendt, R., & Riesmeyer, C. (2026). Being literate, behaving literate? Adolescents’ algorithm literacy and behavioral strategies on social media. New Media & Society. 打开来源Open source S008限制：样本是德国 14–17 岁青少年，结果不能直接外推到华语青少年。Limits: the sample was German 14–17-year-olds; the results can’t be applied directly to Chinese-speaking teens.
  9. S009Baumann, F., Arora, N., Rahwan, I., & Czaplicka, A. (2026). Dynamics of algorithmic content amplification on TikTok. EPJ Data Science, 15, 18. 打开来源Open source S009
  10. S010Diel, A., Lalgi, T., Schröter, I. C., MacDorman, K. F., Teufel, M., & Bäuerle, A. (2024). Human performance in detecting deepfakes: A systematic review and meta-analysis of 56 papers. Computers in Human Behavior Reports, 16, 100538. 打开来源Open source S010
  11. S011Groh, M., Epstein, Z., Firestone, C., & Picard, R. W. (2022). Deepfake detection by human crowds, machines, and machine-informed crowds. PNAS, 119(1), e2110013119. 打开来源Open source S011
  12. S012Mai, K. T., Bray, S., Davies, T., & Griffin, L. D. (2023). Warning: Humans cannot reliably detect speech deepfakes. PLOS ONE, 18(8), e0285333. 打开来源Open source S012
  13. S013Lao, Y., Hirvonen, N., & Larsson, S. (2025). Everyday encounters with deepfakes: Young people’s media and information literacy practices with AI-generated media. Journal of Documentation, 81(7), 216–235. 打开来源Open source S013
  14. S014Lao, Y., Hirvonen, N., & Larsson, S. (2026). AI and authenticity: Young people’s practices of information credibility assessment of AI-generated video content. Journal of Information Science, 52(3), 975–989. 打开来源Open source S014
  15. S015Kanižaj, I., & Ciboci Perša, L. (2026). The role of AI literacy and media education interventions in deconstructing deepfakes. Napredak, 167(1–2), 5–22. 打开来源Open source S015
  16. S016Chandra, B., Dunietz, J., Roberts, K., Lee, Y., Fontana, P., & Awad, G. (2024). Reducing risks posed by synthetic content: Technical approaches to digital content transparency. NIST AI 100-4. 打开来源Open source S016
  17. S017Coalition for Content Provenance and Authenticity (2026). Content Credentials: C2PA technical specification (Version 2.5). C2PA. 打开来源Open source S017
  18. S018Miao, F., & Holmes, W. (2023). Guidance for generative AI in education and research. UNESCO. 打开来源Open source S018
  19. S019UNICEF Innocenti (2025). Guidance on AI and children (Version 3.0). UNICEF Innocenti. 打开来源Open source S019
  20. S020Arouch, S., Edgcumbe, D., Pezaro, S., & Maravic Da Silva, K. (2026). Short-form video, cognitive and mental health outcomes: A systematic review. BMJ Public Health, 4, e004086. 打开来源Open source S020
  21. S021Tølbøll, K. B. (2026). Social media use and adolescent mental health: An umbrella review and power analysis. Child and Adolescent Mental Health, 31, 319–332. 打开来源Open source S021
  22. S022Fassi, L., Thomas, K., Parry, D. A., Leyland-Craggs, A., Ford, T. J., & Orben, A. (2024). Social media use and internalizing symptoms in clinical and community adolescent samples. JAMA Pediatrics, 178(8), 814–822. 打开来源Open source S022
  23. S023Ahmed, O., Walsh, E. I., Dawel, A., Alateeq, K., Espinoza Oyarce, D. A., & Cherbuin, N. (2024). Social media use, mental health and sleep: A systematic review with meta-analyses. Journal of Affective Disorders, 367, 701–712. 打开来源Open source S023
  24. S024WHO Regional Office for Europe (2024). A focus on adolescent social media use and gaming in Europe, central Asia and Canada. HBSC international report, Vol. 6. 打开来源Open source S024
  25. S025Khan, A., Thomas, G., Karatela, S., Morawska, A., & Werner-Seidler, A. (2024). Intense and problematic social media use and sleep difficulties of adolescents in 40 countries. Journal of Adolescence. 打开来源Open source S025
  26. S026Lafontaine-Poissant, F., Lang, J. J., McKinnon, B., Simard, I., Roberts, K. C., Wong, S. L., Chaput, J.-P., Janssen, I., Boniel-Nissim, M., & Gariépy, G. (2024). Social media use and sleep health among adolescents in Canada. Health Promotion and Chronic Disease Prevention in Canada, 44(7/8), 338–346. 打开来源Open source S026
  27. S027Marciano, L., Jindal, S., & Viswanath, K. (2024). Digital detox and well-being. Pediatrics, 154(4), e2024066142. 打开来源Open source S027
  28. S028Sullivan, E. C., Cairney, S. A., & Henderson, L.-M. (2026). A pilot randomised trial on smartphone and social media abstinence. Child and Adolescent Mental Health. 打开来源Open source S028限制：小型试点研究，部分短期变化没有维持到两个月。Limits: a small pilot trial; some short-term changes did not last to two months.
