Collectanea 27.25 Atrophy-Monarchs-Garage

⏳ Approximate reading time: 6 mins

Week of June 30, 2025

Cognitive Atrophy

“The integration of LLMs into learning environments presents a complex duality: while they enhance accessibility and personalization of education, they may inadvertently contribute to cognitive atrophy through excessive reliance on AI-driven solutions [3]. Prior research points out that there is a strong negative correlation between AI tool usage and critical thinking skills, with younger users exhibiting higher dependence on AI tools and consequently lower cognitive performance scores [3]” (10).

—Nataliya Kosmyna, Eugene Haptmann, Ye Tong Yuan, Jessica Situ, Zian-Hao Liao, Ashly Vivian Beresnitzky, Iris Braunstein, Pattie Maes (MIT, MassArt, Wellesley1Why don’t citation systems include institutional affiliations?). (2025). Your Brain on ChatGPT: Accumulation of Cognitive Debt when Using an AI Assistant for Essay Writing Task (arXiv:2506.08872). arXiv. https://doi.org/10.48550/arXiv.2506.08872 #cognition #debt #writing #LLMs #AI #frenzy #atrophy #performance #humanbrains #consequences

A prepublication version of the Kosmyna et al. article, “Your Brain on ChatGPT,” circulated a couple of weeks ago. At >200 pages, whew, it is long and ornately specialized at points. I’ve read enough of it to conclude a) it will, on the sunny side of review, be a landmark study, an important account leading to further research on the cognitive consequences of LLM over-reliance (notably, a developmental vortex fueled by enthusiastic, uncritical adoptions and battering-ram marketing efforts by boom or bust AI startups), b) the approach to writing essays at the center of the study is woefully reductive (i.e., timed for 20 minutes, AP-test-styled prompting without much context or purpose), c) the ability to quote one’s own essay shortly after writing it is a bizarre and not altogether persuasive indicator of cognitive performance, yet this was the greatest differentiator among the three participating groups (brain-only, search engine, and LLM), and d) there remains a vast gulf between cognitive neurosciences, rhetorical invention/eureka/epiphany studies2We don’t really have anything like Eureka Studies or Epiphany Studies; perhaps all of the Humanities should retool in this direction, renaming minors as Epiphany Studies, or, if you are at a tech/stem school, Epiphany Engineering. The curriculum would draw upon writing and rhetoric, philosophy, history, language and literature, and cognitive neuroscience, regarding learning as a so-called “open period,” of the sort that the neuroscientists studying psychedelics describe in reparative/therapeutic terms as a window for synaptic rerigging., and reading and writing research as it is valued in the humanities, much less in Rhetoric and Composition/Writing Studies.


Visual Portmanteau: Monarch Butterfly + Mandala

Figure 1. “Monarchdala.”

Mature, blooming milkweed at the back of the holler is aflutter, buzzing with pollinators, including a small kaleidoscope of Monarch butterflies. And lately I had been exploring in Procreate various brush and palette customizations, watching a few tutorials, learning how to make stamps. What followed were experimental, exploratory pieces, like this one, which uses drawing guides for mirrored quadrants, then bending and combining selected elements, adding color from a custom butterfly photograph palette, and inlayering a gradient backdrop for a fade of center-to-periphery brightness.


The Standard Way into the Sheepfold

“What is the good of research ?
What is worth doing ?
Shall we be allowed to do it ?
Who will do it ?
In answering the first question, I hold that by the scholarship which is the product of research the standing of our work in the academic world will be improved. It will make us orthodox. Research is the standard way into the sheepfold” (17).

~

“Now, is there any reason, in this age when every other branch of human knowledge is being ruthlessly pulled to pieces and tested why our branch should be passed over?” (18).

—James Winans (Cornell U). (1915). The need for research. The Quarterly Journal of Speech, 1(1), 17–23. https://doi.org/10.1080/00335631509360453. #branches #research #orthodoxy #sheepfold #speech #communication #disciplinarity


From the Mail Bag 📭

Sadly, there was no mail from readers this week.


G-l-o-r-i-a

Figure 2. Summer 2025’s first morning glory bloom.

5ives

Five years, five program covers from past Conferences on College Composition and Communication. Why these? Albeit somewhat peripheral to my current research project, they’re quirky with their idiomatic, time-spanning expressions of then and now: the phrase “composition and communication” repeated 53 times from 1960; warpy, nested Cs from 1962; an optical illusion from 1974; seven missiles soaring from left to right in 1977; and an earth-sized pencil from 1983.


Walking as Artistic Practice Syllabus

“This workshop is designed as a brief survey of some of the origins, theories, processes, and manifestations of walking as art. We will read, watch, and discuss perspectives on walking-based projects. Using this information as a springboard, we will complete walking exercises, and execute our own original walking projects.”

