Extension: Cognitive Processing in the Digital world
Influence of modern technology on cognitive processes and human interaction.
Positive and negative effects of technology on cognitive processes.
Methods used to study the interaction between technology and cognitive processes.
2021 Cog Extension Organizer
Cognitive Processing & The digital World (slides from class)
Modern Technology & Human Interaction (Slides from Class)
Useful Stats
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'Kids and Screens'
This is a podcast from a series 'Note to Self', available online. The overview of the podcast is below - it is called It seems relevant to our Extension focus. Please listen when you have 36 mins to spare. "The tech show about being human returns with an all new season. Host Manoush Zomorodi kicks things off with the latest on the battle between kids and parents over their screens: do we know how kids are impacted by tech? Does it make them less empathetic? Are they being constantly bullied online? Even if we can help kids figure out their digital habits, are we adults totally screwed? Researcher Elizabeth Englander joins Manoush to share new findings and give the most pragmatic advice about how kids and adults can build better relationships with their tech and each other." |
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The positive and Negative effects of modern technology on cognitive processes.
Positive & Negative
Kramer et al (2014) found emotional contagion through algorithmic manipulation of Facebook feeds; people used language (cog process) in a way that was either more or less positive or negative, based on words that were reduced from the Facebook feeds. This can be looked at as positive AND negative influence on language use. (Will be studied in class)
Negative
Mueller & Oppenheimer (2014) found that when students used traditional note taking techniques (written by hand) they recalled (memory as cognitive process) more information than when they typed. (Will be studied in class)
Zheng et al (2014) found in studying 7100 Chinese middle school students' questionnaire responses that those who OWN mobile phones reported higher levels of inattention (cog process); moreover, those who kept phone on their body (in pocket) reported more inattention. Key finding: those who used mobile phones for over 60 mins a day → reported higher inattention. Those who powered phone OFF at night reported less inattention. (Optional to use, not studied in class)
Positive
Sarica & Usluei (2016) found that digital storytelling (the use of images, text to tell a story) increased visual memory capacity in Grade 2 students. It seemed that use of DST helped develop cognitive structures needed for recall. (Optional to use, not studied in class)
Kramer et al (2014) found emotional contagion through algorithmic manipulation of Facebook feeds; people used language (cog process) in a way that was either more or less positive or negative, based on words that were reduced from the Facebook feeds. This can be looked at as positive AND negative influence on language use. (Will be studied in class)
Negative
Mueller & Oppenheimer (2014) found that when students used traditional note taking techniques (written by hand) they recalled (memory as cognitive process) more information than when they typed. (Will be studied in class)
Zheng et al (2014) found in studying 7100 Chinese middle school students' questionnaire responses that those who OWN mobile phones reported higher levels of inattention (cog process); moreover, those who kept phone on their body (in pocket) reported more inattention. Key finding: those who used mobile phones for over 60 mins a day → reported higher inattention. Those who powered phone OFF at night reported less inattention. (Optional to use, not studied in class)
Positive
Sarica & Usluei (2016) found that digital storytelling (the use of images, text to tell a story) increased visual memory capacity in Grade 2 students. It seemed that use of DST helped develop cognitive structures needed for recall. (Optional to use, not studied in class)
The influence of Modern technology on cognitive processes and Human Interaction
Cognitive Processes (memory, attention, learning)
Rosen et al (2011) found students who received/sent text messages during lecture did not have a massive impact on recall ability. The low texting group did marginally better than high texting group (10% higher achievement) but no big difference between the no/low texting groups. Seems teaching the metacognitive skill of knowing when to prioritize listening is more important to recall.
Mueller & Oppenheimer (2014) found that when students used traditional note taking techniques (written by hand) they recalled (memory as cognitive process) more information than when they typed. (Will be studied in class)
Sarica & Usluei (2016) found that digital storytelling (the use of images, text to tell a story) increased visual memory capacity in Grade 2 students. It seemed that use of DST helped develop cognitive structures needed for recall. (Optional to use, not studied in class)
Human Interaction/empathy
Carrier et al (2015) found positive correlation b/w online activities that facilitated f2f interaction & increase in self report empathy
Konrath et al (2011) Average empathy scores in US college students falling over time; trend consistent with the onset of the digital era (especially social networks and mobile phones.
Errastic (2017) found positive correlation between Facebook/Twitter use and expression of empathy with others. (Optional to use, not studied in class)
Sherry Turkle (MIT researcher) argues that overuse of phones/tablets and other digital technologies contribute to human disconnect and an over-reliance on technology as opposed to human interaction. (secondary reference; not Key Study)
Margaret Morris (clinical psychologist) argues phone are 'trusted portals' and can help people monitor their mood through bio feedback mechanisms. (secondary reference; not Key Study)
Rosen et al (2011) found students who received/sent text messages during lecture did not have a massive impact on recall ability. The low texting group did marginally better than high texting group (10% higher achievement) but no big difference between the no/low texting groups. Seems teaching the metacognitive skill of knowing when to prioritize listening is more important to recall.
Mueller & Oppenheimer (2014) found that when students used traditional note taking techniques (written by hand) they recalled (memory as cognitive process) more information than when they typed. (Will be studied in class)
Sarica & Usluei (2016) found that digital storytelling (the use of images, text to tell a story) increased visual memory capacity in Grade 2 students. It seemed that use of DST helped develop cognitive structures needed for recall. (Optional to use, not studied in class)
Human Interaction/empathy
Carrier et al (2015) found positive correlation b/w online activities that facilitated f2f interaction & increase in self report empathy
Konrath et al (2011) Average empathy scores in US college students falling over time; trend consistent with the onset of the digital era (especially social networks and mobile phones.
Errastic (2017) found positive correlation between Facebook/Twitter use and expression of empathy with others. (Optional to use, not studied in class)
Sherry Turkle (MIT researcher) argues that overuse of phones/tablets and other digital technologies contribute to human disconnect and an over-reliance on technology as opposed to human interaction. (secondary reference; not Key Study)
Margaret Morris (clinical psychologist) argues phone are 'trusted portals' and can help people monitor their mood through bio feedback mechanisms. (secondary reference; not Key Study)
Methods used to study the interaction between Modern technology and cognitive processes
Essay Plan: Evaluate at least one RM ...
Field experimentation: it's important to study in the field and in ways that show real life (mundane) use of digital technology. IV manipulated in the field.
Lab experimentation: it's important to isolate key variables so measure impact on DV. Controlled environment.
Correlation/use of questionnaire: it's useful to have wide distribution of questions so more data is analyzed from a wide sample.
Correlation/cross temporal meta analysis: it's useful to track responses collected at different points in time.
- Rosen et al (2011)
- Kramer et al (2014)
Lab experimentation: it's important to isolate key variables so measure impact on DV. Controlled environment.
- Sparrow et al (2011), 2 studies
- Mueller & Oppenheimer (2014)
Correlation/use of questionnaire: it's useful to have wide distribution of questions so more data is analyzed from a wide sample.
- Carrier et al (2015)
Correlation/cross temporal meta analysis: it's useful to track responses collected at different points in time.
- Konrath et al (2011)