  29. S029Varona, M. N., Muela, A., & Machimbarrena, J. M. (2022). Problematic use or addiction? Definitions of negative social networking sites use in adolescents. Addictive Behaviors, 134, 107400. 打开来源Open source S029
  30. S030UNESCO (2021). Media and information literate citizens: Think critically, click wisely!. UNESCO, ISBN 978-92-3-100448-3. 打开来源Open source S030
  31. S031Miao, F., Shiohira, K., & Lao, N. (2024). AI competency framework for students. UNESCO. 打开来源Open source S031
  32. S032Eyal, K., & Te'eni-Harari, T. (2024). Characteristics and outcomes of in-school digital media literacy interventions, 2010–2021. Journal of Children and Media, 18(1), 8–28. 打开来源Open source S032
  33. S033Huang, G., Jia, W., & Yu, W. (2026). Media literacy interventions improve resilience to misinformation. Communication Research, 53(7). 打开来源Open source S033
  34. S034全国人民代表大会常务委员会 (2021). 中华人民共和国个人信息保护法. 中国政府/中国网信网. 打开来源Open source S034
  35. S035国家互联网信息办公室等 (2022). 互联网信息服务算法推荐管理规定. 中国网信网. 打开来源Open source S035
  36. S036国家互联网信息办公室等 (2023). 生成式人工智能服务管理暂行办法. 中国网信网. 打开来源Open source S036
  37. S037Office of the Privacy Commissioner of Canada (2026). Children’s privacy code. OPC Canada. 打开来源Open source S037
  38. S038Government of Ontario (2021). Ontario Student Record guideline and FIPPA/MFIPPA privacy requirements. Ontario.ca. 打开来源Open source S038

补充来源Additional sources

2026 年 11 月 10 日新增并核对过出处，用于第 1 章的“你中了几条”“这不是懒”，以及第 3 章的小游戏和“如果…就…”计划。Added and checked against the original records on Nov 10, 2026, for “How many of these are you?” and “It isn’t laziness” in chapter 1, and the chapter 3 mini-games and “if… then…” plan.

  1. A01Robertson, I. H., Manly, T., Andrade, J., Baddeley, B. T., & Yiend, J. (1997). ‘Oops!’: Performance correlates of everyday attentional failures in traumatic brain injured and normal subjects. Neuropsychologia, 35(6), 747–758. 打开来源Open source A01说明：“忍住别点”游戏所依据的持续注意任务。Note: The sustained-attention task behind the “Don’t tap the cat” game.
  2. A02Stroop, J. R. (1935). Studies of interference in serial verbal reactions. Journal of Experimental Psychology, 18(6), 643–662. 打开来源Open source A02说明：“别被字骗了”游戏所依据的经典实验。Note: The classic experiment behind the “Don’t trust the word” game.