—Ellen Mueller (Arts Midwest). (2021). Walking as Artistic Practice. https://teaching.ellenmueller.com/walking/.

I have been meandering in wide arcs toward a plan for this fall’s pair of online-asynchronous sections of ENGL3844: Writing and Digital Media. The course description mentions digital writing within “the context of business, organizational, and political practices.” It also mentions production, devices, data visualizations, videos, web design, “and more.” Sample syllabi I have been able to track down tend to outline three major projects, usually something related to podcasting or sound editing, something related to data analysis and visualization, and something related to video. The official, CUSP-approved outcomes are keyed toward ethics (“ethical design strategies”) with three bullets emphasizing visual, video, and web. I haven’t taught this particular class before at Virginia Tech. The online-asynchronous format adds complications to the kinds of engagement and interaction one can reasonably expect, of course. But I have been thinking more about short-form exercises paired with an anthologics-styled (perhaps ABCDEary format) assortment. Self-introductory account of digital mecology/technologies of self; microthemes prompted with alternatingly terrestrial (food, walking, fieldwork) and digital (photo, sound, hypertext, map, 4D/time, etc.). Inflections of Ashley Holmes’ device-mediated environs (writing on location), inflections of Ellen Mueller’s walking courses reframed as writing on foot, Geoffrey Sirc’s seriality, throwback maps of the imagination (e.g., what goes on in that building I walk past every day?), and more. “And more” as the inventive indeterminacy better fitted with digital writing than anything else I am finding or can think of as of yet, seven weeks or so from the start of classes.


Waiting There for Me

Figure 3. In the garage.

About Collectanea

Collectanea is a series I’m trying out in Summer 2025 at Earth Wide Moth. Each entry accumulates throughout the week and is formed by gathering quotations, links, drawings, and miscellany. The title of the entry notes the week and year (the sixth in this series from Week 27 of 2025, or the Week of June 30). I open a tab, add a little of this or that most days. Why? Years ago my habitude toward serial composition and, thus, toward blogging, favored lighter, less formal, and more varied fragments; gradually, social media began to reel in many of these short form entries, recasting them as posts dropped a Facebook or Instagram or Twitter (while it lasted), albeit with dwindling ripple effect into the ad-addled and algorithm-ambivalent streams. This space, meanwhile, began to feel to me like it wanted more thoughtfully developed entries bearing the shape and length of what you might find on Medium or Substack. But, because I am drafting toward a book project most mornings, I don’t quite have reliable essayistic bandwidth for Earth Wide Moth this summer. Collectanea, if it goes according to my small bites chicken scratch plan, will be a release valve for the piling up of too many tabs open, functioning as a shareable, intermittent (weekly?) repository for small pieces cut and pasted from stuff I am reading, and also as a scrapbook for illustrations. -DM

Buck moth larva, near posts at SW corner of the holler. #stinging #caterpillar #wonderhollow #rollcall
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Meal moth

Notes

  • 1
    Why don’t citation systems include institutional affiliations?
  • 2
    We don’t really have anything like Eureka Studies or Epiphany Studies; perhaps all of the Humanities should retool in this direction, renaming minors as Epiphany Studies, or, if you are at a tech/stem school, Epiphany Engineering. The curriculum would draw upon writing and rhetoric, philosophy, history, language and literature, and cognitive neuroscience, regarding learning as a so-called “open period,” of the sort that the neuroscientists studying psychedelics describe in reparative/therapeutic terms as a window for synaptic rerigging.

On Riffraff

⏳ Approximate reading time: 6 minsDear Coach Creighton,

I don’t think we’ve met, not in person. I sent you a welcome to EMU email a few years ago when you accepted the position of head football coach, noting that I remembered you from your time in the early 2000s at Ottawa University (Kansas) because I was in Kansas City, working as NAIA Region V information officer, among other things.

I’m faculty at EMU now, where I’ve worked since 2009 and where I am beginning my fourth year as Director of the First-year Writing Program. It’s a large program, one of the largest cohesive academic programs insofar as we are responsible for curriculum and staffing of over 150 sections of WRTG120 and WRTG121 per year, sections that reach approximately 3,000 EMU students each year.

Early this morning I read about your media day press conference. Here’s the article: Eastern Michigan football survives rumors, with plans for progress. And then I went on a run, just a few miles around the neighborhood where I live three miles from campus. It was a great morning for a run; there is much to love about living in this area and about working at EMU.

As I ran, though, I was nagged by something you said on media day, something that was quoted in the Free Press article. For context, here’s the longer section where it appeared:

Athletic director Heather Lyke has broached the situation with open arms, fielding questions from concerned students and alumni, as has former interim President Donald Loppnow, current President James Smith and the Regents.

