This document contains summaries and excerpts from multiple sources discussing the relationship between technology, memory, and cognition. It addresses how critical thinking is intertwined with factual knowledge stored in long-term memory, how people are more likely to remember where to find information online rather than retain details, and how cognitive performance naturally declines with increased age even among younger adults.

2. Orr, Genevieve, Nici Schraudolph, and Fred Cummins. Diagram of the brain. Digital image. CS-449: Neural Networks.
Willamette University. Web.

3. “The very processes that teachers
care about most---critical thinking
processes…---are intimately
intertwined with factual knowledge
that is stored in long-term
memory.”
Galagan, Pat. "Technology and the Interrupted Brain." T+D 67.9 (2013): 22-25. Print.

4. Hall, Macie. Students on laptops in a lecture hall. Digital image. The Innovative Instructor Blog. John
Hopkins University, 23 Jan. 2015. Web.

5. “…[W]hen people expect
information to remain
continuously available (such as
we expect with Internet access),
they are more likely to remember
where to find it than to remember
the details of the item.”
Sparrow, Betsy, Jenny Liu, and Daniel M. Wegner. "Google Effects on Memory: Cognitive Consequences of Having Information
at Our Fingertips." Science (New York, N.Y.) 333.6043 (2011): 776-8. Web.

6. Bourque, Brad. Image of a brain etched onto a computer chip. Digital image. Digital Trends. 19
Aug. 2015. Web.

7. “[I]ncreased age is associated with
lower levels of cognitive
performance, even in the range
from 18 to 60 years of age.”
Salthouse, Timothy A. “When Does Age-Related Cognitive Decline Begin? ”Neurobiology of Aging 30.4
(2009): 507–514. PMC. Web. 23 Nov. 2015.