Editing Cognitive load (section)

== Effects of the internet ==
The internet has transformed how individuals process, store, and retrieve information, serving both as a cognitive aid and a potential burden on [[working memory]]. While digital tools can reduce cognitive strain by offloading memory demands onto external systems,<ref name=":0">{{Cite journal |last=Skulmowski |first=Alexander |last2=Xu |first2=Kate Man |date=March 2022 |title=Understanding Cognitive Load in Digital and Online Learning: a New Perspective on Extraneous Cognitive Load |url=https://link.springer.com/10.1007/s10648-021-09624-7 |journal=Educational Psychology Review |language=en |volume=34 |issue=1 |pages=171–196 |doi=10.1007/s10648-021-09624-7 |issn=1040-726X|doi-access=free }}</ref> they also introduce challenges such as [[information overload]], [[decision fatigue]], and [[attention fragmentation]]. These multifaceted effects necessitate a nuanced understanding of the internet’s impact on cognitive load.

One prominent phenomenon illustrating this impact is the [[Google effect|Google Effect]], also known as [[Google effect|digital amnesia]]. This term describes the tendency to forget information readily available online, as individuals are less inclined to remember details they can easily access through search engines.<ref name=":1">{{Cite journal |last=Sparrow |first=Betsy |last2=Liu |first2=Jenny |last3=Wegner |first3=Daniel M. |date=2011-08-05 |title=Google Effects on Memory: Cognitive Consequences of Having Information at Our Fingertips |url=https://www.science.org/doi/10.1126/science.1207745 |journal=Science |volume=333 |issue=6043 |pages=776–778 |doi=10.1126/science.1207745}}</ref> This reliance on external digital storage aligns with [[transactive memory]] theory, wherein people distribute knowledge within a group, focusing on who knows what rather than retaining all information individually. The internet extends this system, allowing vast data storage externally and emphasizing retrieval over internal recall.<ref name=":1" /> While this can free up working memory for complex problem-solving, it may also diminish long-term retention and comprehension. Studies have shown that when individuals expect information to be accessible online, they are less likely to deeply encode it, prioritizing access over understanding.<ref name=":1" />

Beyond memory offloading, digital tools enhance cognitive efficiency by simplifying complex tasks. Online learning platforms, for instance, offer interactive elements, real-time feedback, and adaptive technologies that structure information accessibly, aligning with the principle of reducing extraneous cognitive load—elements that consume mental resources without directly contributing to learning.<ref name=":0" /> Well-designed digital environments can enhance knowledge acquisition by minimizing unnecessary processing demands, allowing learners to focus on essential concepts. Features like auto-complete functions, digital calculators, and grammar-checking tools further streamline tasks, reducing the mental effort required for routine operations.<ref name=":0" /> These advantages demonstrate how, when effectively leveraged, the internet can optimize information processing and retrieval, thereby enhancing cognitive efficiency.

However, the internet also presents significant cognitive challenges. One major issue is [[information overload]], where the vast amount of available content overwhelms cognitive capacity, leading to decision fatigue and reduced learning efficiency.<ref name=":2">{{Cite journal |last=Firth |first=Joseph |last2=Torous |first2=John |last3=Stubbs |first3=Brendon |last4=Firth |first4=Josh A. |last5=Steiner |first5=Genevieve Z. |last6=Smith |first6=Lee |last7=Alvarez‐Jimenez |first7=Mario |last8=Gleeson |first8=John |last9=Vancampfort |first9=Davy |last10=Armitage |first10=Christopher J. |last11=Sarris |first11=Jerome |date=June 2019 |title=The “online brain”: how the Internet may be changing our cognition |url=https://onlinelibrary.wiley.com/doi/10.1002/wps.20617 |journal=World Psychiatry |language=en |volume=18 |issue=2 |pages=119–129 |doi=10.1002/wps.20617 |issn=1723-8617 |pmc=6502424 |pmid=31059635}}</ref> The necessity of filtering through extensive information to assess credibility and relevance adds an extraneous cognitive burden, potentially diminishing focus on core learning objectives. Research indicates that excessive information can impair decision-making by increasing cognitive effort, resulting in less effective knowledge retention.<ref name=":2" /> Additionally, the prevalence of hyperlinked texts, advertisements, and continuous updates contributes to [[fragmented attention]], making sustained, deep learning more difficult.<ref name=":2" />

Another concern is the impact of media multitasking on cognitive function. Many individuals frequently switch between multiple online streams—checking emails, browsing social media, and engaging with various digital content sources simultaneously. While this behavior may seem productive, studies suggest that heavy media multitasking is associated with reduced working memory efficiency, diminished attentional control, and increased distractibility.<ref name=":2" /> The rapid alternation between tasks prevents sustained focus, leading to shallow information processing rather than deep comprehension. [[Neuroimaging]] research has shown that frequent multitaskers exhibit decreased activation in brain regions associated with sustained attention and [[impulse control]], indicating that digital environments can fragment cognitive resources.<ref name=":2" />

Furthermore, the internet may alter how individuals value and interact with knowledge. In traditional learning environments, effortful cognitive processing contributes to deeper retention and understanding. However, the instant accessibility of online information can create an illusion of knowledge, where individuals overestimate their understanding simply because they can quickly look up answers.<ref name=":3">{{Citation |last=Carr |first=Nicholas |title=Is Google Making Us Stupid? |date=2017-12-31 |work=The Best Technology Writing 2009 |pages=84–97 |url=https://doi.org/10.12987/9780300156508-009 |access-date=2025-03-05 |publisher=Yale University Press}}</ref> This reliance on digital search engines can lead to a false sense of expertise, as users mistake access to information for actual comprehension.<ref name=":3" /> This shift in cognitive processing raises questions about how the internet may reshape intellectual engagement, particularly in academic and professional settings where deep learning and critical thinking are essential.<ref name=":3" />

While cognitive offloading and digital tools offer clear advantages, the long-term consequences of internet reliance remain an active area of research. The challenge lies in balancing the use of digital aids to enhance cognitive efficiency with ensuring that such reliance does not compromise memory retention, critical thinking, and [[attentional control]]. As digital environments continue to evolve, researchers emphasize the need for strategies that optimize cognitive load management, such as designing educational interfaces that promote deep learning while minimizing distractions.<ref name=":0" /> Further investigation is needed to determine best practices for integrating digital tools into learning contexts without exacerbating the cognitive drawbacks associated with information overload and media multitasking.<ref name=":2" />