Marsh, Elizabeth J.; Rajaram, Suparna
The Digital Expansion of the Mind: Implications of Internet Usage for Memory and Cognition Artikel
In: Journal of Applied Research in Memory and Cognition, Bd. 8, Nr. 1, S. 1–14, 2019, ISSN: 2211-3681.
Abstract | Links | BibTeX | Schlagwörter: Cognition, External memory, Internet, memory, Metacognition, O, Social memory
@article{Marsh2019,
title = {The Digital Expansion of the Mind: Implications of Internet Usage for Memory and Cognition},
author = {Elizabeth J. Marsh and Suparna Rajaram},
url = {https://doi.org/10.1016/j.jarmac.2018.11.001},
doi = {10.1016/j.jarmac.2018.11.001},
issn = {2211-3681},
year = {2019},
date = {2019-01-19},
journal = {Journal of Applied Research in Memory and Cognition},
volume = {8},
number = {1},
pages = {1–14},
publisher = {Elsevier},
abstract = {The internet is rapidly changing what information is available as well as how we find it and share it with others. Here we examine how this “digital expansion of the mind” changes cognition. We begin by identifying ten properties of the internet that likely affect cognition, roughly organized around internet content (e.g., the sheer amount of information available), internet usage (e.g., the requirement to search for information), and the people and communities who create and propagate content (e.g., people are connected in an unprecedented fashion). We use these properties to explain (or ask questions about) internet-related phenomena, such as habitual reliance on the internet, the propagation of misinformation, and consequences for autobiographical memory, among others. Our goal is to consider the impact of internet usage on many aspects of cognition, as people increasingly rely on the internet to seek, post, and share information.},
keywords = {Cognition, External memory, Internet, memory, Metacognition, O, Social memory},
pubstate = {published},
tppubtype = {article}
}
MacLeod, Sydney; Reynolds, Michael G.; Lehmann, Hugo
The mitigating effect of repeated memory reactivations on forgetting Artikel
In: npj Science of Learning, Bd. 9, Nr. 3, 2018, ISSN: 2056-7936.
Abstract | Links | BibTeX | Schlagwörter: A, memory, psychology, recall, remember, repetition
@article{MacLeod2018,
title = {The mitigating effect of repeated memory reactivations on forgetting},
author = {Sydney MacLeod and Michael G. Reynolds and Hugo Lehmann},
url = {https://doi.org/10.1038/s41539-018-0025-x},
doi = {10.1038/s41539-018-0025-x},
issn = {2056-7936},
year = {2018},
date = {2018-04-24},
urldate = {2018-06-12},
journal = {npj Science of Learning},
volume = {9},
number = {3},
abstract = {Memory reactivation is a process whereby cueing or recalling a long-term memory makes it enter a new active and labile state. Substantial evidence suggests that during this state the memory can be updated (e.g., adding information) and can become more vulnerable to disruption (e.g., brain insult). Memory reactivations can also prevent memory decay or forgetting. However, it is unclear whether cueing recall of a feature or component of the memory can benefit retention similarly to promoting recall of the entire memory. We examined this possibility by having participants view a series of neutral images and then randomly assigning them to one of four reactivation groups: control (no reactivation), distractor (reactivation of experimental procedures), component (image category reactivation), and descriptive (effortful description of the images). The experiment also included three retention intervals: 1 h, 9 days, and 28 days. Importantly, the participants received three reactivations equally spaced within their respective retention interval. At the end of the interval, all the participants were given an in-lab free-recall test in which they were asked to write down each image they remembered with as many details as possible. The data revealed that both the participants in the descriptive reactivation and component reactivation groups remembered significantly more than the participants in the control groups, with the effect being most pronounced in the 28-day retention interval condition. These findings suggest that memory reactivation, even component reactivation of a memory, makes memories more resistant to decay.},
keywords = {A, memory, psychology, recall, remember, repetition},
pubstate = {published},
tppubtype = {article}
}
Mueller, Pam A.; Oppenheimer, Daniel M.
The Pen Is Mightier Than the Keyboard: Advantages of Longhand Over Laptop Note Taking Artikel
In: Psychological Science, Bd. 25, Nr. 6, 2014.
Abstract | Links | BibTeX | Schlagwörter: academic achievement, cognitive processes, educational psychology, memory, open data, open materials
@article{Mueller2014,
title = {The Pen Is Mightier Than the Keyboard: Advantages of Longhand Over Laptop Note Taking},
author = {Pam A. Mueller and Daniel M. Oppenheimer},
url = {https://doi.org/10.1177/0956797614524581},
doi = {10.1177/0956797614524581},
year = {2014},
date = {2014-04-23},
journal = {Psychological Science},
volume = {25},
number = {6},
abstract = {Taking notes on laptops rather than in longhand is increasingly common. Many researchers have suggested that laptop note taking is less effective than longhand note taking for learning. Prior studies have primarily focused on students’ capacity for multitasking and distraction when using laptops. The present research suggests that even when laptops are used solely to take notes, they may still be impairing learning because their use results in shallower processing. In three studies, we found that students who took notes on laptops performed worse on conceptual questions than students who took notes longhand. We show that whereas taking more notes can be beneficial, laptop note takers’ tendency to transcribe lectures verbatim rather than processing information and reframing it in their own words is detrimental to learning.},
keywords = {academic achievement, cognitive processes, educational psychology, memory, open data, open materials},
pubstate = {published},
tppubtype = {article}
}