Via news@Columbia University
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The rise of Internet search engines like Google has changed the way our
brain remembers information, according to research by Columbia
University psychologist Betsy Sparrow published July 14 in Science.
“Since the advent of search engines, we are reorganizing the way we
remember things,” said Sparrow. “Our brains rely on the Internet for
memory in much the same way they rely on the memory of a friend, family
member or co-worker. We remember less through knowing information itself
than by knowing where the information can be found.”
Sparrow’s research reveals that we forget things we are confident we
can find on the Internet. We are more likely to remember things we think
are not available online. And we are better able to remember where to
find something on the Internet than we are at remembering the
information itself. This is believed to be the first research of its
kind into the impact of search engines on human memory organization.
Sparrow’s paper in Science is titled, “Google Effects on
Memory: Cognitive Consequences of Having Information at Our Fingertips.”
With colleagues Jenny Liu of the University of Wisconsin-Madison and
Daniel M. Wegner of Harvard University, Sparrow explains that the
Internet has become a primary form of what psychologists call
transactive memory—recollections that are external to us but that we
know when and how to access.
The research was carried out in four studies.
First, participants were asked to answer a series of difficult trivia
questions. Then they were immediately tested to see if they had
increased difficulty with a basic color naming task, which showed
participants words in either blue or red. Their reaction time to search
engine-related words, like Google and Yahoo, indicated that, after the
difficult trivia questions, participants were thinking of Internet
search engines as the way to find information.
Second, the trivia questions were turned into statements.
Participants read the statements and were tested for their recall of
them when they believed the statements had been saved—meaning accessible
to them later as is the case with the Internet—or erased. Participants
did not learn the information as well when they believed the information
would be accessible, and performed worse on the memory test than
participants who believed the information was erased.
Third, the same trivia statements were used to test memory of both
the information itself and where the information could be found.
Participants again believed that information either would be saved in
general, saved in a specific spot, or erased. They recognized the
statements which were erased more than the two categories which were
saved.
Fourth, participants believed all trivia statements that they typed
would be saved into one of five generic folders. When asked to recall
the folder names, they did so at greater rates than they recalled the
trivia statements themselves. A deeper analysis revealed that people do
not necessarily remember where to find certain information when they remember what it was, and that they particularly tend to remember where to find information when they can’t remember the information itself.
According to Sparrow, a greater understanding of how our memory works
in a world with search engines has the potential to change teaching and
learning in all fields.
“Perhaps those who teach in any context, be they college professors,
doctors or business leaders, will become increasingly focused on
imparting greater understanding of ideas and ways of thinking, and less
focused on memorization,” said Sparrow. “And perhaps those who learn
will become less occupied with facts and more engaged in larger
questions of understanding.”
The research was funded by the National Institutes of Health and Columbia’s department of psychology.
Betsy Sparrow talks about her research, which examines the changing nature of human memory.