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003 OCoLC
005 20160527040604.7
006 m o d
007 cr cnu---unuuu
008 140503t20132013dcuad ob 100 0 eng d
019 844063237|a923290421
020 9780309268905|q(electronic book)
020 0309268907|q(electronic book)
020 |z9780309268882
020 |z0309268885
035 (OCoLC)883575305|z(OCoLC)844063237|z(OCoLC)923290421
040 COO|beng|erda|epn|cCOO|dOCLCO|dN$T|dDEBSZ|dMMU|dLCS|dOCLCF
|dUCNAP|dYDXCP|dOCLCO|dOCLCQ|dOCLCO|dEBLCP|dOCLCO
049 RIDW
050 4 HM851|b.N38 2012eb
072 7 PSY|x031000|2bisacsh
082 04 302.231|223
090 HM851|b.N38 2012eb
110 2 National Academies (U.S.).|0https://id.loc.gov/authorities
/names/no2003001486|bKeck Future Initiative.|bConference
|d(November 15-17 2012 :|cArnold and Mabel Beckman Center,
Irvine, California),|eissuing body.
245 14 The informed brain in a digital world :|binterdisciplinary
team summaries : conference, Arnold and Mabel Beckman
Center, Irvine, California, November 15-17, 2012 /|cthe
National Academies Keck Futures Initiative.
264 1 Washington, District of Columbia :|bNational Academies
Press,|c[2013]
264 4 |c©2013
300 1 online resource (130 pages) :|billustrations (some
color)
336 text|btxt|2rdacontent
337 computer|bc|2rdamedia
338 online resource|bcr|2rdacarrier
340 |gpolychrome|2rdacc
347 text file|2rdaft
504 Includes bibliographical references.
505 0 Conference summary -- IDR team summary 1: develop
innovative curricula that will help students develop
expertise in dealing with the information overload they
will encounter during and after their schooling -- IDR
team summary 2: develop methods to efficiently design and
measure the efficacy of internet teaching technologie. --
IDR team summary 3: define the trajectory, value, and risk
of extreme lifelogging when nearly everything about a
person is in cyberspace -- IDR team summary 4: identify
the ways in which the internet positively and negatively
impacts social behavior -- IDR team summary 5: develop a
new approach to assess the differences in cognitive and
brain function between the brains of digital natives and
digital immigrants -- IDR team summary 6: determine how
the effects of the digital age will improve health and
wellness -- IDR team summary 7: what are the limits of the
brain-computer interface and how can we create reliable
systems based on this connection?
520 "Digital media provide humans with more access to
information than ever before--a computer, tablet, or
smartphone can all be used to access data online and users
frequently have more than one device. However, as humans
continue to venture into the digital frontier, it remains
to be known whether access to seemingly unlimited
information is actually helping us learn and solve complex
problems, or ultimately creating more difficulty and
confusion for individuals and societies by offering
content overload that is not always meaningful. Throughout
history, technology has changed the way humans interact
with the world. Improvements in tools, language,
industrial machines, and now digital information
technology have shaped our minds and societies. There has
always been access to more information than humans can
handle, but the difference now lies in the ubiquity of the
Internet and digital technology, and the incredible speed
with which anyone with a computer can access and
participate in seemingly infinite information exchange.
Humans now live in a world where mobile digital technology
is everywhere, from the classroom and the doctor's office
to public transportation and even the dinner table. This
paradigm shift in technology comes with tremendous
benefits and risks. Interdisciplinary Research (IDR) Teams
at the 2012 National Academies Keck Futures Initiative
Conference on The Informed Brain in the Digital World
explored common rewards and dangers to Humans among
various fields that are being greatly impacted by the
Internet and the rapid evolution of digital technology.
Keynote speaker Clifford Nass of Stanford University
opened the dialogue by offering insight into what we
already know about how the "information overload" of the
digital world may be affecting our brains. Nass presented
the idea of the "media budget," which states that when a
new media emerges, it takes time away from other media in
a daily time budget. When additional media appear and
there is no time left in a person's daily media budget,
people begin to "double book" media time. Personal
computers, tablets, and smartphones make it easy to use
several media simultaneously, and according to Nass, this
double-booking of media can result in chronic multitasking,
which effects how people store and manage memory. Although
current fast-paced work and learning environments often
encourage multitasking, research shows that such
multitasking is inefficient, decreases productivity, and
may hinder cognitive function. National Academies Keck
Future Initiative: The Informed Brain in a Digital World
summarizes the happenings of this conference"--Publisher's
description.
