Smartphones and other mobile technologies are being utilized in educational settings as well as in homes, with the belief that these devices can enhance human cognitive ability. However, there has been a great deal of research conducted on the three aspects of cognition that are most frequently brought up when discussing the effects of mobile technology, specifically on attention, memory, and the ability to delay gratification. There is also evidence regarding the habits associated with using smartphones and general cognitive functioning. It was also mentioned that using these devices for an extended period of time may have an effect on the user’s ability to think, remember, pay attention, and regulate their emotions.
The current studies in the field today takes a look at the potential cognitive effects of behaviors related to smartphone use. Also, there is growing evidence that there is a significant relationship between the technology of smartphones and one’s cognitive performance; however, there is not enough scientific evidence to support any conclusions that can be made with absolute certainty. The public has a perception that there is a causal relationship between the unrestricted use of multimedia devices among children and the rise in the prevalence of attention deficit hyperactivity disorder (ADHD) in children and teens, which predates the development of smartphone technology (e.g., Visser et al., 2014). Mobile phones are the primary means by which today’s adolescents interact with their peers and pass the significant amounts of time. For younger children, mobile phones and tablets have replaced babysitters and pacifiers as the go-to entertainment options. Because of their increased use at a younger age and greater exposure to smartphones, children and teens are developing shorter attention spans (Nikken and Schols, 2015). The use of these devices on a consistent basis can lower attentional capacity, leading to attention spans that are shorter and tendencies toward “scatterbrained” behaviors (e.g., Egan, 2016).
There is a direct correlation between the effects of using smartphones and attention that is divided or focused in children and teenagers. The ability to ignore other stimuli in order to concentrate intently on a single source is what we mean when we talk about having focused attention. Attention that is focused also includes attention that is sustained, which is the ability to focus for an extended period of time. The ability to divide one’s attention, on the other hand, is synonymous with multitasking skills. The utilization of these tools can at times compromise the aforementioned skills and capabilities. The most difficult obstacle we face right now is figuring out how to take advantage of recent advances in technology without letting that impact our ability to acquire new knowledge.
References
Divided attention activities. (2017, October 5). HappyNeuron Pro. https://www.happyneuronpro.com/en/info/divided-attention-activities/
No title. (n.d.). Study.Com. Retrieved May 19, 2022, from https://study.com/academy/lesson/attention-as-part-of-cognitive-development-definition-process.html
Vedechkina, M., & Borgonovi, F. (2021). A review of evidence on the role of digital technology in shaping attention and cognitive control in children. Frontiers in Psychology, 12, 611155. https://doi.org/10.3389/fpsyg.2021.611155
Wilmer, H. H., Sherman, L. E., & Chein, J. M. (2017). Smartphones and cognition: A review of research exploring the links between mobile technology habits and cognitive functioning. Frontiers in Psychology, 8, 605. https://doi.org/10.3389/fpsyg.2017.00605
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