5-24-18

Technology As Piece of The Extended Mind​: An Autoethnography

Carlos Arellano

Los Angeles Leadership Academy HS, carellano100354@laleadership.org

Technology As Piece of The Extended Mind

Abstract

The notion of an “extended mind” is a well explored theory of how the brain uses the

environment expand though, but this research paper will delve into the idea of how

technology serves as an extension of human cognitive functions. The subjects of focus will

be highschool students and how technology in the classroom improves cognitive functions

by improving memory, creativity, and mental visualisation.

Keywords

Extended Mind, Technology, Cognitive Function, Creativity, Memory, Neurology

Technology As Piece of The Extended Mind: An Autoethnography

Carlos Arellano
Los Angeles Leadership Academy HS, Los Angeles, California, USA

_________________________________________________________

The notion of an “extended mind” is a well explored theory of how the brain uses

the environment expand though, but this research paper will delve into the idea of

technology serves as an extension of human cognitive functions. The subjects of

focus will be highschool students and how technology in the classroom betters

cognitive functions by improving memory, creativity, and mental visualisation.

_________________________________________________________

The Incident

When I took my first Computer Science class Junior year, I expected to learn things such

as how to use Excel, Microsoft Word, and things like "how to properly use a search engine", but

unbeknownst to me, the material would be a lot denser and rigorous than expected. I looked

forward to taking this class as I had already decided that it would be an easy “A” and could serve

as extra time for me to complete work for other classes. As soon as the class material started

rolling I brushed it off as if I didn't have to pay attention and this continued as the concepts

started getting exponentially harder and I became overwhelmed. I was failing within the week
and couldn't ask for help from the teacher Mr.C, as his teaching style was very monotone and

hard to keep up with.

As weeks went by I stumbled through the class, trying but this time actually taking

interest in the concepts. Although it was still somewhat difficult my work ethic was improving

and my grade begun to slowly improve and go up until I hit a wall which I couldn't get over. This

struggle continued for some time until we started our unit on programming. I remember sitting in

class and loading up the IDE and it was like looking into the brain of the computer watching all

of its thoughts and processes. I immediately began memorizing and learning the code, I was so

eager to understand and learn to write my own programs. Once I knew the languages and syntax

for what writing code experimenting, creating, and testing my programs enabled me to see the

concepts we had been learning in a new light.

Analysis

Introduction

For years philosophers have pondered upon the idea of the mind and where thoughts

originate, recently most of these questions have been answered with advanced neurological

mapping of the brain and research, but its been overlooked how big of a role the environment

plays a role on the development of thoughts and creativity.

Where does the mind stop and the rest of the world begin? The question invites

two standard replies. Some accept the boundaries of skin and skull, and say that
 what is outside the body is outside the mind. Others are impressed by arguments

suggesting that the meaning of our words 'just ain't in the head', and hold that this

externalism about meaning carries over into an externalism about mind. We

propose to pursue a third position. We advocate a very different sort of

externalism: an active externalism, based on the active role of the environment in

driving cognitive processes. (p.1)

This quote opens up the question of how we may use our environment to refine and

optimize our thought processes. Upon reviewing the effects of technology on high school

students’ memory, psychology, and creativity, it is evident that technology greatly improves

cognitive function.

Study of Focus

The human mind actively exists in its environment and stays In a state of constant

analysis which helps further our. Applying exterior, technology based appliances to the Theory

of the Extended Mind adds another layer to the expansion of thoughts.

Memory​ (claim 1)

At a young age, children use their fingers to count, add, and subtract, these arithmetic

tasks are aided by the visual representation and give context for future calculations. This is

explained by Clark Chalmers. “ The brain (or brain and body) comprises a package of basic,

portable, cognitive resources that are of interest in its own right. These resources may

incorporate bodily actions into cognitive processes, as when we use our fingers as working
memory in a tricky calculation... ” This Quote presents an example of using your fingers to

count. This physical action is an extension that helps you store informations with the

representation of fingers: Similar to how a computer uses Ram using fingers to count helps us

process information. “ If participants took a photo of each object as a whole, they remembered

fewer objects and remembered fewer details about the objects and the objects’ locations in the

museum than if they instead only observed the objects and did not photograph them. However,

when participants zoomed in to photograph a specific part of the object, their subsequent

recognition and detail memory was not impaired, and, in fact, memory for features that were not

zoomed in on was just as strong as memory for features that were zoomed in on.” This quote

presents the example of how technology, specifically a camera, can boost our recollection of

memory by making us focus and recognize finer details that would otherwise be overlooked.

Psychology​ (claim 2)

“Moreover, it may be that the biological brain has in fact evolved and matured in ways

which factor in the reliable presence of a manipulable external environment.” This quote brings

up the theory that our brain may have come to recognize these advantages and is using the

environment to think differently.

Creativity ​(claim 3)

“As an example of extended mind theorizing, consider the case of multiplying two

three-digit numbers. One account of how we are able to multiply the two numbers might

emphasize how we first derive some symbolic encoding of the visual (or auditory) input
corresponding to the two numbers. ” This quote explains how the visual representation of three

digit numbers takes advantage of the brains analysis skills of its environment and uses it to its

full potential. Humans are visual creatures. “ Think of a group of people brainstorming around a

table, or a philosopher who thinks best by writing, developing her ideas as she goes. It may be

that language evolved, in part, to enable such extensions of our cognitive resources within

actively coupled systems.” This Quote expresses the action of writing, it helps us refine and

develop thoughts by painting them on paper so that we may visually examine and expand on

them.

Conclusion

To conclude, these three different aspects improve and help develop memory, creativity,

and mental visualisation. As developing highschool students it is essential for such aspects of

brain development to be exercised through peripherals like technology. The effects of technology

on high school students’ memory, psychology, and creativity, it is evident that technology

greatly improves cognitive function.

 References

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doi:10.7551/mitpress/9780262014038.003.0002.

Henkel, L. A. (2013). “Point-and-Shoot Memories.” ​Psychological Science​. vol. 25, no. 2, pp.

396–402., doi:10.1177/0956797613504438.

Smart, P. R. (2012) “The Web-Extended Mind.” ​Metaphilosophy​, vol. 43, no. 4, pp. 446–463.,

doi:10.1111/j.1467-9973.2012.01756.x.

Sparrow, B. and Wegner, D (2011 ). “The Google Effect: The Cognitive Consequences of

Having Information at Our Fingertips.” PsycEXTRA Dataset,

doi:10.1037/e633982013-286.

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Training Method That Capitalizes on Emerging Smartphone Technologies.” ​Journal of the

International Neuropsychological Society​, vol. 15, p. 629.,

doi:10.1017/s1355617709090791.

Wang, N. (2016). “The Extended Mind: The Link Between Technology and Memory.” ​The

Huffington Post​,

www.huffingtonpost.com/nina-wang/the-extended-mind-the-lin_b_7973074.html.