Adults modern devices. According to the Alzheimer’s

and children alike claim to be educated when it comes to smartphone and tablet
applications, despite the fact that nearly half of the adults are not
knowledgeable on what the well-known picture messaging service, Snapchat, is.
On the contrary, Garside (2014) mentions that only 3% of children aged 6-15
have no idea on the various applications smartphones and tablets have. Marsden (2013)
suggests that there is vast dissimilarity between what adults used during one’s
younger years, just like the Windows 95 PCs, to the lustrous devices of this
century. The former is more anchored on discovering how to use technology for
entertainment and communication purposes (Titcomb, 2015), while the latter on
entertainment and communication itself. Despite all of the abovementioned,
there is still enough information to justify that generation Z, or the present
generation, is not better than the older generations in these terms. In today’s
society, children only appear to be better than parents at understanding new technology;
when in fact, parents are as capable in handling modern devices.

to the Alzheimer’s Disease Research Center of Emory University in the online
article entitled, “Cognitive Skills & Normal Aging”, a common misconception
when it comes to aging is that it leads to the depletion of cognitive
abilities, and that nothing can be done to reverse this happening. As stated in
Collier’s Encyclopedia (1997), the belief that intellect lessens as one ages is
false. Early studies contribute to this belief, for intelligence tests
originally created for children were also given to individuals of various ages,
making it less advantageous for those in the older generations. While older
people did score lower than those in the youth, later studies show that this
was mainly based on the nature of the test, which was heavily focused on skills
taught in school. Newer studies show that there is a rather slight decrease in
the mental ability of those aged around 70 when it comes to other forms of
intellect, such as problem solving and concept formation. Moreover, tests were
usually set specific time limits, which was a severe disadvantage for older
people, for one characteristic of aging is slowing response rates. When given
as much time as wanted, older individuals scored only relatively below the
score of those belonging to the younger generation. These details seem to
propose that if older people are given enough time to process new information
and associate each with matters learned before, older people may be just as
advanced as the younger generation when it comes to today’s technology. This
may also impose that one’s capabilities to learn something new are not mainly
affected by aging.

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reason one may appear to be better at modern technology is time. Jane Wakefield
(2015), a technology reporter at BBC News, stated that the total screen time
children aged five to sixteen spend each day on average is six and a half
hours. On the other hand, teenage boys spend the longest, with an average of
eight hours; while eight-year-old girls spend the least at three and a half
hours. The reason behind this may be because of the amount of time children
have to spare each day. According to Marsden (2013), “a solid relationship with
technology seems to be a function of leisure time, something that parents can
be woefully short of” (cited in “Are children naturally better with computers
than their parents?”. para. 8).  This
indicates that since most parents spend a large portion of the day at work,
children have more time to explore and engage with new technology. As a result,
this creates an advantage to further develop one’s skills and knowledge when it
comes to technology.

parents and educators are worrying about how too much use of technology may
alter children’s brains. However, as mentioned in the online article of Purdue
University (2017), there is a trick to this fret. Experts say that taking a
child’s addiction to technology and using it as an educational advantage may be
the solution. Most classrooms today are filled with various computers,
projectors, tablets, and many other kinds of technology that are integral for
children to learn. Truly, this generation of classrooms have upgraded and
changed the way children are being educated compared to the classrooms before.
Not only has it integrated technology in teaching most lessons, but also in
school or college curricula. This new addition to schools has increased
generation Z’s capacity to learn about modern technology, thus making one
belonging to the said group appear smarter than adults in knowing about it.

up nowadays is undoubtedly different as to how a generation Z member’s parent
did before. Matt Leeser (2013), head of buying electricals and home technology
at John Lewis, said that children have grown up in the digital age and in a
world full of technology. The use of smartphones, tablets, e-readers, and the
like have been on a daily basis. It may seem difficult for parents to accept
this, because while playing basic arcade games for entertainment was the most
popular before, children today are being cheered by technology, and getting the
hang of it much faster than parents could. As a matter of fact, parents tend to
believe that technology is ruining the nature of childhood. Sophie Curtis (2013)
of Telegraph UK says that according to research by web security firm, AVG, most
children that could not tie shoelaces, swim without help and ride a bike could
actually play a smartphone application or computer game. It looks probable that
children are growing together with the advancing of technology and media; for
matters that were once thought to be basic now requires more time in order to

may also appear that children use intuition whenever handling gadgets; but Dr.
Mark Brosnan, senior lecturer in psychology at the University of Bath, argues
otherwise. Brosnan claims that youth does not fully contribute to the
proficiency of children; but instead, children simply apply observations in
situations one deems applicable. An example of which is when someone swipes
through the screen of a tablet – a child does the same because of how one has
previously seen others do it (cited in Marsden, 2013). This leads to another
possible explanation why children are seen as being brighter than adults in
technology – prior observations are mistaken for intuition.

specified by Prigg (2014) in an online article of Daily Mail UK, researchers at
the University of California conducted an experiment to see if children could
figure out causal relationships. 106 children between the ages of four and
five, as well as 170 college students were chosen to take on this experiment.
It involved placing different clay shapes into special boxes in order to see
which combination would make the box light up and play music. It was a total surprise
when researchers found out that younger children were faster to find the
correct combination than college students. The study was then released, saying
that children quickly formulate answers of causal relationships and make causal
inferences that are far more with depth compared to those of college students.
This shows that that children can make certain reasonings without the need of a
lot of information. Also, Christopher Lucas, co-author of the study published
in the journal Cognition, explains that “children were more likely than adults
to generalize the unusual conjunctive relationship, suggesting that they are
less biased by prior assumptions and pay more attention to current evidence” (cited
in “Toddlers ‘more adept at learning to use new technology than parents,” para.
14). This points out that children were more likely to generalize situations,
suggesting that children are less biased and pay more attention to current
evidence. Instead of analyzing what to do with a certain gadget, children do
not really think about what to press on the screens and just keep on using it
until eventually getting the hang of it.


into consideration the abovementioned points, it may be reasonable to assume
that children are not affected by factors adults experience. These include
health related changes and work, that can affect the abilities of older people
to learn about technology. Aging also affects the speed of cognitive and motor
processes, but that does not necessarily indicate the loss of possible knowledge
on a particular topic. It just means that it will take time for one belonging
to the older age group to understand something new than those belonging to the
younger side. There is also a difference between the methods of how a certain
age group learns effectively, and so it may also not be suitable compare a
child’s and a parent’s ability when it comes to technology. If one develops
such skill though, there would be a great possibility that adults might appear
to be just clever as children when it comes to modern technology.

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