Internet Use and Cognitive Development: A Theoretical Framework
ARTICLE
Genevieve Johnson
E-Learning Volume 3, Number 4, ISSN 1741-8887
Abstract
The number of children and adolescents accessing the Internet as well as the amount of time online are steadily increasing. The most common online activities include playing video games, accessing web sites, and communicating via chat rooms, email, and instant messaging. A theoretical framework for understanding the effects of Internet use on cognitive development is presented. The proposed framework, based on the cognitive information processing model, the sociocultural perspective, the PASS cognitive processing model, and the neurological orientation, organises previous research in terms of the cognitive consequences of common online activities. From a cognitive-developmental perspective, the Internet is a cultural tool that influences cognitive processes and an environmental stimulus that contributes to the formation of specific cognitive architecture. (Contains 1 figure.)
Citation
Johnson, G. (2006). Internet Use and Cognitive Development: A Theoretical Framework. E-Learning, 3(4), 565-573. Retrieved September 1, 2024 from https://www.learntechlib.org/p/68866/.
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Cited By
View References & Citations Map-
Internet use during childhood and the ecological techno-subsystem
Genevieve Johnson & Korbla Puplampu, Grant MacEwan College
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 34, No. 1 (Dec 31, 2008)
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The Ecology of Internet Use during Middle Childhood: Physical, Social, Emotional and Cognitive Development
Genevieve Johnson, Curtin University of Technology, Australia
EdMedia + Innovate Learning 2012 (Jun 26, 2012) pp. 1311–1316
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Online Behavior and Cognitive Development
Genevieve Johnson, Grant MacEwan College, Canada; Jillianne Code & Nicholas Zaparyniuk, Simon Fraser University, Canada
EdMedia + Innovate Learning 2007 (Jun 25, 2007) pp. 3279–3288
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