Skip to main content

Home/ Digital Research Class/ Group items tagged hyperattention

Rss Feed Group items tagged

Mary Fahey Colbert

Hyper and Deep Attention: The Generational Divide in Cognitive Modes by N. Katherine Ha... - 0 views

  •  
    Networked and programmable media are part of a rapidly developing mediascape transforming how citizens of developed countries do business, conduct their social lives, communicate with each other, and perhaps most significantly, how they think.  This essay explores the hypothesis we are in the midst of a generational shift in cognitive styles that poses significant challenges to education at all levels, including colleges and universities.  The shift is more pronounced the younger the age group; already apparent in present-day college students, its full effects are likely to be realized only when youngsters who are now twelve years old reach our institutions of higher education.   To prepare, we need to become aware of the shift, understand its causes, and think creatively and innovatively about new educational strategies appropriate to the coming changes.
Mary Fahey Colbert

The Shallows: What the Internet Is Doing to Our Brains - Nicholas Carr - Google Books - 0 views

  •  
    Find out if Marlboro College Library has a copy of this for loan, and if not buy it on Google books.  It will be an excellent source for one side of this issue of the effects of hypermedia immersion on student learning.  This is the same author of "Is Google making us stupider?"
Mary Fahey Colbert

Ed/ITLib Digital Library → No Access - 0 views

  •  
    Coghlan, M. (2011). Thinking Deeply About the Shallows. In T. Bastiaens & M. Ebner (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2011 (pp. 1038-1043). Chesapeake, VA: AACE. Retrieved from http://www.editlib.org/p/37999.   I need to see if Marlboro College Library has access to this paper.
Mary Fahey Colbert

The shallows: What the Internet is doing to our brains You are not a gadget: A manifest... - 0 views

  • Carr draws extensively from cognitive neuroscience literature to make his deterministic argument that the Internet is changing who we are. He weaves the findings together well, but on closer inspection, his use of the literature is occasionally questionable and at times outright indefensible. He seems to ignore the scientific literature that has actually found that new digital technologies might be better for how we learn (Gardner, 2006) and how we socialize (Pew, 2010). Furthermore, in his discussion of hypertext and the ways it hurts deep thinking, he draws from a Canadian study (Landow & Delaney, 2001) that, as Rosenberg (2010) argues, does not prove Carr's argument. The study was actually analyzing a specific type of hypertext fiction and was never meant to be extended to all hypertext. This example is a microcosm of Carr's book as a whole, a valid argument that extends itself too far.
  • Both Carr and Lanier provide inflammatory arguments about the Internet that will surely anger some readers. The strengths of these books are their ability to question widely held beliefs of digital evangelism and to make their criticisms accessible to mainstream audiences (though Gadget occasionally may get too technical for some). As we discussed above, the books do have their problems, but they may still prove valuable in an undergraduate course or any introduction to media criticism. Students would be able to read accessible accounts questioning widely accepted orthodoxy, and they would also be able to evaluate areas where each author takes his argument further than evidence allows.
  •  
    This is a good review and refutation of some of Nicholas Carr's assertions/arguments in "The Shallows," and it also has some further resources for me to investigate from the references.
Mary Fahey Colbert

Magazine - Is Google Making Us Stupid? - The Atlantic - 0 views

  • “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.”
  • ...7 more annotations...
  • It’s becoming our map and our clock, our printing press and our typewriter, our calculator and our telephone, and our radio and TV.
  • The result is to scatter our attention and diffuse our concentration.
  • Never has a communications system played so many roles in our lives—or exerted such broad influence over our thoughts—as the Internet does today. Yet, for all that’s been written about the Net, there’s been little consideration of how, exactly, it’s reprogramming us. The Net’s intellectual ethic remains obscure.
  • The faster we surf across the Web—the more links we click and pages we view—the more opportunities Google and other companies gain to collect information about us and to feed us advertisements. Most of the proprietors of the commercial Internet have a financial stake in collecting the crumbs of data we leave behind as we flit from link to link—the more crumbs, the better. The last thing these companies want is to encourage leisurely reading or slow, concentrated thought. It’s in their economic interest to drive us to distraction.
  • The kind of deep reading that a sequence of printed pages promotes is valuable not just for the knowledge we acquire from the author’s words but for the intellectual vibrations those words set off within our own minds. In the quiet spaces opened up by the sustained, undistracted reading of a book, or by any other act of contemplation, for that matter, we make our own associations, draw our own inferences and analogies, foster our own ideas. Deep reading, as Maryanne Wolf argues, is indistinguishable from deep thinking.
  • As we are drained of our “inner repertory of dense cultural inheritance,” Foreman concluded, we risk turning into “‘pancake people’—spread wide and thin as we connect with that vast network of information accessed by the mere touch of a button.”
  • That’s the essence of Kubrick’s dark prophecy: as we come to rely on computers to mediate our understanding of the world, it is our own intelligence that flattens into artificial intelligence.
  •  
    And what the Net seems to be doing is chipping away my capacity for concentration and contemplation. My mind now expects to take in information the way the Net distributes it: in a swiftly moving stream of particles. Once I was a scuba diver in the sea of words. Now I zip along the surface like a guy on a Jet Ski.
Mary Fahey Colbert

DOAJ -- Directory of Open Access Journals - 0 views

  • his experimental study suggests that students who IM while reading will perform as well but take longer to complete the task than those who do not IM while reading or those students who IM before reading.
  •  
    Another research finding that suggests multitasking while doing school work takes students longer to accomplish.  Add this research to that argument.
Mary Fahey Colbert

Title:Taking on multitasking: students will continue to media multitask--to their own d... - 0 views

  • Therefore, the impairing effect of multitasking upon learning may be related to reduced brain resources that are available to satisfactorily complete tasks when they're tried together.
  •  
    This looks promising for my research. Come back and read later.
1 - 7 of 7
Showing 20 items per page