This article questions the belief that the IT revolution enhances human cognitive development. Starting with a brief description of an alarming tendency observed over the past quarter century, I will identify two major methodological pitfalls of modern education responsible for a profound lack of understanding of the nature and role of language as human ecology on the one hand, and information and information technologies as part of this ecology, on the other; this lack of understanding accounts for the steady decline in the development of young intellects in the information era. To curb this developmental regress, we must change the perspective both on language and information by using a systems approach to humans as linguistic organisms. Such an approach involves identification of the biological function of language as a cognitive-semiotic ability to take into account what is not perceptually present and its relation to sapience. It is argued that this ability (operations on first-order abstractions) is the biological (neurophysiological) basis for abstract thought which is further radically enhanced with the advent of writing (operations on second-order abstractions). The cognitive dynamics of reading and writing reconstruct language as a cognitive domain of interactions, giving rise to a new way of thinking based on the experience of interpreting inscriptions. IT-generated virtual reality deprives young individuals of the essential formative experience of operations on second-order abstractions, impeding their cognitive development.

本文质疑IT革命促进人类认知发展的信念。从对过去25年中观察到的令人震惊的趋势的简要描述开始，我将确定现代教育的两个主要方法上的陷阱，一方面造成对语言作为人类生态的本质和作用的认识的深刻缺乏，另一方面另一方面，信息技术是这种生态的一部分；这种缺乏理解导致了信息时代年轻智力的发展不断下降。为了遏制这种发展退步，我们必须通过使用针对人类作为语言有机体的系统方法来改变对语言和信息的看法。这种方法涉及将语言的生物学功能识别为一种认知符号能力，以考虑到不存在的事物及其与智商的关系。有人认为，这种能力（对一阶抽象的操作）是抽象思想的生物学（神经生理学）基础，随着写作（对二阶抽象的操作）的出现，这种能力得到了根本的增强。读写的认知动力学将语言重构为交互的认知域，从而基于解释铭文的经验提出了一种新的思维方式。IT生成的虚拟现实剥夺了年轻人对二阶抽象进行操作所必需的基本形成经验，从而阻碍了他们的认知发展。读写的认知动力学将语言重构为交互的认知域，从而基于解释铭文的经验提出了一种新的思维方式。IT生成的虚拟现实剥夺了年轻人对二阶抽象进行操作所必需的基本形成经验，从而阻碍了他们的认知发展。读写的认知动力学将语言重构为交互的认知域，从而基于解释铭文的经验提出了一种新的思维方式。IT生成的虚拟现实剥夺了年轻人对二阶抽象进行操作所必需的基本形成经验，从而阻碍了他们的认知发展。