Which cognitive processes are influenced by technologies?
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Which cognitive processes are influenced by technologies?
Technologies influence cognitive processes such as memory, thinking, decision-making, attention, perception, language, and information-processing.
True or False?
Modern technologies include typewriters, fax-machines, and chess, all of which involve the use of cognitive processes e.g. working memory and attention.
False.
Modern technologies include smartphones, the internet, and computer games, all of which involve the use of cognitive processes e.g. working memory and attention.
What is cognitive overload?
Cognitive overload means that too much exposure to technology can overwhelm the individual and result in impaired cognitive and social functioning.
True or False?
People born before the internet and the rise in use of personal computers are known as ‘digital natives’, and those born after are known as ‘digital immigrants’.
False.
People born before the internet and the rise in use of personal computers are known as ‘digital immigrants’, and those born after are known as ‘digital natives’.
A possible positive influence of digital technologies is the idea of ‘hyperconnectedness’ - what does this mean?
A possible positive influence of digital technologies is the idea of ‘hyperconnectedness’. This means that an individual can access different worlds and be connected to people through multiple forms of information and communication e.g. email, forums, social media, computer games.
True or False?
Multitasking and changing between cognitive tasks is linked to system 1 thinking which could be highly adaptive to 21st century life.
True.
Multitasking and changing between cognitive tasks is linked to system 1 thinking which could be highly adaptive to 21st century life as these skills appear to be increasingly necessary in a range of situations.
What is metacognition?
Metacognition is thinking about and managing one's own cognitive processes - it can be learned by switching between tasks and in turn it can improve and enhance cognitive functioning.
A possible negative influence of digital technologies is the ‘google effect’ - what does this mean?
A possible negative influence of digital technologies is the ‘google effect’: the idea that information is not retained or transferred to long-term memory if it is retrieved using a search engine.
How can digital technologies negatively impact neuroplasticity?
Digital technologies can result in less neuroplasticity: neural pruning is likely to occur in brain regions/structures where technology has produced short-cuts e.g. the hippocampus for both memory and spatial navigation.
True or False?
Research has shown that the use of screens can result in the loss of some ability to recognise faces in real life.
True.
Research has shown that the use of screens can result in the loss of some ability to recognise faces in real life. This is because screens interfere with the ability to recognise emotion in face-to-face encounters.
Who investigates the extent to which action video games may improve visual working memory (VWM)?
Blacker et al. (2014) investigates the extent to which action video games may improve visual working memory (VWM).
What are the two conditions that participants are randomly allocated to in Blacker et al. (2014)?
The two conditions that participants are randomly allocated to in Blacker et al. (2014):
Condition 1: playing active video games e.g. call of duty
Condition 2: playing a non-active game e.g. sims
What is the procedure used by Blacker et al. (2014)?
The procedure used by Blacker et al. (2014) is as follows:
A self-report (rating scale) assessing participants' motivation to complete a visual working memory (VWM) task
Training using the game (action or non-action) for over 30 hours across 30 days
A self-report assessing participants' engagement in the VWM task
True or False?
In Blacker et al. (2014), participants who trained using the non-action game showed improvement in switching attention quickly compared to those trained on an action game.
False.
In Blacker et al. (2014), participants who trained using the action game showed improvement in switching attention quickly compared to those trained on a non-action game.
Based on the findings, what do Blacker et al. (2014) conclude ?
Based on the findings, Blacker et al. (2014) concluded that action video games may improve visual working memory (VWM) through the enhancement of selective attention.
True or False?
Blacker et al. (2014) has good application as it highlights the responsivity of visual working memory (VWM) to training which could be used in educational settings where improving cognitive skills is a key objective.
True.
Blacker et al. (2014) has good application as it highlights the responsivity of visual working memory (VWM) to training which could be used in educational settings where improving cognitive skills is a key objective.
What is the aim of Morina et al. (2015)?
The aim of Morina et al. (2015) is to assess how virtual reality exposure therapy (VRE) can be used to treat phobias.
What is virtual reality exposure therapy (VRE)?
Virtual reality exposure therapy (VRE) involves:
a patient being gradually and safely exposed to the phobic stimulus until their distress and fear have decreased significantly
a VR headpiece worn by the participant, projecting interactive 3D objects and situations associated with the phobia
the patient being taught strategies to help them manage their fear and anxiety surrounding the phobic stimulus
True or False?
Morina et al. (2015)conducted a meta-analysis which used the findings of 14 clinical trials using virtual reality exposure therapy (VRE) in the treatment of specific phobias e.g. fear of spiders, heights, flying, climbing stairs.
True.