588 0 Online resource; title from PDF title page (ebrary, viewed
May 3, 2014).
590 eBooks on EBSCOhost|bEBSCO eBook Subscription Academic
Collection - North America
650 0 Digital media|xSocial aspects|0https://id.loc.gov/
authorities/subjects/sh2009123379|vCongresses.|0https://
id.loc.gov/authorities/subjects/sh99001533
650 0 Internet|xSocial aspects|vCongresses.|0https://id.loc.gov/
authorities/subjects/sh2009127479
650 0 Brain-computer interfaces|0https://id.loc.gov/authorities/
subjects/sh2007000197|vCongresses.|0https://id.loc.gov/
authorities/subjects/sh99001533
650 0 Brain|xPhysiology|0https://id.loc.gov/authorities/subjects
/sh2007102128|vCongresses.|0https://id.loc.gov/authorities
/subjects/sh99001533
650 0 User interfaces (Computer systems)|vCongresses.|0https://
id.loc.gov/authorities/subjects/sh2008113155
650 0 Mass media|vCongresses.|0https://id.loc.gov/authorities/
subjects/sh2008107494
650 0 Teaching|vCongresses.|0https://id.loc.gov/authorities/
subjects/sh2008112629
650 0 Attention|0https://id.loc.gov/authorities/subjects/
sh85009391|vCongresses.|0https://id.loc.gov/authorities/
subjects/sh99001533
650 7 Digital media|xSocial aspects.|2fast|0https://
id.worldcat.org/fast/1766776
650 7 Internet|xSocial aspects.|2fast|0https://id.worldcat.org/
fast/1766793
650 7 Brain-computer interfaces.|2fast|0https://id.worldcat.org/
fast/1742078
650 7 Brain|xPhysiology.|2fast|0https://id.worldcat.org/fast/
837651
650 7 User interfaces (Computer systems)|2fast|0https://
id.worldcat.org/fast/1163191
650 7 Mass media|xCongresses.|2fast|0https://id.worldcat.org/
fast/2041246
650 7 Teaching.|2fast|0https://id.worldcat.org/fast/1144565
650 7 Attention.|2fast|0https://id.worldcat.org/fast/820788
650 12 Internet.|0https://id.nlm.nih.gov/mesh/D020407
650 12 Brain|xphysiology.|0https://id.nlm.nih.gov/mesh/
D001921Q000502
650 22 Microcomputers.|0https://id.nlm.nih.gov/mesh/D008838
650 22 User-Computer Interface.|0https://id.nlm.nih.gov/mesh/
D014584
650 22 Social Behavior.|0https://id.nlm.nih.gov/mesh/D012919
650 22 Cognition.|0https://id.nlm.nih.gov/mesh/D003071
650 22 Attention.|0https://id.nlm.nih.gov/mesh/D001288
650 22 Learning.|0https://id.nlm.nih.gov/mesh/D007858
650 22 Teaching.|0https://id.nlm.nih.gov/mesh/D013663
650 22 Mass Media.|0https://id.nlm.nih.gov/mesh/D008402
655 0 Electronic books.
655 4 Electronic books.
655 7 Conference papers and proceedings.|2lcgft|0https://
id.loc.gov/authorities/genreForms/gf2014026068
655 7 Conference papers and proceedings.|2fast|0https://
id.worldcat.org/fast/1423772
776 08 |iPrint version:|dWashington, D.C. : National Academies
Press, 2013|z9780309268882|w(OCoLC)843996968
856 40 |uhttps://rider.idm.oclc.org/login?url=http://
search.ebscohost.com/login.aspx?direct=true&scope=site&
db=nlebk&AN=867927|zOnline eBook. Access restricted to
current Rider University students, faculty, and staff.
856 42 |3Instructions for reading/downloading this eBook|uhttp://
guides.rider.edu/ebooks/ebsco
901 MARCIVE 20231220
948 |d20160607|cEBSCO|tebscoebooksacademic|lridw
994 92|bRID
