Science fiction books usually end with an apocalypse. With a plethora of articles proclaiming that reading on the internet, a dangerous new pastime, is causing millennials, to be less intelligent and academically behind compared to their predecessors, it seems that the climactic doomsday of the human mind is coming. However, real life is rarely follows the plot dramatic demise we enjoy to read. Instead, research opposes popular opinion, demonstrating that online reading is increasing intelligence and thereby academic performance.
Since the introduction of the internet, intelligence test scores have increased across the board (Gary). However, this increase is not related to a small jump in all facets of general intelligence, as many thought. Rather it results from a substantial leap in problem solving and decision making abilities (Robb). Research has proven, that the brain parts used when reading online are responsible for controlling the cognitive abilities that have increased in recent years (Champeau). Since muscles strengthen with increased use and the internet has been increasingly used, one can infer that using the internet has increased the populations problem solving and decision making abilities (Carr). Thereby illustrating that electronic reading increases intelligence. Furthermore, academic success is undeniably linked to scores tests, which are mostly multiple choice. Multiple choice tests are, in essence, an exercise in quick decision making. Therefore, those who are better at making quick decisions score higher on tests and ultimately are more academically successful. This correlation is apparent in the scores of any standardized test that was established before the Internet. For instance, the national average ACT score increased by nearly eight percent between 1983, when computers were first introduced to the public, and 1997, when they normalized scores to the combat their steady increase. Demonstrating that skills needed for academic success have truly improved along with electronic usage. Despite popular belief, the ease and comprehensiveness of the internet actually increase a user 's creative problem solving skills, instead of replacing them with dependency. Using the internet to gain information requires the same steps as solving any other problem does, thus, frequent googling increases the user 's problem solving skills through practice. This process is analogous to finding information from the alternative methods; however, the internets efficiency and accessibility have allowed it to undeniably surpass the ubiquity and utility of any prior database, thus, deeming it more impactful currently (Donatich 330). Moreover, the vast resources provided by the internet, allow students to be more creative. Creativity is defined as connecting ideas …show more content…
Proprietors believe that the entire internet generation is “attention deficit” and therefore will not be academically successful, not only is this reasoning incorrect, it is also incredibly offencive (Birkerts 560). The claim stems from the idea that academic success is intrinsically linked to leisure reading of print materials, which requires sustained focus, an activity that internet users infrequently partake in. However, research has proven that brains of heavy and non internet users display indistinguishable neural activity while reading long passages, proving that such abilities are not affected by electronic reading (Champeau). Additionally, there has been no change in scores on tests, which measure attentiveness (Higgins & Turnure). Disproving the theory of an underlying neurological change. It appears then that the way electronic reading affects our focus, is all in our heads not our
Since the introduction of the internet, intelligence test scores have increased across the board (Gary). However, this increase is not related to a small jump in all facets of general intelligence, as many thought. Rather it results from a substantial leap in problem solving and decision making abilities (Robb). Research has proven, that the brain parts used when reading online are responsible for controlling the cognitive abilities that have increased in recent years (Champeau). Since muscles strengthen with increased use and the internet has been increasingly used, one can infer that using the internet has increased the populations problem solving and decision making abilities (Carr). Thereby illustrating that electronic reading increases intelligence. Furthermore, academic success is undeniably linked to scores tests, which are mostly multiple choice. Multiple choice tests are, in essence, an exercise in quick decision making. Therefore, those who are better at making quick decisions score higher on tests and ultimately are more academically successful. This correlation is apparent in the scores of any standardized test that was established before the Internet. For instance, the national average ACT score increased by nearly eight percent between 1983, when computers were first introduced to the public, and 1997, when they normalized scores to the combat their steady increase. Demonstrating that skills needed for academic success have truly improved along with electronic usage. Despite popular belief, the ease and comprehensiveness of the internet actually increase a user 's creative problem solving skills, instead of replacing them with dependency. Using the internet to gain information requires the same steps as solving any other problem does, thus, frequent googling increases the user 's problem solving skills through practice. This process is analogous to finding information from the alternative methods; however, the internets efficiency and accessibility have allowed it to undeniably surpass the ubiquity and utility of any prior database, thus, deeming it more impactful currently (Donatich 330). Moreover, the vast resources provided by the internet, allow students to be more creative. Creativity is defined as connecting ideas …show more content…
Proprietors believe that the entire internet generation is “attention deficit” and therefore will not be academically successful, not only is this reasoning incorrect, it is also incredibly offencive (Birkerts 560). The claim stems from the idea that academic success is intrinsically linked to leisure reading of print materials, which requires sustained focus, an activity that internet users infrequently partake in. However, research has proven that brains of heavy and non internet users display indistinguishable neural activity while reading long passages, proving that such abilities are not affected by electronic reading (Champeau). Additionally, there has been no change in scores on tests, which measure attentiveness (Higgins & Turnure). Disproving the theory of an underlying neurological change. It appears then that the way electronic reading affects our focus, is all in our heads not our