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In the context of middle class families, elements in the techno-subsystem (e.g., Internet access) may not necessarily facilitate child cognitive development; effective use of those elements, highly dependent upon parent behavior, may promote development. For example, Cho and Cheon (2005) surveyed families and found that parents' perceived control, obtained through shared web activities and family cohesion, reduced children's exposure to negative Internet content. Using the Internet at home to learn was reported in 65 cases, to play was reported in 57 cases, to browse in 35 cases, and to communicate in 27 cases. Fuchs and Wößmann (2005) inferred, having controlled for socioeconomic status, "a negative relationship between home computer availability and academic achievement, but a positive relationship between home computer use for Internet communication" (p. 581). DeBell and Chapman (2006) concluded that Internet use promotes cognitive development in children, "specifically in the area of visual intelligence, where certain computer activities -- particularly games -- may enhance the ability to monitor several visual stimuli at once, to read diagrams, recognize icons, and visualize spatial relationships" (p. 3). Van Deventer and White (2002) observed proficient 10- and 11-year-old video gamers and noted extremely high levels of self-monitoring, pattern recognition, and visual memory. In a comprehensive review of the literature of the time (when interactive digital games were relatively unsophisticated), Subrahmanyam, Kraut, Greenfield, and Gross (2000) concluded that "children who play computer games can improve their visual intelligence" (p. 128). It should be noted, however, that playing video games has also been linked to childhood distractibility, over-arousal, hostility, and aggression (Anderson, Gentile, & Buckley, 2007; Funk, Chan, Brouwer, & Curtiss, 2006).

This ties into the theme of artificial intelligence in Vernor Vinge's Rainbow's End

Guys this is the bomb. Check it out or die!

I haven't been through this yet, but there are clear connection with Rainbows End, and it sounds interesting.

Twitter and YouTube both revolutionizing the way to civily defy government.

Deep Grammar works by giving each word a value known as a vector. It then uses that value to determine what context you have used the term in and whether or not it needs changing when it analyzes your text. Mugan gives the example of how Deep Grammar might learn that "I feel worried" is closer to the same meaning as "I feel anxious" than it is to "I feel sleepy." It takes three steps to analyze what has been written - firstly, it computes the likelihood that what's written is what you mean to say and then if needs be, it will replicate the sentence or phrase with something more likely to be what you meant and makes a suggestion to edit.