Quick summary: A new study published in Educational Psychologist argues that decades of research into how people read across multiple sources has failed to reflect how online reading actually works, calling for approaches that account for algorithms, cultural background, and emotional responses. Experts warn that emotionally charged content activates stress responses in the brain, impairing critical thinking, while habitual scrolling trains the brain for speed over depth, with serious consequences for decision-making. The findings carry clear implications for education and public health, with practitioners urged to incorporate emotional awareness and digital literacy into how people are taught to navigate information online.
Most people today do not read a single article and move on. They scroll through feeds, follow links, watch videos, and absorb information from dozens of sources before forming an opinion. Yet the science meant to explain how people make sense of multiple texts has not kept pace with how the internet actually works. A new study published in Educational Psychologist is calling for a fundamental rethink.
The study argues that multiple text comprehension research has long relied on controlled laboratory settings, handing participants a small, curated selection of texts to read under tidy conditions. This approach, the authors contend, bears little resemblance to the chaotic, algorithm-driven environments in which most reading now takes place.
One of the study’s central arguments concerns the role of platform algorithms. Online content is not delivered neutrally. Platforms are optimised to maximise engagement, which means emotionally provocative material spreads faster and further than accurate but measured reporting. Angela Williams, psychotherapist and leadership advisor, explains what this does to the brain. “Being exposed to material that elicits fear, outrage, scarcity, or urgency can activate our amygdala, switching on our fight or flight response. This emotional activation and distress impedes our ability to think critically.”
Dr Maritsa Yzaguirre-Kelley, a mental health counsellor, points to a deeper behavioural shift. “Content is designed to trigger emotion first, not reflection. When the brain is emotionally activated, whether that’s anger, excitement, or validation, it shifts out of a thoughtful state and into a reactive one. In that state, speed is prioritised over accuracy.”
The researchers also highlight the role of culture, arguing that a reader’s background shapes which sources they trust, how they interpret content, and what they already believe before reading a single word. Dr Maya Reynolds, psychiatrist and behavioural health spokesperson at Choice Point Health, notes that this operates at an individual level. “Cultural background and prior belief systems further shape an individual’s overall interpretation. People are more likely to believe and process information that resonates with their personal identities and backgrounds.”
The study draws particular attention to the rise of artificial intelligence. Large language models increasingly summarise information before users reach the original source, smoothing over the contradictions between texts that are essential for building genuine knowledge and critical thinking. Jay Pottenger, giraffe manager at EQ Minds, a mental health and well-being platform based in Australia, warns of the broader consequence. “The confirmation bias and algorithms leave us in an echo chamber. The unreasonable becomes reasonable.”
Habitual scrolling compounds the problem further. Williams notes that the brain is being conditioned for speed at the expense of depth. “Our brains are trained for speed, not depth, while we are scrolling, and we don’t have enough time to reflect and integrate information. These skills are key for critical decision-making in the future.”
The authors call for research conducted in real digital environments, using culturally diverse text sets and measuring emotional responses alongside cognitive ones. Reynolds argues the implications go beyond academia. “Educators and practitioners should take digital literacy beyond a basic teaching source. It should include proper emotional awareness, so that people realise how feelings impact overall judgement and cognitive abilities.”