Science Daily (January 29, 2009)
Is Technology Producing A Decline In Critical Thinking And Analysis?
As technology has played a bigger role in our lives, our skills in critical thinking and analysis have declined, while our visual skills have improved, according to research by Patricia Greenfield, UCLA distinguished professor of psychology and director of the Children's Digital Media Center, Los Angeles.
Learners have changed as a result of their exposure to technology, says Greenfield, who analyzed more than 50 studies on learning and technology, including research on multi-tasking and the use of computers, the Internet and video games.
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.
"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."
Schools should make more effort to test students using visual media, she said, by asking them to prepare PowerPoint presentations, for example.
"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."
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.
Another study analyzed found that college students who watched "CNN Headline News" with just the news anchor on screen and without the "news crawl" across the bottom of the screen remembered significantly more facts from the televised broadcast than those who watched it with the distraction of the crawling text and with additional stock market and weather information on the screen.
Yet, for certain tasks, divided attention is important.
"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."
Visual intelligence has been rising globally for 50 years, Greenfield said. In 1942, people's visual performance, as measured by a visual intelligence test known as Raven's Progressive Matrices, went steadily down with age and declined substantially from age 25 to 65. By 1992, there was a much less significant age-related disparity in visual intelligence, Greenfield said.
"In a 1992 study, visual IQ stayed almost flat from age 25 to 65," she said.
Greenfield believes much of this change is related to our increased use of technology, as well as other factors, including increased levels of formal education, improved nutrition, smaller families and increased societal complexity.
reference
Technology and Informal Education: What Is Taught, What Is Learned
Patricia M. Greenfield
Science 2 January 2009 Vol. 323. no. 5910, pp. 69 - 71
DOI: 10.1126/science.1167190
Link to Science abstract
Link to Science Daily article