Online Social Networks and Memory Capacity of College Students
Keywords:
Short-term memory, Reading comprehension, Social networks.Abstract
The aim of this research was to explore the possible existence of any relationship between the constant use of online social networks and memory capacity of college students. The research, quantitative and with exploratory scope, was conducted in a private institution of higher education in Mexico. The study subjects were 51 college students from different programs. Surveys and tests of memory capacity as data collection tools were used. The results of the study indicate that there are no significant differences between the constant use of social networks and the memorization capacity of college students. Therefore, this study does not support the hypothesis that students who spend more time on social networks have a lower memory capacity.Downloads
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Ren, Y. y Argote, L. (2011). Transactive memory systems 1985-2010: An integrative framework of dimensions, antecedents and consequences. The Academy of Management Annals, 5,189-230.
Siemens, G. (2004). Connectivism: A learning theory for the digital age. Recuperado de http://www.elearnspace.org/Articles/connectivism.htm
Small, G. y Vorgan, G. (2009). El cerebro digital: cómo las nuevas tecnologías están cambiando nuestra mente. Barcelona: Urano.
Alexander, C. M. (2012). Facebook usage and academic achievement of high school students: A quantitative analysis. ProQuest Dissertations and Theses, 96. Recuperado de http://search.proquest.com/docview/1112071638?accountid=14568
Bruning, R., Schraw, G., Norby, M., Ronning, R., Sánchez, B. y Bueno, A. (2005). Psicología cognitiva y de la instrucción. Madrid: Pearson.
Carr, N. (2010). The shallows: what the Internet is doing to our brains. Nueva York: W. W. Norton.
Marcus, G. (2010). La memoria humana. Recuperado de http://www.redesparalaciencia.com/wp-content/uploads/2009/06/entrev034.pdf
McLoughlin, C. y Lee, M. (2008). Mapping the digital terrain: New media and social software as catalysts for pedagogical change. Recuperado de http://www.ascilite.org.au/conferences/melbourne08/procs/mcloughlin.html
Merzenich, M. (2009). Exploring the Rewiring of the Brain. Nueva York: Films Media Group.
Olson, D. A., Liu, J. y Shultz, K.S. (2012). The influence of Facebook usage on perceptions of social support, personal efficacy, and life satisfaction. Journal of Organizational Psychology, 12 (3/4), 133-144.
Olabanji, O. J. (2011). Exploring and examining the use of the facebook in the classroom and its impact on student success. Recuperado de http://search.proquest.com/docview/916923168?accountid=14568
Peña-Casanova, J. (2005). Test Barcelona Revisado. Barcelona: Masson.
Portellano, J. A. (2005). Introducción a la Neuropsicología. Madrid: McGraw Hill.
Powless, S. J. (2011). College student satisfaction: The impact of facebook and other factors. Recuperado de http://search.proquest.com/docview/874340886?accountid=1456
Ren, Y. y Argote, L. (2011). Transactive memory systems 1985-2010: An integrative framework of dimensions, antecedents and consequences. The Academy of Management Annals, 5,189-230.
Siemens, G. (2004). Connectivism: A learning theory for the digital age. Recuperado de http://www.elearnspace.org/Articles/connectivism.htm
Small, G. y Vorgan, G. (2009). El cerebro digital: cómo las nuevas tecnologías están cambiando nuestra mente. Barcelona: Urano.
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Published
2014-10-29