  3. A03Levinson, D. B., Stoll, E. L., Kindy, S. D., Merry, H. L., & Davidson, R. J. (2014). A mind you can count on: Validating breath counting as a behavioral measure of mindfulness. Frontiers in Psychology, 5, 1202. 打开来源Open source A03说明：“数呼吸”游戏所依据的研究；研究对象是成年人，它验证的是一种测量方法。Note: The study behind the breath-counting game; participants were adults, and it validates a way of measuring, not a treatment.
  4. A04Simons, D. J., Boot, W. R., Charness, N., Gathercole, S. E., Chabris, C. F., Hambrick, D. Z., & Stine-Morrow, E. A. L. (2016). Do “brain-training” programs work? Psychological Science in the Public Interest, 17(3), 103–186. 打开来源Open source A04说明：这篇综述认为：练习能提高被练的任务本身，但迁移到日常生活的证据不足。所以本站不说这些游戏能“提升注意力”。Note: This review concludes that practice improves the practised task, with little evidence of transfer to everyday life. That is why this site does not claim the games “improve attention”.
  5. A05Gollwitzer, P. M., & Sheeran, P. (2006). Implementation intentions and goal achievement: A meta-analysis of effects and processes. Advances in Experimental Social Psychology, 38, 69–119. 打开来源Open source A05说明：“如果…就…”计划的依据；研究对象多为成年人，也不是专门针对刷手机。Note: The basis for “if… then…” plans; most participants were adults and the studies were not specifically about phone use.
  6. A06Aron, A. R., Robbins, T. W., & Poldrack, R. A. (2004). Inhibition and the right inferior frontal cortex. Trends in Cognitive Sciences, 8(4), 170–177. 打开来源Open source A06说明：“忍住别点”里“前额叶踩刹车”这句话的依据。Note: Basis for the “prefrontal cortex hits the brakes” line in “Don’t tap the cat”.
  7. A07Botvinick, M. M., Braver, T. S., Barch, D. M., Carter, C. S., & Cohen, J. D. (2001). Conflict monitoring and cognitive control. Psychological Review, 108(3), 624–652. 打开来源Open source A07说明：“别被字骗了”里“前扣带回发现冲突”这句话的依据。Note: Basis for the “anterior cingulate spots the conflict” line in “Don’t trust the word”.
  8. A08Mason, M. F., Norton, M. I., Van Horn, J. D., Wegner, D. M., Grafton, S. T., & Macrae, C. N. (2007). Wandering minds: The default network and stimulus-independent thought. Science, 315(5810), 393–395. 打开来源Open source A08说明：“数呼吸”里“走神时默认模式网络更活跃”这句话的依据；研究对象是成年人。Note: Basis for the “default mode network is more active when the mind wanders” line; participants were adults.
  9. A09Casey, B. J., Getz, S., & Galvan, A. (2008). The adolescent brain. Developmental Review, 28(1), 62–77. 打开来源Open source A09说明：“前额叶到二十多岁才发育成熟”这句话的依据。Note: Basis for the line that the prefrontal cortex matures in the twenties.
  10. A10Pew Research Center (2024). How Teens and Parents Approach Screen Time. 打开来源Open source A10说明：2023 年秋季对 1453 名美国 13–17 岁青少年及其家长的调查；数字反映的是美国，不一定等于其他地区。Note: A fall 2023 survey of 1,453 U.S. teens aged 13–17 and their parents; the figures describe the U.S. and may differ elsewhere.
  11. A11Common Sense Media (2023). Constant Companion: A Week in the Life of a Young Person’s Smartphone Use. 打开来源Open source A11说明：追踪了一组美国 11–17 岁青少年一周的手机使用；超过一半的参与者每天收到 237 条以上通知，个人差别很大。Note: Tracked a group of U.S. 11–17-year-olds for a week; over half of participants received 237 or more notifications a day, and individuals vary a lot.
  12. A12Sirois, F., & Pychyl, T. (2013). Procrastination and the priority of short-term mood regulation: Consequences for future self. Social and Personality Psychology Compass, 7(2), 115–127. 打开来源Open source A12说明：“拖延是情绪调节问题”这一解释的出处；它是理论综述，不是专门针对刷手机的实验。Note: Source of the “procrastination is emotion regulation” account; it is a theoretical review, not an experiment on phone use.

致谢Credits