Morina et al. (2015) conducted a meta-analysis which used the findings of 14 clinical trials using virtual reality exposure therapy (VRE) in the treatment of specific phobias e.g. fear of spiders, heights, flying, climbing stairs.
Which two of the following are findings from Morina et al. (2015) ?
a) Phobic patients responded well to VRE treatment
b) VRE was found to be less effective than cognitive behavioural therapy in the treatment of phobias
c) The findings are supported by previous research into the use of VRE to treat phobias
a & c.
The findings of Morina et al. (2015) show that phobic patients responded well to VRE treatment.
The findings are supported by previous research into the use of VRE to treat phobias.
True or False?
A limitation of Morina et al. (2015) is that patients may prefer VRE to other traditional forms of phobia therapy such as systematic desensitisation as it gives them more control of the process.
False.
A strength of Morina et al. (2015) is that patients may prefer VRE to other traditional forms of phobia therapy such as systematic desensitisation as it gives them more control of the process.
Why might virtual reality exposure therapy (VRE) not be an option for most patients?
Virtual reality exposure therapy (VRE) might not be an option for most patients as it is expensive and time-consuming.
Who investigates the relationship between memory, technology, and the ‘Google effect’?
Sparrow et al. (2011) investigates the relationship between memory, technology, and the ‘Google effect’?
In Sparrow et al. (2011), participants are asked to learn new trivia and enter this information into a computer.
What are the two conditions of the independent variable?
In Sparrow et al. (2011), participants are asked to learn new trivia and enter this information into a computer.
The two conditions of the independent variable are:
participants are told that the information they enter into the computer will be saved and they will have access to it at a later date
participants are told that the information they enter into the computer will be deleted
Half of the participants in both conditions are told that they need to remember the information they learn as they will need it later.
True or False?
In Sparrow et al. (2011), condition 1 participants (told they could access the information at a later date) had a higher recall rate compared to participants in condition 2 (who were told that the information would be deleted).
False.
In the Sparrow et al. (2011) study, condition 1 participants (told they could access the information at a later date) had a lower recall rate compared to participants in condition 2 (who were told that the information would be deleted).
What is the conclusion of Sparrow et al. (2011)?
The conclusion of Sparrow et al. (2011) is that the 'Google effect’ (reliance on technology to retain information) may lead to digital amnesia (being overly dependent on electronic sources to store and retrieve information), and this may have a negative impact on memory.
How could the findings of Sparrow et al. (2011) be useful to inform intervention strategies in educational settings?
The findings of Sparrow et al. (2011) could be used to inform intervention strategies to improve recall in educational settings i.e. to encourage children not to rely on electronic forms of memory but instead to work on their own memory ability.
Can the findings of Sparrow et al. (2011) be easily generalised?
It is almost impossible to generalise the findings of the Sparrow et al. (2011) study as nothing is known of the sample demographic i.e. were they similar in age? Were they all familiar with technology? Were they from a range of cultures or was the sample ethnocentric?
What is the aim of Rosen et al.'s (2011) study?
a) To examine the extent to which sleeping during a lecture may impact recall of the lesson
b) To examine the extent to which texting during a lecture may impact recall of the lesson
c) To examine the extent to which eating during a lecture may impact recall of the lesson
b.
The aim of Rosen et al.'s (2011) study is to examine the extent to which texting during a lecture may impact recall of the lesson.
What is the procedure of Rosen et al. (2011)?
The procedure of Rosen et al. (2011) is as follows:
Participants are told that they will view a recorded lecture and may receive texts from researchers during the lecture
There are three conditions: receiving 4 texts, 8 texts, or no texts during the lecture
After the lecture, participants list information about the texts, note any personal texts, and answer questions about typical texting behaviours and attitudes towards texting during class
True or False?
The results of Rosen et al. (2011) are that 75% of participants agree that texting negatively impacts learning; 40% agree it is acceptable to text in class; 18% do not respond to texts in class. The more texts sent/received, the lower the score on the memory test.
True.
The results of Rosen et al. (2011) are that 75% of participants agree that texting negatively impacts learning; 40% agree it is acceptable to text in class; 18% do not respond to texts in class. The more texts sent/received, the lower the score on the memory test.
Why can Rosen et al. (2011) be considered to have some ecological validity?
Rosen et al. (2011) can be considered to have some ecological validity as participants are in a familiar situation, doing what they would normally be doing as college students in the real world.
Why can some elements of Rosen et al. (2011) be considered artificial?
Some elements of Rosen et al. (2011) can be considered artificial as students watched a recorded lecture and were allocated to a condition by researchers (some of whom were texted by the researchers), which would not happen in the real world.