"The Cognitive Generation Gap: Technology's Impact on Memory and Attention Across Generation X, Generation Y (Millennials), and Generation Z"
Location
Room 101, Thompson Polloway Hall
Access Type
Campus Access Only
Presentation Type
Oral presentation
Entry Number
66
Start Date
4-16-2026 9:45 AM
End Date
4-16-2026 10:00 AM
School
School of professional and Applied Sciences
Department
Education
Keywords
Digital technology, Generational differences, Cognitive functions, Attention span, Working memory, Short-term memory, Screen time, Digital nativity, Generation X, Millennials, Generation Z, CogniFit, Cognitive assessment, Technology exposure, Memory formation
Abstract
Digital technology has become deeply embedded in daily life, yet its effects on cognitive functioning remain inconsistent across the existing literature. While some research suggests that increased screen time is associated with declines in attention and memory performance, other studies demonstrate cognitive benefits from certain types of technology engagement. A potential contributing factor to these contradictions is generational differences in technology exposure during critical periods of cognitive development. The purpose of this cross-sectional correlational study is to investigate whether the amount of digital technology usage and exposure has any effect on attention and memory across three generational cohorts: Generation X (born 1965–1980), Generation Y/Millennials (born 1981–1996), and Generation Z (born 1997–2012). A maximum of 200 adults aged 18–61 will be recruited through the University of Lynchburg community and via snowball sampling to reach older generational cohorts. Participants will complete a Digital Technology Questionnaire assessing prior and current technology use, followed by 12 standardized cognitive assessments administered through the CogniFit Cognitive Assessment Battery (CAB), measuring six domains of attention (divided, focused, inhibition, and updating) and six domains of memory (phonological short-term, contextual, short-term, non-verbal, visual short-term, and working memory). Data will be analyzed using individual ANOVAs to examine differences in cognitive performance across generations while accounting for technology exposure and usage variables. It is hypothesized that memory and attention patterns will differ significantly across generational groups, with Generation Z demonstrating greater resilience to technology's cognitive effects due to their higher digital nativity. Findings from this study have the potential to inform educators, researchers, and policymakers about age-appropriate technology integration strategies and contribute to theoretical understanding of how digital nativity shapes cognitive development across the lifespan.
Primary Faculty Mentor(s)
Dr. Holly Gould
Primary Faculty Mentor(s) Department
Education
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"The Cognitive Generation Gap: Technology's Impact on Memory and Attention Across Generation X, Generation Y (Millennials), and Generation Z"
Room 101, Thompson Polloway Hall
Digital technology has become deeply embedded in daily life, yet its effects on cognitive functioning remain inconsistent across the existing literature. While some research suggests that increased screen time is associated with declines in attention and memory performance, other studies demonstrate cognitive benefits from certain types of technology engagement. A potential contributing factor to these contradictions is generational differences in technology exposure during critical periods of cognitive development. The purpose of this cross-sectional correlational study is to investigate whether the amount of digital technology usage and exposure has any effect on attention and memory across three generational cohorts: Generation X (born 1965–1980), Generation Y/Millennials (born 1981–1996), and Generation Z (born 1997–2012). A maximum of 200 adults aged 18–61 will be recruited through the University of Lynchburg community and via snowball sampling to reach older generational cohorts. Participants will complete a Digital Technology Questionnaire assessing prior and current technology use, followed by 12 standardized cognitive assessments administered through the CogniFit Cognitive Assessment Battery (CAB), measuring six domains of attention (divided, focused, inhibition, and updating) and six domains of memory (phonological short-term, contextual, short-term, non-verbal, visual short-term, and working memory). Data will be analyzed using individual ANOVAs to examine differences in cognitive performance across generations while accounting for technology exposure and usage variables. It is hypothesized that memory and attention patterns will differ significantly across generational groups, with Generation Z demonstrating greater resilience to technology's cognitive effects due to their higher digital nativity. Findings from this study have the potential to inform educators, researchers, and policymakers about age-appropriate technology integration strategies and contribute to theoretical understanding of how digital nativity shapes cognitive development across the lifespan.