This book explores how modern and cutting-edge technological tools provide humans with vast amounts of information, significantly cutting back on the knowledge an individual must explicitly memorize or retain. There are certain conveniences that this level of technology provides as humans are able to offload much of their thinking to digital systems; however, the repercussions of these conveniences are often overlooked. Human thought, memory, and cognition are impacted by the access to information provided by artificial intelligence systems and the metaverse. This book describes the essential cognitive skillsets of epistemic cognition, spatial intelligence, emotional intelligence, grounded cognition, situated cognition, distributed cognition, and introduces forensic cognition as an essential teachable cognitive discipline, to explore how they have been and will continue to be affected by these technologies. A strong argument is made that these cognitive skills are inherently and exclusively human in nature and require nurturing rather than resignation. Critical modern challenges such as cognitive offloading, cognitive burnout, cognitive surrender, and the need for adaptive expertise are also addressed. The reciprocal nature of human and digital thought is explored through defining cognition and what it means to exhibit human cognition when artificial systems can replicate so many human thinking tasks. In addition to providing a cognitive psychology perspective to the state of the human mind in the age of artificial intelligence, practical uses of artificial and digital information systems are provided. The text provides cross-source intelligence, concrete examples, and recommendations on preserving and strengthening human cognition while detailing how technology must serve as a collaborative design partner rather than a replacement of authentic, three-dimensional human experiences. The book concludes with a warning of the dangers of elimating human elements in decision making, especially in the face of security and defense, and makes predictions of the future of human cognition as emerging biotechnologies enhance the human experience.

Salvatore G. Garofalo is Assistant Professor of Science and Technology Education at the City University of New York, Queens College. He earned his doctorate in Cognitive Science at Columbia University. His expertise is in pedagogical content knowledge related to technology integration in science education. His areas of research include cognition in science and technology, the development of spatial thinking, the impact of technology on spatial ability and conceptual understanding, and constructivism. He is coauthor of Spatial Intelligence: Why it Matters from Birth through the Lifespan. He has also co-edited the compendium entitled International Handbook of Research on STEAM Curriculum and Practice. Dr. Garofalo has severed as a principal investigator and co-principal investigator on National Science Foundation Noyce grants that investigate exploratory practices, technology integration, and retention of educators in STEM education.

Stephen J. Farenga is Professor of Science and Technology Education at the City University of New York, Queens College. Earning his doctorate at Columbia University, Dr. Farenga’s research and writing interests involve making science content accessible and comprehensible to students and the public-at-large. His areas of specialization include cognition in science, high-ability students in science, the development of spatial thinking skills. He is the author of numerous articles and is co-author of Spatial Intelligence: Why It Matters from Birth through Adolescence and International Handbook of Research on STEAM Curriculum and Practice, The Importance of Average: Playing the Game of School to Increase Success and Achievement, and Knowledge under Construction: The Importance of Play in Developing Children’s Spatial and Geometric Thinking. He has also co-edited the compendium entitled Encyclopedia of Education and Human Development. Professor Farenga has served as a National Science Foundation principal investigator and co-principal investigator on grants that investigate science instruction, exploratory practices in STEM, and the retention of science education majors and teachers.