Introduction
Digital devices have become an indispensable part of our lives today. From smartphones and laptops to smartwatches and tablets, digital devices have transformed the way we interact with the world around us (Wasonga n.d). These devices are used for communication, entertainment, productivity, education, and healthcare (Lavorgna et al., 2020). As the world continues to become more connected, the use of digital devices is expected to grow exponentially, making it crucial to understand their impact on our daily lives. Wasonga argues that the devices have positively and negatively influenced people’s thinking and behavior. Millions of people worldwide own smartphones today, and due to the easy accessibility of the Internet, they spend most of their time on screen. While they have made our lives easier and more efficient, Hoehe & Thibaut (2020) claim that excessive screen time is linked to the deterioration of well-being.
In her 2018 article titled “Are Digital Devices Altering Our Brains?” Elena Pasquinelli discusses how gadgets affect users’ cognition. Elena Pasquinelli is an Italian researcher in cognitive science and a Philosopher. Since obtaining her Doctor of Philosophy degree in Philosophy of Cognitive Science from EHESS in 2006, Pasquinelli has been working at the intersection of education and cognitive science research. She holds the project manager position at La Main à la Pâte Foundation, which strives to enhance science education in higher learning institutions. Additionally, she serves as an associate member of the Jean Nicod Institute and a member of the scientific council of France’s Education system. Elena Pasquinelli has authored multiple books, including How screens transform us and reveal us to Ourselves (2022) and How to use screens as a Family (2018) (Guillot, 2023). In 2019, the Académie des Sciences awarded Pasquinelli the Georges Charpak Prize (Prize, 2020).
Pasquinelli’s certification and contributions show that Pasquinelli has the expertise and experience necessary for producing content on the topic. Nonetheless, while the article under review has its merits, it also possesses some weaknesses.
Summary
Elena Pasquinelli explores whether digital devices are altering people’s brains. The author acknowledges that some people believe that digital devices enhance people’s intelligence, while others claim that they make them stupid and violent.
In detail, Nicholas Carr’s 2008 article “Is Google Making Us Stupid?” argued that the Internet is changing people’s brains and diminishing their ability to focus and remember things. On the other hand, Christopher Chabris and Daniel J. Simons (2010) argued that no empirical proof shows that adopting modern technology alters brain organization, impacting an individual’s focus capacity. This claim raises the debate on the effect of digital devices on people’s brains. The author starts by reviewing Carr’s claim. She claims that people are becoming stupid because of how the devices capture their attention. The screens tend to make humans believe that they are multitaskers. Nevertheless, research shows that multitasking leads to poor performance. In addition, the author cites Amato et al. (2013), who found that surfing Web pages makes people vulnerable to a cognitive bias known as the primacy effect. The primacy effect is a cognitive phenomenon where an individual prioritizes the initial pieces of information they encounter over subsequent information.
Additionally, some people claim that video games involving war and fighting make players violent. For instance, a study conducted by the American Psychological Association in 2015 concluded that playing violent video games heightens hostile behaviors and reduces empathy for victims. Conversely, people promoting video games claim they can help improve reflexes, memory, and attention. The author cites Blacker et al. (2014), who found that 30 hours of playing improved short-term memory. However, more research is still required to evaluate the benefits because they may depend on specific interventions. The author concludes that the cognitive benefits from brain-training games are much weaker compared to those obtained through traditional techniques. Digital devices increase the tendency to be distracted, and thus young people should learn to nurture their concentration, critical thinking, and self-control skills.
Analysis
Analytical Tool: Gordon Harvey’s “Elements of the Academic Essay” (Harvey, 2009)
Thesis refers to the primary idea that a text or topic presents and the critical argument that the essay validates. Elena Pasquinelli’s thesis is visible in the article’s subtitle and governs the entire essay. The thesis is clear and arguable. The topic is relevant to a wide range of people because it raises concerns about the impact of technology on people’s social and cognitive abilities.
Motive refers to the underlying cause that may provoke someone’s curiosity in reading an essay and engaging with the argument of its specific thesis. Although the title and subtitle present the article’s intention, Pasquinelli defines her motive in the first two paragraphs. The first paragraph discusses Nicholas Carr’s claims that Google makes people stupid. The second paragraph shifts to the supporters who argue that gadgets can help improve intelligence. The paragraph closes with the question, “Who, if anyone, is right?” which urges the reader to continue reading.
Key terms denote recurring notions that form the foundation of the argument. Pasquinelli uses various key terms throughout the essay; one term that stands out is brain alteration. In the first paragraph, the author cites Carr, who “accused the Internet of radically changing people’s brains. In the third paragraph, Chabris & Simons (2010) refute Carr’s argument by claiming that there is no evidence that proves that “living with new technologies fundamentally changes brain organization in a way that affects one’s ability to focus.” The concepts that follow show how various activities can affect can cause changes to the brain. The term has a clear meaning and applicably shows ideas against and in support of the main argument.
Structure. Denotes the arrangement of primary sections or subtopics and the pivotal transitions linking them. The article is organized logically and progressively, making it easy to follow. The author first discusses arguments that support the idea that digital devices negatively affect people’s cognitive performance and then those that counter these claims. The structure gives the article an easy and interesting flow.
