4 Answers

  1. Alas, not fiction.

    I am interested in answering this question from the standpoint of experimentalism – the cognitive paradigm of human thinking and behavior, I call it the scientific justification of “thought-action”.

    So, a person learns / builds reality starting from the basic level of categorization: the child learns to distinguish between simple objects (coins, chairs, cats, flowers, people, water, etc.) and name them. This is the natural level (dog), contrasted with the “created imagination” that are above (animals) and below (German Shepherd) it. Things at the basic level are perceived holistically, as a single gestalt, unlike other levels, where more subtle differences (distinctive properties) are used for identification. The basic level is the pre-conceptual experience gained by a person in the process of manipulating, using, and exploring environmental objects. On the foundation of this level, basic concepts are built, from which the ability to think abstractly grows: phenomena, events, and entities that are not directly perceived arise as a result of metaphorical and metonymic use of basic concepts for mapping. Thus, the richer, more complex, and more diverse the pre-conceptual experience, the more freedom and flexibility a person has in cognition and understanding, the higher their intelligence and adaptability, and the more successful they are in physical and social reality. This is exactly what the article I linked to at the beginning of the answer says:

    We shape our own brains, which means our own future. All our actions, complex problem solving, and deep thinking all leave traces in our brains. “Nothing can replace what children get from their own, free and independent thinking when they explore the physical world and encounter something new,” says British psychology professor Tanya Biron.

    Since 1970, the radius of activity of children, or the amount of space around the house in which children freely explore the world around them, has decreased by 90%. The world shrank almost to the size of a tablet screen. Now children do not run around the streets and courtyards, do not climb trees, do not launch boats in ponds and puddles, do not jump on rocks, do not run in the rain, do not chat with each other for hours, but sit with their smartphone or tablet buried in their face — they “walk”, sitting out their ass. But they need to train and build up their muscles, get acquainted with the risks of the outside world, learn to interact with their peers and empathize with them. “It's amazing how quickly a whole new type of environment has evolved, where taste, smell, and touch are not stimulated, where we spend most of our time sitting in front of screens rather than walking in the fresh air or having face — to-face conversations,” writes Susan Greenfield. Something to worry about.

    The more external stimuli there are in childhood and adolescence, the more active and faster the brain is formed. This is why it is so important for a child to physically, not virtually, explore the world: dig in the ground for worms, listen to unfamiliar sounds, break objects to understand what is inside, disassemble and unsuccessfully assemble devices, play musical instruments, run and swim races, fear, admire, wonder, be puzzled, find a way out of the situation, make decisions… This is exactly what the growing brain needs today, just as it did a thousand years ago. He needs food-experience.

    Gadgets do not provide a full-fledged accumulation of pre-conceptual experience, since they do not use body motor skills, they only imitate physical reality. Thus, a person (not only a child, but also an adult) cannot use such a surrogate for effective modeling of the world, which leads to weak cognitive abilities. This is what digital dementia is all about.

  2. Good day everyone who reads 🙂

    Alas and Oh, Yes!!!

    It is not clear why it is not customary to talk or write about this? What are we hiding? Like an ostrich, we hide our heads in the sand so that we don't see reality?

    Starting with children, from the age of two they are active Internet users, and ending with deep retired tankers who can not imagine their life without them!

    Bottom line – students on entrance exams don't know multiplication tables? And after graduating/paying for the university, too!!! Right now!

    They are already working, treating us, and “teaching” our children… Aren't you afraid? I'm very. Both painful and embarrassing. Sadness, all of it.

    If you agree or disagree, please respond! The question is more than topical. Please, for Christ's sake, don't pass me by, say your word …

    Health to you, Joy, Kindness and Happiness for every hour, day and year, Your earthly trial 🙂

  3. Just as much as dementia caused by any other cause is real. Some individual differences inherent in digital dementia are not decisive, since the basis is precisely the underdevelopment of the individual's cognitive functions.

  4. Dementia is a pathology caused by physiological causes. In other words, the brain, as an instrument of consciousness and reason on the physical plane, does not function normally just physiologically.

    Digital “dementia” is a metaphor that means not problems with the instrument ( brain), but problems with the psyche of the individual.

    This is how such a definition can be taken allegorically.

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