Hamilton Google talk

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Nicholas Carr’s Fever Dream: A Response to “Is Google Making Us Stupid?” Hamilton College January 2009

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Carr: Is Google Making Us Stupid? Brainstorming: Personal Quotes and ideas · I’ve had an uncomfortable sense that someone, or something, has been tinkering with my brain, remapping the neural circuitry, reprogramming the memory. My mind isn’t going—so far as I can tell—but it’s changing. (2) · Now my concentration often starts to drift after two or three pages. I get fidgety, lose the thread, begin looking for something else to do. (2) · The Web has been a godsend to me as a writer. (3) · The advantages of having immediate access to such an incredibly rich store of information are many, and they’ve been widely described and duly applauded.(4) · And what the Net seems to be doing is chipping away my capacity for concentration and contemplation. (4) · Once I was a scuba diver in the sea of words. Now I zip along the surface like a guy on a Jet Ski. (4) · I’m not the only one. When I mention my troubles with reading to friends and acquaintances—literary types, most of them—many say they’re having similar experiences. (5) Other well-known individuals have had their reading and thinking changed as a result of continued use (Karp, Friedman- “staccato effect”, quick scans) loss of concentration. Is the skill/act of reading connected to thinking? Carr wonders if they are related. (6) Cognition and Reading Research and Effect on the Mind · Scholars from University College London examine Internet and thinking (cognition) and discovered “skimming activity” by Internet users which researchers’ label “power browse”, a new form of reading/thinking. (7) · People are more today than in the past three to four decades, but doing so in a different way (method). (8) · Psychologist Wolf describes the Internet reading as “immediate” and “efficient” but sacrifices deep reading and thinking. We become, in her words, “decoders of information” disengaged from the interpretation needed for better understanding of the idea presented to us. (8) · Wolf claims that reading places a challenge to the cognitive area of the mind since it is such an unnatural process, filled with symbols, directions and other affects. (8) Intellectual Technologies and Influence on Human Behavior through the Ages Carr suggests that technologies such as a typewriter place an unusual effect on our mind and our behavior. He explains using an example from Nietzsche and his use of the typewriter (10, 11, 12). · People used to think that our mental meshwork, the dense connections formed among the 100 billion or so neurons inside our skulls, was largely fixed by the time we reached adulthood. (14) Olds, a professor of neuroscience, claims that research shows that the brain is capable of forming new neural connections based on the type of activity one does (14). He states, “The brain has the ability to reprogram itself.” Carr introduces sociologist Daniel Bell, Lewis Mumford, Joseph Weizenbaum, Alan Turing to further this idea he labels “intellectual technologies”. · Human.

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Does the Internet Make You Dumber?The cognitive effects are measurable: We're turning into shallow thinkers, says Nicholas Carr. By NICHOLAS CARR- the wall street journal Updated June 5, 2010 12:01 a.m. ET The Roman philosopher Seneca may have put it best 2,000 years ago: "To be everywhere is to be nowhere." Today, the Internet grants us easy access to unprecedented amounts of information. But a growing body of scientific evidence suggests that the Net, with its constant distractions and interruptions, is also turning us into scattered and superficial thinkers. (1) The picture emerging from the research is deeply troubling, at least to anyone who values the depth, rather than just the velocity, of human thought. People who read text studded with links, the studies show, comprehend less than those who read traditional linear text. People who watch busy multimedia presentations remember less than those who take in information in a more sedate and focused manner. People who are continually distracted by emails, alerts and other messages understand less than those who are able to concentrate. And people who juggle many tasks are less creative and less productive than those who do one thing at a time. (2) The common thread in these disabilities is the division of attention. The richness of our thoughts, our memories and even our personalities hinges on our ability to focus the mind and sustain concentration. Only when we pay deep attention to a new piece of information are we able to associate it "meaningfully and systematically with knowledge already well established in memory," writes the Nobel Prize-winning neuroscientist Eric Kandel. Such associations are essential to mastering complex concepts. (3) When we're constantly distracted and interrupted, as we tend to be online, our brains are unable to forge the strong and expansive neural connections that give depth and distinctiveness to our thinking. We become mere signal-processing units, quickly shepherding disjointed bits of information into and then out of short-term memory. (4) In an article published in Science last year, Patricia Greenfield, a leading developmental psychologist, reviewed dozens of studies on how different media technologies influence our cognitive abilities. Some of the studies indicated that certain computer tasks, like playing video games, can enhance "visual literacy skills," increasing the speed at which people can shift their focus among icons and other images on screens. Other studies, however, found that such rapid shifts in focus, even if performed adeptly, result in less rigorous and "more automatic" thinking. (5) In one experiment conducted at Cornell University, for example, half a class of students was allowed to use Internet-connected laptops during a lecture, while the other had to keep their computers shut. Those who browsed the Web performed much worse on a subsequent test of how well they retained the lecture's content. While it's hardly surprising th ...

