Is technology producing a decline in critical thinking and analysis? | UCLA - 0 views
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Reading for pleasure, which has declined among young people in recent decades, enhances thinking and engages the imagination in a way that visual media such as video games and television do not, Greenfield said.
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"No one medium is good for everything," Greenfield said. "If we want to develop a variety of skills, we need a balanced media diet. Each medium has costs and benefits in terms of what skills each develops."
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"Studies show that reading develops imagination, induction, reflection and critical thinking, as well as vocabulary," Greenfield said. "Reading for pleasure is the key to developing these skills. Students today have more visual literacy and less print literacy. Many students do not read for pleasure and have not for decades."
Children who watch too much TV may have 'damaged brain structures' | Mail Online - 0 views
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MRI brain scans showed children who spent the most hours in front of the box had greater amounts of grey matter in regions around the frontopolar cortex - the area at the front of the frontal lobe.But this increased volume was a negative thing as it was linked with lower verbal intelligence, said the authors, from Tohoku University in the city of Sendai.
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‘These areas show developmental cortical thinning during development, and children with superior IQs show the most vigorous cortical thinning in this area,’ the team wrote.They highlighted the fact that unlike learning a musical instrument, for example, programmes we watch on TV ‘do not necessarily advance to a higher level, speed up or vary’.
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‘When this type of increase in level of experience does not occur with increasing experience, there is less of an effect on cognitive functioning,’ they wrote.
Television: A Weapon of Mind Destruction? - 0 views
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Johnson observed that watching TV does not require the use of imaginative thinking because the viewer passively takes in pictures on the screen (2). When children read, however, they generate their own mental images
How TV Affects Your Child - 0 views
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The first 2 years of life are considered a critical time for brain development. TV and other electronic media can get in the way of exploring, playing, and interacting with parents and others, which encourages learning and healthy physical and social development.
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Children who consistently spend more than 4 hours per day watching TV are more likely to be overweight. Kids who view violent acts are more likely to show aggressive behavior but also fear that the world is scary and that something bad will happen to them. TV characters often depict risky behaviors, such as smoking and drinking, and also reinforce gender-role and racial stereotypes.
The Good and Bad Effects of TV on Children - 0 views
How Television Affects Your Brian Chemistry-- And That's Not All - 0 views
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A growing number of experts agree that allowing children under the age of three to watch television can impair their linguistic and social development, and also put them at risk of health problems including attention-deficit disorder, autism, and OBESITY. Older kids are also at risk from WATCHING TV. Too much time in front of the tube may: Change your child's views and food choices Make your kids fat Make your kids more materialistic Cause your children to go into more debt as adults Cause your children to be more aggressive Lead to smoking Increase your child's risk of becoming seriously injured
Effects of TV on the Brain - 0 views
State and County Literacy Estimates - State Estimates - 0 views
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New York
Literacy Under Siege | Beyond Literacy - 1 views
Technology destroying literacy | renée a. schuls-jacobson - 0 views
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The author points out, however, that this is not the way teens use the Internet technology that is available to them. Teens don’t independently look up information about history or art or follow politics or listen to any music except popular music. Young users have learned to upload and download, surf and chat, post and design, play games and buy things online, but they haven’t learned to analyze a complex text, store facts in their heads, comprehend foreign policy, take lessons from history, or spell correctly. They require teachers, parents, religious leaders and employers to teach to pull them from their adolescent ethos towards a more mature ethic which will expose them to the idea of serious work, civic duty, financial independence, personal and family responsibility.
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I truly believe (and now have well researched and documented support, thanks to Bauerlein) that all this screen time is leading us down the path to a place of incivility that breeds incompetence in school and the workplace. I see people losing their ability to connect to each other. And, as a teacher and a writer, I want to be that bridge, so I have to work on being that bridge.
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"The author points out, however, that this is not the way teens use the Internet technology that is available to them. Teens don't independently look up information about history or art or follow politics or listen to any music except popular music. Young users have learned to upload and download, surf and chat, post and design, play games and buy things online, but they haven't learned to analyze a complex text, store facts in their heads, comprehend foreign policy, take lessons from history, or spell correctly. They require teachers, parents, religious leaders and employers to teach to pull them from their adolescent ethos towards a more mature ethic which will expose them to the idea of serious work, civic duty, financial independence, personal and family responsibility."
Is Technology Producing A Decline In Critical Thinking And Analysis? -- ScienceDaily - 0 views
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Reading for pleasure, which has declined among young people in recent decades, enhances thinking and engages the imagination in a way that visual media such as video games and television do not, Greenfield said.
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As students spend more time with visual media and less time with print, evaluation methods that include visual media will give a better picture of what they actually know," said Greenfield, who has been using films in her classes since the 1970s.
