In 2009, a tragic incident occurred when a plane flying from New Jersey to Buffalo, New York, encountered severe weather conditions. As the plane cruised on autopilot at 16,000 feet, it faced a massive storm near the airport. The controls began to shudder, signaling a potential stall. In response, the pilot pulled back on the controls to lift the plane’s nose, a move that unfortunately led to a stall and a crash, resulting in the loss of all lives on board.
This incident raises questions about how we might be forgetting basic skills due to our reliance on technology. In today’s world, where information is just a click away through platforms like Google and Wikipedia, we often depend on our devices instead of our own memory.
There are two main types of memory: non-declarative and declarative. Non-declarative memory involves skills, emotions, and movements, such as riding a bike. Declarative memory, on the other hand, pertains to facts and information, like remembering your phone number or the capital of Australia. When we use technology to look up information, we extend our declarative memories but might retain less in our brains.
The hippocampus is crucial for forming and recalling declarative memories, helping us remember facts and significant events. With information readily available online, we might not feel the need to memorize facts, instead remembering where to find them. This is known as the “Google effect.” Studies have shown that people who know they can look up answers online are less likely to remember general trivia, often thinking about computers and search engines rather than relying on their own memories.
The concept of using external memory systems, known as transactive memory, isn’t new. Einstein famously mentioned that he didn’t memorize certain information because it was easily accessible in books. Historically, we’ve relied on others, like spouses, to remember things for us. Now, Google acts as a third party in this memory-sharing relationship.
As we increasingly use technology, we adjust our memory systems to remember where to find information rather than the facts themselves. This trend is likely to continue as our relationship with devices evolves. However, this doesn’t have to be seen negatively. Research indicates that internet-savvy individuals have more active brain areas when searching for information online compared to reading a book. The hippocampus continues to function as before; we are simply choosing to remember the most efficient ways to access information, often leading us online.
By sharing the responsibility of remembering, we can become smarter as a group. The only downside occurs when quick decisions are needed, as we can only rely on the information stored in our minds. If you have any burning psychology questions, feel free to leave them in the comments, and subscribe to BrainCraft for new videos every other week!
Test your memory by attempting to recall a list of 20 random facts without using any technology. Afterward, discuss with your peers how many facts you remembered and how you approached the task. Reflect on how technology might have influenced your memory retention.
Participate in a debate on whether technology enhances or diminishes our memory capabilities. Prepare arguments for both sides, considering the role of the hippocampus and the concept of transactive memory. Engage with your classmates to explore diverse perspectives.
Engage in an activity that distinguishes between declarative and non-declarative memory. Create a list of tasks that utilize each type of memory and perform them. Share your experiences with the class, focusing on how technology might affect each memory type.
Conduct a small research project on the “Google effect.” Survey your peers about their reliance on technology for information retrieval. Analyze the data to understand how this reliance might impact memory retention and present your findings to the class.
Join a group discussion on how we can adapt our memory systems in the digital age. Consider the advantages of collective memory and how we can balance technology use with traditional memory skills. Share strategies for effective information retention.
In 2009, a plane was flying from New Jersey to Buffalo, New York. As it cruised on autopilot at 16,000 feet, it encountered a massive storm front approaching the airport. The plane’s controls began to shudder loudly, indicating that it was losing lift and might stall. The pilot took action by pulling back on the controls to lift the plane’s nose, which was actually the wrong decision. Instead of preventing a stall, this maneuver caused one, and the plane spun out of control, tragically crashing into a house and resulting in the loss of all lives on board.
How could the pilot have forgotten basic emergency training? Are we becoming overly reliant on technology, which might be affecting our memory? In today’s age of instant information access, such as Google and Wikipedia, we often depend on our devices rather than our own memory.
There are two types of memory: non-declarative memory, which involves skills, emotions, and movements (like riding a bike), and declarative memory, which pertains to facts and information (like your phone number or the capital of Australia). When we use technology to look up information, we are extending our declarative memories, but this may come at the expense of what we retain in our brains.
The hippocampus plays a crucial role in our ability to form and recall declarative memories, allowing us to remember facts and significant events. When we have information readily available, we may not feel the need to remember those facts, leading us to remember where to find them instead. This phenomenon is known as the “Google effect.” Studies have shown that participants who knew they could look up answers online were less likely to remember general trivia, often thinking about computers and search engines rather than their own memories.
The use of external memory systems, known as transactive memory, is not a new concept. For example, Einstein once stated that he didn’t keep certain information in his mind because it was easily accessible in books. We have historically relied on others, like spouses, to remember things for us, and now Google acts as a third party in this relationship.
As we increasingly use technology, we are essentially adjusting our memory systems to remember where to find information rather than the facts themselves. This trend is likely to continue as our relationship with devices evolves, but it doesn’t necessarily have to be viewed negatively. Research shows that for internet-savvy individuals, areas of the brain are more active when searching for information online compared to reading a book. The hippocampus continues to function as before; we are simply choosing to remember the most efficient ways to access information, which often leads us online.
Collectively, we are sharing the responsibility of remembering, which can make us smarter as a group. The only drawback arises when quick decisions are needed, as we can only rely on the information stored in our minds. If you have a burning psychology question, feel free to leave it in the comments, and subscribe to BrainCraft for new videos every other week!
Memory – The cognitive process of encoding, storing, and retrieving information. – In psychology, researchers study how memory can be affected by stress and other environmental factors.
Technology – The application of scientific knowledge for practical purposes, especially in industry. – The rapid advancement of technology has significantly impacted the way psychological research is conducted and analyzed.
Google – A widely used search engine that allows users to find information on the internet. – Students often use Google to access the latest studies and articles in the field of psychology.
Hippocampus – A region of the brain associated with the formation of new memories and learning. – Damage to the hippocampus can result in difficulties with forming new declarative memories.
Declarative – Relating to memory that can be consciously recalled, such as facts and events. – Declarative memory allows students to recall information needed for their psychology exams.
Non-declarative – Relating to memory that is not consciously accessible, such as skills and conditioned responses. – Learning to ride a bicycle is an example of non-declarative memory, as it involves motor skills that are not consciously recalled.
Transactive – Referring to a shared system of memory where individuals rely on each other to remember information. – In group projects, transactive memory systems can enhance the efficiency and accuracy of information retrieval.
Information – Data that is processed and organized to be meaningful and useful. – The ability to critically evaluate information is a crucial skill for psychology students conducting research.
Skills – The ability to perform tasks well, often acquired through training or experience. – Developing strong analytical skills is essential for interpreting psychological data effectively.
Psychology – The scientific study of the mind and behavior. – Psychology explores various aspects of human experience, from cognitive processes to social interactions.
