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Internet Use and Cognitive Skills: Planning, Attention, Simultaneous and Successive Processing
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, Grant MacEwan College, Canada ; , , Simon Fraser University, Canada

EdMedia + Innovate Learning, in Vancouver, Canada ISBN 978-1-880094-62-4 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

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Abstract

Four hundred six college students completed four modified Cognitive Assessment System subtests, each assessing one dimension of the PASS cognitive processing model (i.e., Planning, Attention, Simultaneous and Successive processing). Students also completed a rating-scale that determined the extent and nature of their use of the Internet. There were no significant differences between frequent and infrequent Internet users in terms of simultaneous and successive processing. In all cases favoring frequent Internet users, there were numerous significant differences in attention and planning, particularly with respect to communication and information access. The Internet may function as a source of environmental stimulation that contributes to increased cognitive capacity in attention and metacognitive planning.

Citation

Johnson, G., Zaparyniuk, N. & Code, J. (2007). Internet Use and Cognitive Skills: Planning, Attention, Simultaneous and Successive Processing. In C. Montgomerie & J. Seale (Eds.), Proceedings of ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3273-3278). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved August 11, 2024 from .

© 2007 Association for the Advancement of Computing in Education (AACE)

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References

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