COGNITIVE PROCESSING IN

T H E D I G I TA L W O R L D ( H L O N LY )

IB-1
TA H S E E N A B I D
COGNITIVE PROCESSING IN THE DIGITAL
WORLD(HL ONLY)

It includes three subtopics.

1.The influence of digital technology on cognitive processes,
2.The positive and negative effects of modern technology on cognitive
processes.
3.Methods used to study the interaction between digital technology and
cognitive processes.
DIGITAL TECHNOLOGY IN
MODERN LIFE
• Prevalence of digital devices
• Early exposure: Children using tablets before speaking
• Statistics: 1/3 of smartphone users check devices before getting out
of bed
• Impact on daily cognitive function
 DIGITAL TECHNOLOGY AND
COGNITIVE PROCESSING: HOW
TECHNOLOGY SHAPES OUR BRAINS
PART 1
• Recall the concept of Neuroplasticity
• Brain's ability to form new neural connections
• Experience shapes neural pathways
• "Neurons that fire together, wire together”
• Neurons that fire out of sync, fail to link”
KEY QUESTIONS ABOUT
DIGITAL TECHNOLOGY
• Effects on memory capabilities
• Impact on learning processes
• Skill transfer between digital and traditional mediums
• Long-term cognitive implications
POSITIVE EFFECTS OF DIGITAL
TECHNOLOGY
• Enhanced hand-eye coordination
• Improved reaction time
• Better spatial visualization
• Advanced mental rotation abilities
• Skill transfer to practical applications
• Example: Surgeons who game perform 27% faster
READING TASK 1
TEXTBOOK PG; 189 ROSSER ET
AL. (2007)
RESEARCH STUDY: VIDEO
GAMES AND SURGICAL SKILLS
• Rosser et al. (2007) findings:
• 37% fewer surgical errors
• 27% faster surgery performance
• Video game players vs. non-players
• Correlation between gaming skills and surgical precision (r = 0.63)
IT IS ALSO DEMONSTRATED THAT
EFFECTS OF PLAYING VIDEOGAMES
CAN BE TRANSFERRABLE TO A WIDER
DOMAIN

for example,Sanchez(2012)showed that playing videogames that

require spatial abilities (such as first –person shooters)may enhance
students understanding of abstract scientific concepts that also
involve spatial reasoning(such as plate tactonics)
READING TASK 2
TEXTBOOK PG; 191
VIDEO GAMES AND
SCIENTIFIC LEARNING

• Sanchez (2012) Study Overview

• Focus: Transfer of visuospatial skills

• Test groups: Spatial vs. Non-spatial training
• Application: Plate tectonics comprehension

• Results: Enhanced understanding in gaming group

SKILL TRANSFER IN GAMING
• Types of transferable skills:
• Visuospatial abilities
• Problem-solving
• Strategic thinking
• Pattern recognition

• Short-term vs. long-term effects

VIRTUAL REALITY
APPLICATIONS(POSITIVE
EFFECTS OF TECHNOLOGY
• Training simulations for:
• Driving
• Aviation
• Surgery
• Military operations

• Real-world skill development

READING TASK 3
TEXTBOOK PG; 191(FERRY&PENSERRE 2OO1)
GOLF SIMULATION STUDY
• Fery and Ponserre (2001) Research

• 62 participants with no golf experience

• Three study groups:
• Learning-focused
• Entertainment-focused
• Control group
SUCCESS FACTORS IN
DIGITAL LEARNING
• Simulation credibility

• User motivation

• Clear learning objectives

• Practical application

• Regular practice
DIGITAL TECHNOLOGY
TYPES AND EFFECTS
• Educational software

• Gaming platforms

• Virtual reality systems

• Mobile applications

• Impact variation by technology type

OPTIMIZING DIGITAL
LEARNING
• Balanced approach to technology use
• Setting specific learning goals
• Monitoring progress
• Combining digital and traditional methods
• Regular assessment of outcomes
RECOMMENDATIONS FOR
STUDENTS
• Conscious technology use
• Setting learning objectives
• Maintaining balance
• Applying skills across contexts
• Regular self-assessment
RESEARCH DIRECTIONS
• Long-term impact studies
• Skill transfer research
• Cognitive development tracking
• Educational effectiveness measures
• Technology integration methods
PART 2;
DIGITAL TECHNOLOGY AND
MULTI-TASKING: IMPACT ON
COGNITIVE PROCESSES
OVERVIEW TO DIGITAL
MULTI-TASKING
• Definitionof induced multi-tasking
• Modern digital environment challenges
• Multiple platforms and devices
• Social media's role in task switching
 WHAT IS DIGITAL MULTI-
TASKING?
• Digital multi-tasking occurs when we attempt to engage with multiple digital
activities simultaneously