Stitching refers to incorporating the ideas of the previous paragraph into the next, which can be done either using transition words or recollection of an earlier idea. Pasquinelli (2018) uses a recollection of earlier ideas. For instance, the first and second present varying claims on the effects of digital devices and close with a question of which of the two is correct. Then, the author opens the third paragraph with a statement addressing the question raised in the second paragraph. After the topic sentence, the author returns to the assertion cited in the first paragraph. In addition, the author repeats key concepts to show the transition from one section to another. Specifically, the article has four sub-topics. The first two are sections based on the argument that supports that “digital devices are altering our brains,” while the last two are based on counterarguments. The author then makes conclusions based on the article’s findings in the last paragraph.
Reflecting describes the areas where the author poses to contemplate a possible objection, define their assumptions, handle an emergent concern, draw out an implication, consider a possible explanation, or offer a limitation to the case that has been made. There are several reflections on the article. For instance, the author ponders where the idea of becoming stupid comes from in the first section. Also, the author provides several limitations in a study she cited in the second sub-topic and concludes that more research is needed in that area.
Orienting connotes the explanations, information, and summary that familiarize the reader with the argument, particularly one who is not an expert in the subject. The author cites various sources in a way that even a person who never attended higher education can understand. For instance, the author uses “In 2014, for example, Kara Blacker of Johns Hopkins University and her colleagues studied the impact games in the Call of Duty series,” instead of “Blacker et al. (2014) studied the …” This helps a reader who has never been to scientific research understand who did the research and weigh the reliability of their findings. Also, the introduction of the issue, the explanations, and the flow of arguments make it easy for any reader to follow and understand.
Stance refers to the implicit relationship between the author, the topic, and the readers. Pasquinelli has written the article with a conversational tone that is friendly to her readers. For instance, in the last paragraph of the first section, the author states, “And you will need to exercise some self-control. Can’t resist Facebook notifications? Turn them off while you’re working. Tempted to play a little video game? Don’t leave your device where you can see it or within easy reach.” The informal and friendly tone is consistent throughout the article.
Style defines diction and sentence structure. The article’s author presents a balanced and informative style, providing both sides of the argument concerning the effects of digital devices and video games on the brain. Pasquinelli uses a language that is clear and accessible and explains technical terms to a general audience using the term “In other words.” In addition, the author uses evidence from various studies to support their points but also acknowledges the limitations and uncertainties of the research. Moreover, the author also offers practical advice for readers to improve their cognitive performance and minimize distractions.
Evidence, Analysis, and Sources. The author uses evidence from different sources to support various arguments. For instance, the foundation of the thesis is built on two research: Carr (2008) and Chabris & Simons (2010). The evidence obtained from the sources is persuasive, and they adequately support both the supporting and counterarguments.
Conclusion
Research shows that Elena Pasquinelli is a reliable researcher with a Philosophy of Cognitive Science degree. In addition, the author holds an influential position in an organization that strives to enhance the quality of science education in higher learning institutions and has published numerous articles and books. For this particular article, Pasquinelli has fulfilled most of the criteria used for this critical analysis, the elements of an academic essay.
However, there are specific issues that need to be revised in order to improve the standard of the article. The first problem lies in the evidence, analysis, and sources. There are instances where the author gives their thoughts and then cites a source supporting their opinions. For instance, the author first explains where they think the idea of becoming “stupid” comes from, and without citing any source, they attach it to the idea of multitasking. The author goes ahead and cites a source on multitasking, which leaves the reader with assumptions, instead of evidence, on where becoming “stupid” originates.
In addition, the author uses an article that has limitations, when reviewing whether video games that involve war and fights make people violent, yet they state that multiple reports support the claim. After reviewing the limitations, the author settles that more research must be done and concludes that “it makes sense to avoid spending entire days” playing fighting games. Reaching conclusions without scientific evidence weakens the reliability of the findings.
References
Guillot, A. (2023). “We blame screens for all society’s ills”: Interview with Elena Pasquinelli. Philonomist. Retrieved from https://www.philonomist.com/en/interview/we-blame-screens-all-societys-ills
Harvey, G. (2009). A Brief Guide to the Elements of the Academic Essay. Harvard Writing Project Brief Guide Series. https://writingproject.fas.harvard.edu/files/hwp/files/hwp_brief_guides_elements.pdf
Hoehe, M. R., & Thibaut, F. (2020). Going digital: how technology use may influence human brains and behavior . Dialogues in clinical neuroscience, 22(2), 93–97. https://doi.org/10.31887/DCNS.2020.22.2/mhoehe
Lavorgna L, Brigo F, Abbadessa G, Bucello S, Clerico M, Cocco E, Iodice R, Lanzillo R, Leocani L, Lerario A, Moccia M, Padovani A, Prosperini L, Repice A, Stromillo M, Trojsi F, Mancardi G, Tedeschi G & Bonavita S (2020). The Use of Social Media and Digital Devices Among Italian Neurologists. Frontiers in Neurology, 11(583). doi: 10.3389/fneur.2020.00583
Pasquinelli, E. (2018). Are Digital Devices Altering Our Brains? Scientific American. Retrieved from https://www.scientificamerican.com/article/are-digital-devices-altering-our-brains/#
Prize (2020). Elena Pasquinelli received the Georges Charpak Awards from the Académie des Sciences. DEC. Retrieved from https://cognition.ens.fr/en/news/elena-pasquinelli-received-georges-charpak-awards-academie-des-sciences-13733#:~:text=Elena%20Pasquinelli%2C%20philosopher%20and%20cognitive,from%20the%20Acad%C3%A9mie%20des%20sciences.
Wasonga, I. (n.d.). Effect of technology on human behavior. Retrieved from https://profiles.uonbi.ac.ke/isaacwasonga/files/effect_of_technology_on_human_behavior.pdf
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