THE PHENOMENON OF MEDIA HYGIENE AS A FACTOR IN THE FORMATION OF COGNITIVE SECURITY OF THE INDIVIDUAL

Abstract

The article analyzes the concept of media hygiene and its role in protecting the cognitive sphere of a person. It was found that only about 18% of Ukrainians systematically check the information they receive, which is why fakes and conspiracy theories spread in the conditions of hybrid warfare. The concepts of “media literacy” (analysis and critical thinking) and “media hygiene” (behavioral practices for safe content consumption) are clearly separated; media hygiene is defined as a necessary prerequisite for cognitive safety. Threats to the cognitive sphere are analyzed: flows of unreliable messages, algorithms that exploit users’ attention, “information noise” that causes stress and a decrease in cognitive flexibility. It is noted that chronic media stress increases the level of cortisol and inflammatory markers and impairs self-control. It is emphasized that overcoming these threats requires not only media literacy, but also regular media hygiene practices and the development of metacognitive skills. The main results of the work are the identification of three interrelated mechanisms of media hygiene self-regulation: (1) conscious filtering and critical assessment: selection of authoritative sources, fact-checking, separation of facts from propaganda, which helps to maintain a common cognitive basis and reduces the penetration of disinformation; (2) control of intensity and emotional load: limiting time on social networks, avoiding a continuous news flow, self-control of emotions; (3) development of metacognitive reflection and resistance to manipulation: training in metacognitive skills, emotional intelligence, and discussion culture contribute to the recognition of manipulative influences and strengthen personal autonomy. It is proven that media hygiene appears not as a set of one-time rules, but as a system of regular practices that combine critical thinking with control of media consumption. The results of the study are useful for researchers in the field of psychology and media studies, teachers and developers of educational programs in media literacy, as well as for practicing psychologists, educators and specialists in information and cognitive security.