Matthew Fisher et al. (2021)

Matthew Fisher et al. (2021) — main question the researchers wanted to answer

The researchers wanted to know:

• Does searching for information online hurt learning and memory?

• Do people mistakenly think they learned more than they actually did after using the internet?

Matthew Fisher et al. (2021) — key concepts

• Cognitive offloading

• Transactive memory

• Metacognition

• Memory outsourcing

• Internet search and learning

Matthew Fisher et al. (2021) — why does it matter

The internet makes information instantly accessible.

Instead of memorizing information, people may:

• rely on Google

• outsource memory to the internet

Researchers wanted to know whether:

• easy access to information reduces actual learning

Matthew Fisher et al. (2021) — how was the study done

Across multiple experiments:

• participants studied topics for quizzes

Topics included:

• inflation

• photosynthesis

• autism

Participants were assigned to one of the two conditions.

Matthew Fisher et al. (2021) — what were the two conditions participants were assigned to?

Participants were assigned to either:

1. Internet Search Condition

Participants:

• searched online for information

• used websites to study

2. No Internet Search Condition

Participants:

• read the exact same information directly

• did not search online

Researchers then measured:

• quiz performance

• confidence in knowledge

Matthew Fisher et al. (2021) — what were the major findings

People who searched online:

• performed worse on quizzes

• remembered less information

BUT:

• they were just as confident (or more confident) that they had learned the material

So:

Internet searching reduced actual learning while increasing confidence.

Matthew Fisher et al. (2021) — researcher’s explanation of study

Searching online makes information feel easily retrievable.

This signals to the brain:

“I don’t need to store this internally because I can always look it up later.”

Researchers also argued people confuse:

• access to information
  with

• actual knowledge

Matthew Fisher et al. (2021) — important extra details

Researchers tested alternative explanations:

• distractions from internet browsing

• less studying time

• overconfidence

Even after controlling for these factors:

• the learning deficits remained

This strengthened the conclusion that internet search itself reduces memory storage.

Matthew Fisher et al. (2021) — why is this study important

The study suggests:

• technology changes how memory works

• easy internet access may reduce deep learning

• people may overestimate what they truly know

This has implications for:

• education

• studying

• technology use

• digital learning environments

summarize the main question in the internet search study

Whether searching online reduces learning and memory while increasing confidence in knowledge.

What is cognitive offloading?

Using external tools like the internet instead of relying on internal memory.

What is transactive memory?

Remembering where information can be found instead of remembering the information itself.

What were the two main study conditions?

Internet Search vs. No Internet Search.

What did participants in the Internet Search condition do?

Searched online for study information before taking quizzes.

What did participants in the No Internet Search condition do?

Read the same information directly without searching online.

What did the researchers find?

Internet searching reduced quiz performance and memory retention.

How did confidence differ between groups?

Internet search participants were equally or more confident despite performing worse.

Why does internet searching reduce learning according to the researchers?

Because easy retrievability cues make people less likely to store information internally.

Why is this study important?

It shows that easy access to online information may weaken actual learning and create overconfidence.