The Impact of Digital Screens on Cognitive Development
With screens now an integral part of daily life, the boundary between real-world interactions and online engagement has become increasingly blurred. This shift has sparked concerns about the cognitive development of younger generations, who have grown up in a digital environment where technology is almost an extension of their identity. Neuropsychologist and cognitive psychology specialist Dr. Abdelhadi Gasmi provides valuable insights into these evolving dynamics.
The relationship between young people and online platforms continues to be a topic of discussion, especially following incidents that raise questions about cognitive development in the age of hyper-connectivity. Reactions without reflection, engagement without content analysis, and automatic interactions suggest a change in how screens are used. This issue resurfaced recently during the “like-gate,” when young Moroccan international players apologized for unintentional online actions related to the 2025 Africa Cup of Nations (AFCON) final.
Dr. Gasmi emphasized that when a player represents Morocco at the highest level, they are no longer speaking solely for themselves but have become a symbol. “Every gesture, even a simple like, can be interpreted as taking a stance,” he explained. As a specialist in psychological support and skill development for children, adolescents, and adults, he added that in this context, “an error, even an unintentional one, can trigger an emotional reaction.”
According to him, “this does not necessarily imply intent, but rather that the action was not sufficiently thought through.” For the neuropsychologist, “this is where psychology becomes interesting, as this type of mistake is not isolated; it reflects a broader phenomenon.”
Rapid Interaction and Cognitive Effects
Today, many young people interact with online content very quickly, almost automatically. The brain operates on autopilot. In concrete terms, this means information is perceived but barely analyzed. The reaction is immediate, with little reflection or verification.
This behavior has a clear impact on cognitive functions. Dr. Gasmi explains that the habits of an entire generation constantly connected to screens have reshaped usage patterns. On a cognitive level, this relationship “reflects a weakening of three essential functions,” starting with “sustained attention.” “The brain remains constantly connected, which reduces its capacity for focus. In terms of vigilance, it becomes almost impossible to detect important details,” he said.
He also points to issues with “inhibitory control.” “Impulsivity is not regulated at the right moment. We are often dealing with reflex reactions. The gesture becomes habitual, triggered without real analysis of the content or context,” Gasmi noted. He specifically highlights young people born in the 2000s and 2010s, who “grew up in a screen-saturated environment. For them, digital is not just a tool, but almost a natural extension of daily life.”
As a result, users experience “an acceleration of cognitive rhythm.” “With reels and short formats, they jump rapidly from one piece of content to another, triggering what we call a ‘dopamine surge,’ followed by a drop in concentration,” he explained. This is closely linked to “a constant search for stimulation.”
“The brain becomes accustomed to quick rewards, likes, notifications, short videos. This stimulates the striatum, pushing users to move continuously from one piece of content to another, even when the content lacks substance,” he added. Among the consequences is “a reduced tolerance for boredom,” where even brief moments of inactivity become difficult to manage.
The Concept of “Brain Rot”
Citing recent data, Dr. Gasmi noted that the average time young people spend checking their phones has dropped to “two seconds.” “This level of hyper-connection fosters what is now referred to as ‘brain rot’,” he warned.
Gasmi stresses that this term should be taken seriously. “It describes a brain that becomes worn out due to excessive consumption of fast, low-value content,” he said.
From a neuropsychological perspective, this can lead to reduced concentration capacity. “The brain becomes accustomed to short formats and struggles with memory retention. It also finds it difficult to sustain prolonged mental effort, such as reading or learning,” he said. He also points to “the decline of critical thinking, as users react without reflection and consume without analysis,” as well as “chronic cognitive fatigue.”
“The repeated release of dopamine creates a form of invisible exhaustion, as the brain is constantly stimulated but only superficially,” he warned. The neuropsychologist further highlights “increased impulsivity,” explaining that “the reward circuit pushes individuals to act quickly and without thinking.” In daily life, this can translate into difficulty concentrating at school, procrastination, and a tendency to delay tasks. It may also lead to “greater irritability” and “a loss of self-confidence.”
Regulating Use Rather Than Banning Access
In this context, debates around restrictions or age limits are gaining traction, with countries such as Australia, Austria, and France considering or implementing regulations. However, for Dr. Gasmi, “banning alone is not enough.”
“The issue is not just access, but how these platforms are used,” he said, warning that “a young person deprived of social media may find ways around restrictions or develop an even more problematic relationship once access is restored.” He argues that “the real solution lies not only in restriction, but in education.”
“In Morocco, age limits can be useful, but they must be part of a broader approach to media literacy and digital education, starting from the age of six or seven,” he suggested. This approach should rely on several pillars, including “the role of parents, who must guide, discuss content, and teach children not to react impulsively.”
He also recommends using “parental control tools,” establishing “screen-free moments at home,” and promoting “balanced lifestyles,” noting that “a healthy brain is one that also functions offline.”
Ultimately, Gasmi believes the goal is to “learn to use these platforms consciously.” “Behind every automatic like lies a skill that needs to be rebuilt, the ability to pause, think, choose, and decide,” he concluded.
