Topic
[HL]
Evaluate
/Discuss
the
influence
of digital
technology
on the
reliability
of
cognitive
process
Criterion A & B
•
•
•
•
•
We know that experience shapes
neuronal connections through
neuroplasticity
Since humanity is becoming
increasingly exposed to digital
technology, it would be
reasonable to assume that the
brain and cognitive processing
undergo some changes as well.
There is research to show that
interaction with digital
technology can improve as well
as impede cognitive processing
skills: in this essay, the effects of
digital technology on cognitive
processes will be
evaluated/discussed by looking
at 2 phenomena, video games
and multitasking
Video games, visuospatial
coordination. Research suggests
that playing video games that
involve rapid visuospatial
coordination may enhance
related skills in performing reallife tasks as well as tasks in wider
context not immediately related
to the tasks performed in game.
Induced media multitasking,
attention & focus. switching
back and forth between various
tasks rather than focusing on 1
task at a time, induced by
technology – this can have a
detrimental effect on attention
and focus, resulting in lower
academic achievment
Criterion C&D
Criterion D
Conclusion
Rosser et al (2007)
Aim: Investigate the effect of video games on
surgery performance of laporoscopic surgeons
Participants:
•
33 laparoscopic surgeons,
Method/Procedure:
1. Surgical skills measured with
standardized surgical drills
2. Video game mastery measured through
playing games
Results
•
Video game mastery highly correlated
w/ performing surgical drills faster &
fewer errors
•
Video game players had better results
that non-players
Rosser et al (2007)
Correlational
study
Some participants
might have done
surgical drills
before which
allows them to be
better (random
assignment could
have negated this
factor)
Very specific
situation, need to
study on wider
domain than
Surgery.
Rossen et al. (2013)
Ecological Validity
Good
Technology use is
self reported –
susceptible to
demand
characteristics,
memory
distortion.
Used trained
student observers
who were
comfortable with
participants reduced demand
characteristics?
There is evidence to show
beneficial and detrimental
effects of digital technology
on our cognitive processes.
However, as rapid advances
are made in digital
technology and as it
increasingly permeates our
lives, more
research needs to be done
to determine whether the
effects are good or bad
overall
Rosen et al. (2011)
Aim: Investigate the effect of digital tech
distraction on memory recall
Participants:
•
185 college students
Method/Procedure:
•
P watch video lecture while receiving
text messages (small, medium, large)
•
P tested on lecture content
Results
•
More text messages received
correlated to worse performance on
test
•
P who respond to text messages
strategically did better than who
immediately responded to every single
message
Topic
[HL]
Evaluate
/Discuss
the
influence
of digital
technology
on
emotion
and
cognition
Criterion A & B
•
•
•
•
There is research to show that
interaction with digital
technology can improve as well
as impede cognitive processing
skills: in this essay, the effects of
digital technology on cognitive
processes will be evaluated by
looking at 2 phenomena, video
games and induced media
multitasking.
In the context of digital
technology, emotion and
cognition can be considered
using the example of empathy,
which has both emotional and
cognitive components
Claim: Digital technology
reduces empathy. There has
been a decline in empathy scores
in tests - researchers have linked
this decline to the appearance of
social networking websites.
Counterclaim: Different types of
digital activity have different
effects on empathy. Some digital
activities provide opportunities
for the development of virtual
empathy and predict increased
face-to-face communication;
these activities are associated
with higher real-world empathy
Criterion C&D
Konrath et al. (2011)
Aim: To examine changes in empathy scores in US
college students over time
Participants:
•
72 us college students
Procedure:
•
Cross temporal meta-analysis
•
Correlational study
•
P completed a Interpersonal Reactivity
Index (self report measure of empathy
Results:
•
The more recent the generation of the
student, the lower the score on
empathic concern and perspectivetaking.
•
Dramatic change from 2000-2009 –
same time as the rise of social media
and cell phones
Carrier et al. (2015)
Aim: Investigate the relationship between digital
activities, virtual empathy and real world
empathy.
Participants:
•
1726 p born in digital era (1980+)
Method:
•
Correlational study
•
Anonymous online questionnaire
•
Collect information on daily media
usage and empathy scores
•
Emotional and cognitive components of
empathy were measured
Results
•
High empathy score for face-to-face
communication
•
Opposite was true for gaming
Criterion D
Conclusion
-
-
-
-
Large sample size,
generalizable to population
Sampling bias
Self-reporting – open to
memory distortion, demand
characteristics, peak-andeffect
Individualistic culture –
cross-cultural validity?
Correlational study, doesn’t
account culture?
Temporal validity
Low predictive validity
-
-
Continued research has led
to consensus: It is generally
believed that it is not
digital technology that
influences empathy, but
the way technology is used.
If online communication is
used for supporting
existing friendships, it can
produce positive effects-we
will be exposed to more
personal stories, share
more with each other both
online and offline, leading
to enhanced mutual
understanding and
perspective-taking.
On the other hand,
activities not associated
with face-to-face
communication (e.g.
gaming) can negatively
affect empathy scores