• Examples include:
• Texting while studying
• Checking social media while watching educational videos
• Switching between multiple browser tabs
• Modern students on average use 6-7 different digital platforms
simultaneously
• Social media platforms are the primary source of task-switching behavior
 NEGATIVE EFFECTS (EXAM PROMPT)
• It is demonstrated that induced media multi-tasking,and increased consumption of
digital media in general leads to attention problems(small and vorgan2008)
• Media multi-tasking can lead to lower school achievement(GPA)Rosen ,carrier and
Cheever(2013)
• Loh and kanai(2014) investigated further through neuroimaging techniques and
found that media –multitasking affects areas that are responsible for cognitive control
and emotional regulations.
• They concluded that being prone tomedia- multitasking correlates with lower grey
matter in the anterior cingulated cortex(ACC).
• The same area is involved in cognitive control and emotional regulation.
POTENTIAL NEGATIVE
IMPACTS(SMALL AND
VORGAN2008)
• Digital technology addiction
• Reduced decision-making abilities
• Decreased delayed gratification capacity
• Lower academic performance correlation
• Behavioral changes
READING TASK 4
TEXTBOOK PG; 192(MORENO ET AL2012)
RESEARCH: THE SCALE OF
MULTI-TASKING
• Moreno et al. (2012) study findings
• 189 university students monitored

• Six daily random text messages

• Over 50% of internet time involves multi-tasking

• Social networking as primary off-task activity

READING TASK 5
TEXTBOOK PG; 192
ROSEN, CARRIER & CHEEVER
(2013)
THE NATURAL LEARNING
ENVIRONMENT STUDY
• Rosen, Carrier & Cheever (2013) research
• 63 students observed
• 15-minute study sessions
• Natural home environment
• 128 trained observers
STUDY METHODOLOGY
• Pre-observation data collection

• Minute-by-minute assessment

• Technology presence tracking

• Multiple activity monitoring

• GPA correlation analysis

KEY FINDINGS: STUDY
BEHAVIOR
• Average on-task duration: 6 minutes
• Total on-task time: 10 minutes
• Four main distraction predictors:
• Available technology
• Physical movement
• Texting
• Facebook use
FACEBOOK IMPACT
• Lower GPAs correlated with Facebook use

• Emotional gratification factor

• Task similarity challenges

• Environmental influence on multi-tasking

STUDY ENVIRONMENT
ANALYSIS
• Technology-saturated environments

• Intentional task switching

• Examination preparation behavior

• Environmental impact on study habits

RESEARCH METHODOLOGY
CONSIDERATIONS
• Combined quantitative and qualitative approaches
• Observer selection process
• Ethical considerations
• Data collection techniques
HOW TO OVERCOME THE DETRIMENTAL EFFECTS OF MEDIA
-MULTITASKING

• Rosen etal (2011)demonstrated

that adverse effects of
multitasking on attention and
school performance can be
overcokme to some extent by
using metacognition
strategies.
 WHAT IS METACOGNITION

• Metacognition is the practice of

being aware of one’s own
thinking.
• Some scholars refer to it as
“thinking about thinking.”
READING TASK 6
TEXTBOOK PG; 193
(ROSEN ET AL(2011)
META-COGNITIVE
STRATEGIES(ROSEN ET
AL(2011)
• Definitionof metacognition
• Conscious monitoring techniques
• Self-regulation strategies
• Implementation challenges
TEXT MESSAGE IMPACT
STUDY
• Experimental design

• Video lecture setting

• Message frequency variations
• Response timing effects
PERFORMANCE RESULTS
• Correlation between messages and test scores

• Response delay benefits

• Immediate vs. delayed response impact

• Strategic response timing

READING TASK 7
TEXTBOOK PG; 194
LOH AND KANAI (2014)
NEUROLOGICAL EVIDENCE
• Loh and Kanai (2014) study

• Media multi-tasking index (MMI)

• fMRI data analysis
• Grey matter density correlations
BRAIN IMPACT AND
COGNITIVE EFFECTS
• Neurological research shows:
• Multi-tasking affects the anterior cingulate cortex (ACC)
• Changes occur in areas responsible for:
o Emotional processing
o Decision making
o Focus control
o And frequent multi-tasking may lead to:
• Decreased attention span
• Reduced ability to filter irrelevant information
• Compromised memory formation
BRAIN STRUCTURE IMPACT
• Anteriorcingulate cortex (ACC) findings
• Cognitive control relationship
• Emotional processing connection
• Neuroplasticity considerations
PSYCHOLOGICAL
IMPLICATIONS
• Cognitivecontrol abilities
• Emotional regulation
• Motivation processing
• Behavioral patterns
STUDY LIMITATIONS
• Causality direction uncertainty

• Sample population constraints

• Generalizability issues

• Technology exposure factors

RECOMMENDATIONS FOR
STUDENTS
• Creatingdistraction-free zones
• Time management techniques
• Response delay strategies
• Self-monitoring practices
CONCLUSION
• Complex relationship between technology and cognition

• Balance of positive and negative effects

• Importance of purposeful implementation

• Need for continued research

• Role in future education/

Self help prompt for the studenst
DIGITAL TECHNOLOGY'S
IMPACT ON EMOTIONAL
PROCESSING AND EMPATHY
LECTURE 2
INTRODUCTION TO DIGITAL
ERA EMPATHY
• Definition of empathy in the digital age

