In my last post, I considered some of the consequences of instantly available and seemingly endless quantities of Internet-driven novelty for the good life, particularly in the areas of story and joke telling as well as how we converse and think about our lives. This week, I want to focus more on the challenges to willpower exacerbated by Internet devices. Particularly, I am concerned with how today’s generation of parents, facing their own particular limitations of will, may be encouraging their children to have a relationship with screens that might be best described as fetishistic. My interest is not merely with the consequences for learning, although psychological research does connect media-multitasking with certain cognitive and memory deficits. Rather, I am worried about the ways in which some technologies too readily seduce their users into distracted and fragmented ways of living rather than enhancing their capacity to pursue the good life.
A recent piece in Slate overviews much of recent research concerning the negative educational consequences of media multitasking. Unsurprisingly, students who allowed their focus to be interrupted by a text or some other digital task, whether in lecture or studying, perform significantly worse. The article, more importantly, notes the special challenge that digital devices pose to self-discipline, suggesting that such devices are the contemporary equivalent to the “marshmallow test.”
The Stanford marshmallow experiment was a series of longitudinal studies that found children's capacity to delay gratification to be correlated with their later educational successes and body-mass index, among other factors. In the case of these experiments, children were rated according their ability to forgo eating a marshmallow, pretzel or cookie sitting in front of them in order to obtain two later on. Follow-up studies have shown that this capacity for self-discipline is likely as much environmental as innate; children in “unreliable environments,” where experimenters would make unrelated promises and then break them, exhibited a far lower ability to wait before succumbing to temptation.
The reader may reasonably wonder at this point, what do experiments tempting children with marshmallows have to do with iPhones? The psychologist Roy Baumeister argues that the capacity to exert willpower behaves like a limited resource, generally declining after repeated challenges. By recognizing this aspect of human self-discipline, the specific challenge of device-driven novelty is clearer. Today, more and more time and effort must be expended in exerting self-control over various digital temptations, more quickly depleting the average person's reserves of willpower. Of course, there are innumerable non-digital temptations and distractions that people are faced with everyday, but they are of a decidedly different character. I can just as easily shirk by reading a newspaper. At some point, however, I run out of articles. The particular allure of a blinking email notice or instant message that always seems to demand one’s immediate attention cannot be discounted either.
Although it is not yet clear what the broader effects of pervasive digital challenges to willpower and self-discipline will be, other emerging practices will likely only exacerbate the consequences. The portability of contemporary digital devices, for instance, has enabled the move from “TV as babysitter” to media tablet as pacifier. A significant portion of surveyed parents admit to using a smart phone or iPad in order to distract their children at dinners and during car rides. Parents, of course, should not bear all of the blame for doing so; they face their own limits to willpower due to their often hectic and stressful working lives. Nevertheless, this practice is worrisome not only because it fails to teach children ways of occupying themselves that do not involve staring into a screen but also since the device is being used foremost as a potentially pathological means of pacification.
I have observed a number of parents stuffing a smart phone in their child’s face to prevent or stop a tantrum. While doing so is usually effective, I worry about the longer term consequences. Using a media device as the sole curative to their children’s’ emotional distress and anxiety threatens to create a potentially fetishistic relationship between the child and the technology. That is, the tablet or smart phone becomes like a security blanket – an object that allays anxiety; it is a security blanket, however, that the child does not have give up as he or she gets older.
This sort of fetishism has already become fodder for cultural commentary. In the television show “The Office,” the temporary worker named Ryan generally serves as a caricature of the millennial generation. In one episode, he leaves his co-workers in the lurch during a trivia contest after being told he cannot both have his phone and participate. Forced to decide between helping his colleagues win the contest and being able to touch his phone, Ryan chooses the latter. This is, of course, a fictional example but, I think, not too unrealistic a depiction of the likely emotional response. I am unsure if many of the college students I teach would not feel a similar sort of distress if (forcibly) separated from their phones. This sort of affect-rich, borderline fetishistic, connection with a device can only make more difficult the attempt to live in any way other than by the device’s own logic or script. How easily can users resist the distractions emerging from a technological device that comes to double as their equivalent to a child’s security blanket?
Yet, many of my colleagues would view my concerns about people’s capacities for self-discipline with suspicion. For those having read (perhaps too much) Michel Foucault, notions of self-discipline tend to be understood as a means for the state or some other powerful entity to turn humans into docile subjects. In seminar discussions, places like gyms are often viewed as sites of self-repression first and promoting of physical well-being second. There is, to be fair, a bit of truth to this. Much of the design of early compulsory schooling, for instance, was aimed at producing diligent office and factory workers who followed the rules, were able to sit still for hours and could tolerate both rigid hierarchies and ungodly amounts of tedium. Yet, just because the instilling of self-discipline can be convenient for those who desire a pacified populace does not mean it is everywhere and always problematic. The ability to work for longer than five minutes without getting distracted is a useful quality for activists and the self-employed to have as well; self-discipline is not always self-stultifying. Indeed, it may be the skill needed most if one is to resist the pull of contemporary forms of control, such as advertising.
The last point is one of the critical oversights of many post-modern theorists. So concerned they are about forms of policing and discipline imposed by the state that they overlook how, as Zygmunt Bauman has also pointed out, humans are increasingly integrated into today’s social order through seduction rather than discipline, advertising rather than indoctrination. Fears about potentials for a 1984 can blind one to the realities of an emerging Brave New World. Being pacified by the equivalent of soma and feelies is, in my mind, no less oppressive than living under the auspices of Big Brother and the thought police.
Viewed in light of this argument, the desire to “disconnect” can be seen not the result of an irrational fear of the digital but is made in recognition of the particular seductive challenges that it poses for human decision making. Too often, scholars and layperson alike tend to view technological civilization through the lens of “technological liberalism,” conceptualizing technologies as simply tools that enhance and extend the individual person’s ability to choose their own version of the good life. Insofar as a class of technologies increasingly enable users to give into their most base and unreflective proclivities – such as enabling endless distraction into a largely unimportant sea of videos, memes and trivia, they seem to enhance neither a substantive form of choice nor the good life.
Taylor C. Dotson is an associate professor at New Mexico Tech, a Science and Technology Studies scholar, and a research consultant with WHOA. He is the author of The Divide: How Fanatical Certitude is Destroying Democracy and Technically Together: Reconstructing Community in a Networked World. Here he posts his thoughts on issues mostly tangential to his current research.
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