Smartphones and other mobile-related technologies are commonly viewed as indispensable tools for enhancing human cognition; prolonged use of these devices may have a detrimental and long-term effect on users’ abilities to think, recall, and pay attention. The purpose of this study is to determine the effect of phone usage on people’s cognitive capacities. Excessive smartphone use may have a detrimental effect on an individual’s mental health. It has the ability to affect an individual’s memory, capacity for effective thought, and cognitive and learning capacities. The purpose of this study is to determine the effect of smartphone use on people’s cognitive abilities. Excessive smartphone use and cognitive failures were measured using the Smartphone Addiction Scale (Kwon et al., 2013) and the Cognitive Failures Questionnaire (Broadbent et al., 1982; revised by Wallace et al., 2002), which were used to collect data from 200 young adults using a purposive sampling strategy. Pearson’s product-moment correlation was used to measure the strength of the relationship between the variables, and regression analysis was used to measure the function relating to the variables. The results of the study conclude that excessive smartphone use is related to forgetfulness, distractibility, and false triggering. Hence, it can be concluded that excessive use of smartphones may be prone to cognitive failures such as forgetfulness, distractibility, and false triggering. Excessive smartphone use has been linked to a higher risk of cognitive impairment.
Autism spectrum disorder (ASD) includes a variety of childhood-onset and lifelong neurodevelopmental condition with an enduring impact on multiple domains of functioning characterized by persistent deficits in social communication, restricted and repetitive behavior interest, and activities. They often find it hard to recognize and control emotions but their emotional expression can be improved by various intervention techniques that in turn can help them understand and respond more appropriately to other people. Problems in the area on emotional reciprocity among individual with ASD involve recognizing, understanding, expressing, and regulating emotions. Their ability in emotional reciprocity is often improved with a comprehensive treatment approach, especially by focused emotional enhancement intervention. In this review, we followed the standard IMRAD (Introduction, Methods, Results, and Discussion) structure to critically examine the condition of autism and its relation with genetic mechanism, and how theories of emotion and theory of mind associated with persons with ASD, some of the widely used assessment tools and future research direction in the emotional development of individuals diagnosed with ASD by using the narrative review method. Records collected through research databases such as Scopus, PubMed, Web of Science, Medline, EBSCO and published books with ISBN (International Standard Book Number), and published test manuals were evaluated in-depth and summarized based on the subtopic of the proposed title. A critical theoretical analysis of the genetic mechanism of emotions, theories of emotions, and theory of mind was explained in connection with ASD.
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