• Two key components: cognitive and emotional empathy

Cognitive Component: Understanding others' perspectives

• Emotional Component: "Feeling along" with others

• Rising concerns about emotional sensitivity in the internet era

THE DIGITAL
TRANSFORMATION CHALLENGE

• Shift from face-to-face to online interactions

• Questions about emotional processing capabilities

• Role of emojis in emotional communication

RESEARCH FINDINGS ON
EMPATHY DECLINE

• Contemporary college students showing lower empathy scores

• Comparison with students from 30 years ago

• Correlation with digital era emergence

CARRIER STUDY OVERVIEW
(2015) READING TASK 1 PG 195
• Sample size: 1,726 participants
• Born after 1980 (digital era)
• Anonymous online questionnaire methodology
• Focus on media usage and empathy
KEY STUDY VARIABLES
• Daily media usage patterns

• Real-world empathy measurements

• Virtual empathy assessments

• Social support indicators

DUAL MECHANISMS OF
ONLINE ACTIVITY

• Positive
pathway: Online activity leading to face-to-face
communication

• Negative pathway: Online activity without face-to-face interaction

ACTIVITIES PROMOTING FACE-
TO-FACE COMMUNICATION

• Socialnetworking sites
• Website browsing
• Email usage
• General computer use
VIDEO GAMING AND
EMPATHY

• Negative correlation with real-world empathy

• Independent of face-to-face communication time

• Unique impact compared to other digital activities

VIRTUAL VS. REAL-WORLD
EMPATHY

• Positive correlation between virtual and real-world empathy

• Lower scores in virtual empathy

• Impact of non-verbal cue absence

COMMUNICATION
CHALLENGES ONLINE

• Limited emotional information transfer

• Absence of gestures and facial expressions

• Role of text-based communication

STUDY LIMITATIONS
• Convenience sampling issues

• Self-report measure reliability

• Correlational nature of findings

• Possible third-variable effects

HOWARD-JONES (2011)
ANALYSIS

• Evolution of internet popularity

• Shift in online communication purposes

• Impact on research findings

MODERN USAGE PATTERNS

• Supporting existing friendships online

• Making new friends online

• Different empathy outcomes

POSITIVE EFFECTS OF
ONLINE COMMUNICATION

• Maintaining existing relationships

• Supporting friendship networks

• Benefits of connected communication

DIGITAL TECHNOLOGY AND
COGNITIVE PROCESSING:
EFFECTS ON ATTENTION AND
RESEARCH METHODS
INTRODUCTION TO DIGITAL
TECHNOLOGY'S IMPACT
• Growing concern about digital technology's influence on attention

• Focus on ADHD rates and cognitive processing

• Modern challenges in academic engagement

THE ATTENTION HYPOTHESIS
• Rapid stimulus changes in digital media

• Potential impact on academic performance

• Contrast between digital entertainment and traditional learning

materials

• Question of causation vs. correlation

KEY RESEARCH: SWING ET AL.
(2010) STUDY READING TASK 2
PG196
• Longitudinal study over 13 months
• Age group: 6-12 years
• Teacher observations of attention problems
• Screen time correlation with attention issues
SCREEN TIME FINDINGS
• Two-hour threshold identified

• Combined effects of television and computer games

• Increased likelihood of attention problems

• Behavioral changes over time

RESEARCH LIMITATIONS
• Most studies lack longitudinal data

• Causality direction unclear

• Alternative explanation: attention problems leading to increased

screen time

• Need for more comprehensive research

RESEARCH METHODOLOGY
OVERVIEW
• Empirical science approach

• Importance of procedural knowledge

• Multiple research methods required

• Focus on cognitive processing in digital world

REAL-WORLD RESEARCH
METHODS
• Surveys

• Structured observations

• Experience sampling method

• Natural setting advantages

EXPERIMENTAL RESEARCH

• Control of variables

• Cause-effect relationships

• Examples: Rosser et al. (2007) and Fery & Ponserre (2001)

• Specific population studies

LIMITATIONS OF
CONTROLLED STUDIES
• Artificial conditions
• Reductionist approach
• Limited population applicability
• Narrow skill focus
CORRELATIONAL RESEARCH
• Broader variable inclusion

• Neurological correlates

• Brain imaging methods

• Holistic understanding
MULTI-METHOD APPROACH
BENEFITS
• Combined data sources

• Experimental evidence

• Observational insights

• Comprehensive understanding
LONGITUDINAL IMPORTANCE

• Time-based changes

• Social network effects

• Impact on empathy

• Evolution of cognitive processes

RESEARCH
RECOMMENDATIONS
• Diverse methodology use
• Real-world settings
• Long-term studies
• Multiple variable consideration
ASSESSMENT TEST FOR THE WHOLE
TOPIC IN THE NEXT WEEK HL CLASS
It will include short and long Question Answers