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Among the studies Greenfield analyzed was a classroom study showing that students who were given access to the Internet during class and were encouraged to use it during lectures did not process what the speaker said as well as students who did not have Internet access. When students were tested after class lectures, those who did not have Internet access performed better than those who did.
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"Among the studies Greenfield analyzed was a classroom study showing that students who were given access to the Internet during class and were encouraged to use it during lectures did not process what the speaker said as well as students who did not have Internet access. When students were tested after class lectures, those who did not have Internet access performed better than those who did."
Kids' TV time linked to school woes, bad habits - CNN.com - 0 views
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Each additional hour of TV that toddlers watch per week translates into poorer classroom behavior, lower math scores, less physical activity, and more snacking at age 10, according to a new study in the Archives of Pediatrics and Adolescent Medicine.
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Another theory is that the act of watching television can harm developing brains. A child's brain triples in size within the first three years of life in response to external stimulation, says Dr. Dimitri Christakis, M.D., a professor of pediatrics at the University of Washington and the country's foremost expert on the health effects of TV in childhood.
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"Early exposure to [television] can actually be over-stimulating for the developing brain, and that can lead to shorter attention spans [and] cognitive difficulties," says Christakis, the author of "The Elephant in the Living Room: Make Television Work for Your Kids."
Is television destroying our children's minds? | Society | The Guardian - 0 views
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"We all know that the brains of newborns continue to develop rapidly, that the final tuning is done, as it were, outside the womb. The rapid pace of TV may not help," Dr Dimitri Christakis, who led the research, tells the Guardian. "The idea came to me when I was at home with my three-month-old son. If he saw a television he was mesmerised by it. He had no idea of what the content was. I was curious what the effect of that degree of stimulation would be." His hypothesis was that very early exposure to television during critical periods of synaptic development would be associated with subsequent attention problems. "In contrast to the pace with which real life unfolds and is experienced by young children, television can portray rapidly changing images, scenery, and events," says Christakis's paper. "It can be overstimulating and yet extremely interesting. This has led some to theorise that television may shorten children's attention spans."
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""We all know that the brains of newborns continue to develop rapidly, that the final tuning is done, as it were, outside the womb. The rapid pace of TV may not help," Dr Dimitri Christakis, who led the research, tells the Guardian. "The idea came to me when I was at home with my three-month-old son. If he saw a television he was mesmerised by it. He had no idea of what the content was. I was curious what the effect of that degree of stimulation would be." His hypothesis was that very early exposure to television during critical periods of synaptic development would be associated with subsequent attention problems. "In contrast to the pace with which real life unfolds and is experienced by young children, television can portray rapidly changing images, scenery, and events," says Christakis's paper. "It can be overstimulating and yet extremely interesting. This has led some to theorise that television may shorten children's attention spans.""
B. Helen Liu - 1 views
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In 1962, 77% of a Gallop Poll respondents said they had watched television the day before; in 1988, 91% admitted doing so. Nowadays "an average American spends at least three hours a day in front of a television set" (Glenn 223). Considering the impact of television on reading only in terms of time, conventional wisdom has it that television has a detrimental influence on the development of a person's literacy level simply because that people have allocated less time on reading. Thus it is not surprising for the general public to have the notion that Americans' reading habits are on the decline. Such view is reinforced by the popularity of such books as Jonathan Kozol's Illiterate America, in which Kozol states that more than one-third of American adults cannot read successfully. David Harman, the author of Illiteracy: A National Dilemma, observes that "more and more working members of mainstream America are found to be either totally illiterate or unable to read at the level presumably required by their job or their position in society."
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Many educators, educational policymakers, and individuals with public influence have suggested that television watching has indeed lowered the academic performance of school children, both in reading and writing, and in mathematics. Support for such assertions frequently appears on television screens. Although children may learn the meaning of some words from watching television, television viewing presumably lessens the time they spend on homework, reading books, listening to adult conversation, and other activities with greater potential (than watching television) for the development of vocabulary, a major component of an individual's literacy proficiency. The increase in television watching by adults may also have adversely affected their development and retention of vocabulary by decreasing such activities as reading and conversing.
Studies show Television Decreases IQ, Creativity, Academic Achievement and Damages the ... - 0 views
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Reported in the Journal of Genetic Psychology was the finding that children’s television viewing ‘resulted in an eventual decrease in their academic achievement.
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researchers compared high I.Q. students who were heavy TV watchers with equally bright students who watched little TV. They found significantly higher scores on a reading comprehension test among the low TV viewers.
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Professor Herbert Krugman found that within 30 seconds of turning on the television, our brains become neurologically less able to make judgements about what we see and hear on the screen.
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