Cognitive Capacity Lowered Through Smartphone Usage

In this research, the researchers test the “brain drain” hypothesis that the mere presence of one’s own smartphone may occupy limited-capacity cognitive resources, thereby leaving fewer resources available for other tasks and undercutting cognitive performance. Results from two experiments indicate that even when people are successful at maintaining sustained attention—as when avoiding the temptation to check their phones—the mere presence of these devices reduces available cognitive capacity. Moreover, these cognitive costs are highest for those highest in smartphone dependence. The researchers conclude by discussing the practical implications of this smartphone-induced brain drain for consumer decision-making and consumer welfare.

Ward, A. F., Duke, K., Gneezy, A., & Bos, M. W. (2017). Brain drain: The mere presence of one’s own smartphone reduces available cognitive capacity. Journal of the Association for Consumer Research, 2(2). https://www.journals.uchicago.edu/doi/full/10.1086/691462

Effect of Surrounding Environment on Children’s Cognition

This study examined the influence of the surrounding environment on children’s cognition.

Key findings include: 

- They performed visuospatial cognitive tasks in two environment conditions.

- The visual surrounding environment was manipulated: high- vs. low-load environment.

- Children’s cognitive performance was reduced in the high-load visual environment.

Overall, the results suggested that the high-load visual environment affected children’s cognitive performance given that children performed better in the low-load visual environment. Understanding the impact that a visually rich surrounding environment has on children’s cognitive processes that support more complex ones is important to support recommendations on how the environment should be organized to foster better daily activities.

Rodrigues, P. F. S., & Pandeirada, J. N. S. (2018). When visual stimulation of the surrounding environment affects children’s cognitive performance. Journal of Experimental Child Psychology, 176, 140-149. https://dx.doi.org/10.1016/j.jecp.2018.07.014