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New York Times June 10, 2010 Mind Over Mass Media By STEVEN PINKER Truro, Mass. NEW forms of media have always caused moral panics: the printing press, newspapers, paperbacks and television were all once denounced as threats to their consumers’ brainpower and moral fiber. So too with electronic technologies. PowerPoint, we’re told, is reducing discourse to bullet points. Search engines lower our intelligence, encouraging us to skim on the surface of knowledge rather than dive to its depths. Twitter is shrinking our attention spans. But such panics often fail basic reality checks. When comic books were accused of turning juveniles into delinquents in the 1950s, crime was falling to record lows, just as the denunciations of video games in the 1990s coincided with the great American crime decline. The decades of television, transistor radios and rock videos were also decades in which I.Q. scores rose continuously. For a reality check today, take the state of science, which demands high levels of brainwork and is measured by clear benchmarks of discovery. These days scientists are never far from their e-mail, rarely touch paper and cannot lecture without PowerPoint. If electronic media were hazardous to intelligence, the quality of science would be plummeting. Yet discoveries are multiplying like fruit flies, and progress is dizzying. Other activities in the life of the mind, like philosophy, history and cultural criticism, are likewise flourishing, as anyone who has lost a morning of work to the Web site Arts & Letters Daily can attest. Critics of new media sometimes use science itself to press their case, citing research that shows how “experience can change the brain.” But cognitive neuroscientists roll their eyes at such talk. Yes, every time we learn a fact or skill the wiring of the brain changes; it’s not as if the information is stored in the pancreas. But the existence of neural plasticity does not mean the brain is a blob of clay pounded into shape by experience. Experience does not revamp the basic information-processing capacities of the brain. Speed-reading programs have long claimed to do just that, but the verdict was rendered by Woody Allen after he read “War and Peace” in one sitting: “It was about Russia.” Genuine multitasking, too, has been exposed as a myth, not just by laboratory studies but by the familiar sight of an S.U.V. undulating between lanes as the driver cuts deals on his cellphone. Moreover, as the psychologists Christopher Chabris and Daniel Simons show in their new book “The Invisible Gorilla: And Other Ways Our Intuitions Deceive Us,” the effects of experience are highly specific to the experiences themselves. If you train people to do one thing (recognize shapes, solve math puzzles, find hidden words), they get better at doing that thing, but almost nothing else. Music doesn’t make you better at math, conjugating Latin doesn’t make you more logical, brain-training games don’t make you smarter. Accomplished peop.

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The Atlantic Online _ July_August 2008 _ Is Google Making Us Stupid.pdf "D JULY/AUGUST 2008 What the Internet is doing to our brains by Nicholas Carr Is Google Making Us Stupid? Illustration by Guy Billout ave, stop. Stop, will you? Stop, Dave. Will you stop, Dave?” So the supercomputer HAL pleads with the implacable astronaut Dave Bowman in a famous and weirdly poignant scene toward the end of Stanley Kubrick’s 2001: A Space Odyssey. Bowman, having nearly been sent to a deep-space death by the malfunctioning machine, is calmly, coldly disconnecting the memory circuits that control its artificial “ brain. “Dave, my mind is going,” HAL says, forlornly. “I can feel it. I can feel it.” I can feel it, too. Over the past few years I’ve had an uncomfortable sense that someone, or something, has been tinkering with my brain, remapping the neural circuitry, reprogramming the memory. My mind isn’t going—so far as I can tell—but it’s changing. I’m not thinking the way I used to think. I can feel it most strongly when I’m reading. Immersing myself in a book or a lengthy article used to be easy. My mind would get caught up in the narrative or the turns of the argument, and I’d spend hours strolling through long stretches of prose. That’s rarely the case anymore. Now my concentration often starts to drift after two or three pages. I get fidgety, lose the thread, begin looking for something else to do. I feel as if I’m always dragging my wayward brain back to the text. The deep reading that used to come naturally has become a struggle. The Atlantic Online | July/August 2008 | Is Google Making Us ... http://www.theatlantic.com/doc/print/200807/google?x=34&y=4 1 of 7 11/11/09 10:11 AM I think I know what’s going on. For more than a decade now, I’ve been spending a lot of time online, searching and surfing and sometimes adding to the great databases of the Internet. The Web has been a godsend to me as a writer. Research that once required days in the stacks or periodical rooms of libraries can now be done in minutes. A few Google searches, some quick clicks on hyperlinks, and I’ve got the telltale fact or pithy quote I was after. Even when I’m not working, I’m as likely as not to be foraging in the Web’s info-thickets’reading and writing e-mails, scanning headlines and blog posts, watching videos and listening to podcasts, or just tripping from link to link to link. (Unlike footnotes, to which they’re sometimes likened, hyperlinks don’t merely point to related works; they propel you toward them.) For me, as for others, the Net is becoming a universal medium, the conduit for most of the information that flows through my eyes and ears and into my mind. The advantages of having immediate access to such an incredibly rich store of information are many, and they’ve been widely described and duly applauded. “The perfect recall of silicon memory,” Wired’s Clive Thompson has written, “can be an enormous boon to thinking.” But that bo ...

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