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That illusion of competence is one of the things that worry scholars who study attention, cognition, and the classroom. Students' minds have been wandering since the dawn of education. But until recently—so the worry goes—students at least knew when they had checked out. A student today who moves his attention rapid-fire from text-messaging to the lecture to Facebook to note-taking and back again may walk away from the class feeling buzzed and alert, with a sense that he has absorbed much more of the lesson than he actually has.

As the pace of technological change accelerates, we are increasingly experiencing a state of information overload. Statistics show that we are interrupted every three minutes during the course of the work day. Multitasking between email, cell-phone, text messages, and four or five websites while listening to an iPod forces the brain to process more and more informaton at greater and greater speeds. And yet the human brain has hardly changed in the last 40,000 years. Are all these high-tech advances overtaxing our Stone Age brains or is the constant flood of information good for us, giving our brains the daily exercise they seem to crave? In The Overflowing Brain, cognitive scientist Torkel Klingberg takes us on a journey into the limits and possibilities of the brain. He suggests that we should acknowledge and embrace our desire for information and mental challenges, but try to find a balance between demand and capacity. Klingberg explores the cognitive demands, or "complexity," of everyday life and how the brain tries to meet them. He identifies different types of attention, such as stimulus-driven and controlled attention, but focuses chiefly on "working memory," our capacity to keep information in mind for short periods of time. Dr Klingberg asserts that working memory capacity, long thought to be static and hardwired in the brain, can be improved by training, and that the increasing demands on working memory may actually have a constructive effect: as demands on the human brain increase, so does its capacity. The book ends with a discussion of the future of brain development and how we can best handle information overload in our everyday lives. Klingberg suggests how we might find a balance between demand and capacity and move from feeling overwhelmed to deeply engaged. Show More Show Less

A sustained negative neurological effect of information overload has been identified by psychiatrist E.M. Hallowell. He has called this effect Attention Deficit Trait, or ADT. 'It isn't an illness; it's purely a response to the hyperkinetic environment in which we live....When a manager is desperately trying to deal with more input than he possibly can, the brain and body get locked into a reverberating circuit while the brain's frontal lobes lose their sophistication, as if vinegar were added to wine. The result is black-and-white thinking; perspective and shades of gray disappear. People with ADT have difficulty staying organised, setting priorities, and managing time, and they feel a constant low level of panic and guilt.' [5]

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Heavy media users report getting lower grades.  While the study cannot establish a cause and effect relationship between media use and grades, there are differences between heavy and light media users in this regard.  About half (47%) of heavy media users say they usually get fair or poor grades (mostly Cs or lower), compared to about a quarter (23%) of light users.  These differences may or may not be influenced by their media use patterns. (Heavy users are the 21% of young people who consume more than 16 hours of media a day, and light users are the 17% of young people who consume less than 3 hours of media a day.)

"If you're a pilot, you need to be able to monitor multiple instruments at the same time. If you're a cab driver, you need to pay attention to multiple events at the same time. If you're in the military, you need to multi-task too," she said. "On the other hand, if you're trying to solve a complex problem, you need sustained concentration. If you are doing a task that requires deep and sustained thought, multi-tasking is detrimental."

“We are not only what we read,” says Maryanne Wolf, a developmental psychologist at Tufts University and the author of Proust and the Squid: The Story and Science of the Reading Brain. “We are how we read.” Wolf worries that the style of reading promoted by the Net, a style that puts “efficiency” and “immediacy” above all else, may be weakening our capacity for the kind of deep reading that emerged when an earlier technology, the printing press, made long and complex works of prose commonplace. When we read online, she says, we tend to become “mere decoders of information.” Our ability to interpret text, to make the rich mental connections that form when we read deeply and without distraction, remains largely disengaged.

We can expect as well that the circuits woven by our use of the Net will be different from those woven by our reading of books and other printed works.

James Olds, a professor of neuroscience who directs the Krasnow Institute for Advanced Study at George Mason University, says that even the adult mind “is very plastic.” Nerve cells routinely break old connections and form new ones. “The brain,” according to Olds, “has the ability to reprogram itself on the fly, altering the way it functions.”

The Dumbest Generation: How the Digital Age Stupefies Young Americans and Jeopardizes Our Future (2008), by Mark Bauerlein, provides alarming statistical support for the suspicion — widespread among professors (including me) — that young Americans are arriving at college with diminished verbal skills, an impaired work ethic, an inability to concentrate, and a lack of knowledge even as more and more money is spent on education.

t seems that our students are dumb and ignorant, but their self-esteem is high so they are impervious or hostile to criticism. Approaching his subject from the right, Bauerlein mentions the usual suspects — popular culture, pandering by educators, the culture war, etc. — but also reserves special attention for the digital technologies, which, for all their promise, have only more deeply immersed students in the peer obsessions of entertainment and fashion rather than encouraging more mature and sustained thought about politics, history, science, and the arts.

Uncertain about academic honesty and what constitutes plagiarism. (I recently had a student defend herself by claiming that her paper was more than 50 percent original, so she should receive that much credit, at least.)

Jazzing Up Lectures Question: Are you comfortable with a lecture style that is just a guy speaking to you, or do you think that colleges should add more flair or more pizzazz to lectures through video and PowerPoint, electronic stuff, and so on? Laura: Well, with the professor just lecturing to you it can get boring, so I think they need to. If they do not already have flair, they need to just add a little more instead of just lecturing notes. Deanna: I agree with her 100 percent. When there is a teacher lecturing to you in the front of the room, it is really boring. You do not get involved, and you tend to kind of zone out the whole time. I need more bells and whistles to keep my attention. Anthony: I think what they really should look at is how businesses are doing business because the student could say they want to learn a certain way, but if business is not working like that, they might not be prepared to actually go into the work force. So I think you definitely need to look at what the corporate world is doing and try to match with them in some ways. Going Out Into the Real World Question: How many of you think that when you get out into the work world and you are reaching your sort of earning potential, how many of you think you are going to make more money than your parents did? And do you think you will work as hard as they do? John: I definitely think we are going to be working more than our parents simply because of the integration of technology and the tools that we are required to learn and use in everyday business. ... Technology being there is going to force us to be more productive, so in an eight-hour day we are expected to do four, five, six times as much. Question: But the tool that was supposed to get rid of work makes work.