But Creighton said support from alumni and former players has been even better.

“It’s been the response to the riffraff in April from alumni that has been awesome,” he said. “People love this school and people love this football program.

“Guys put four, five years into playing college football. There’s life changing values, lessons, teammates, discipline, commitment, teamwork, overcoming adversity — it changes you.”

When you referred to “riffraff,” it comes as a poke, a finger in the chest of people like me, my colleagues, the students we work with. I want you to know I read it as such: a jab, an unkind instigation. When you say “riffraff,” it seems like you are referring to people who participated in campus dialogue in April about EMU’s subsidizing athletics at the university with 26 million dollars annually from the General Fund. In those dialogues, students expressed surprise at more than 10% of their tuition dollars underwriting athletics. And many faculty voiced concerns about that level of spending–what appears to many to be an unchecked and unquestioned rate of expenditure, calling questions of whether it is ethical, much less sustainable at a modest regional, public university like ours. Twenty-six million dollars a year is $500,000 per week. Not many universities–even the wealthiest–can afford to spend that kind of money for long.

Riffraff names “undesirable” people. It is a pejorative term, akin to name calling. Are we really riffraff for speaking openly and freely about what concerns us at the university? Maybe you would be willing to say more about who you are referring to? I hesitate–with great concern–to think you are talking about others whose work at EMU directly relates to teaching and to supporting student academically, or to the students themselves.

I’ll spare you idealistic platitudes about how open dialogue is vital to our institutional mission, or about the importance of noticing when some units at the university, such as yours, are supported by resources that far and away exceed units like the one I am responsible for. For perspective, consider this. The tuition dollars from the First-year Writing Program generate approximately 2.7 million USD per year for the General Fund. With last year’s 7.8% tuition hike, credit hours in this program alone brought an additional $260,000 to the university. We had a budget of approximately $15,200, which underwrites things like pizza lunches, the biannual Celebration of Student Writing, and $50 stipends for all in the program who attend a full-day professional development workshop in mid-August, our only such event of the year. We underspent that $15,200 by more than 25%, which is to say with a modest measure of pride that we are a frugal program and that we have been resourceful. Our new graduate assistants–there are thirteen this fall who will be teaching WRTG120, which some of your football student-athletes very well may be enrolled in–spend two weeks on campus in August without any compensation for their time besides parking vouchers and lunches for one week donated by a textbook publisher. And even though every section is full this fall, even though our program is nationally recognized as thoughtfully designed and even innovative, we just learned that we may be facing a 54% budget cut for the year ahead due to flawed budgetary projects. Granted, the current budget situation affects all of EMU (doesn’t it? I’m not sure whether you are hearing about 54% budget cuts in your program this year). And it points to only a tiny sliver of all we might say about how the expenditures and investments disfavor academic units, generally.

This message has already gone on too long, and although there are myriad other examples, illustrations, and anecdotes to point out, about our part-time lecturers not being paid until after a full month of classes, about how poorly paid are our graduate assistants who are entrusted with full responsibility for teaching classes, about aging technology infrastructure and declining support for the maintenance and refresh of the one laptop cart shared by our entire program–what I set out to convey to you, above all, amounts to two points.

First, I hope you’ll reconsider your characterization of those who are bold enough to call the question of EMU’s athletic spending as “riffraff.” Your program is the beneficiary of considerable institutional support, and as such, a degree of modesty and self-awareness would go a long way to improving goodwill. As a former student-athlete myself and as someone who worked in athletics administration at another university for seven years, I tend to be in support of athletics and all that it can offer. But this is incredibly difficult to do at EMU when what we see is a kind of spending-be-damned hubris. Whatever else can be said about the strengths and limitations of the programs we are responsible for, if we are colleagues, and if our respective goals are commensurable, then we need to do better than to name-call.

Second, it is incredibly, incredibly difficult to keep morale high in an environment like we have in EMU, where the two-tiered haves and have-nots are sitting side by side in a classroom. This dynamic reaches well beyond campus, as well, into community spaces, as well, where character and integrity circulate, not always favorably though oftentimes warranting notice and even raising questions. After one of my daughter’s soccer matches early this summer, I sat down with my dad and her at The Bomber for lunch. A group of football student-athletes, coaching staff, and eventually you along with your son, came in, sat down within earshot. Just before you arrived, some of the discussion loudly enough expressed for us to overhear was about drinking the night before, about how great it would be if The Bomber would serve up a pitcher of bloody marys. My daughter, who is now ten, gave me a hard look and asked what those were, why someone would want them with Saturday brunch. You see, there is consequence to the ways we conduct ourselves on campus and away from it, particularly when attired in (institutionally underwritten) green and white, when acting as agents of the university, when forgetting even for a moment that we are implicated in something bigger.

Just as you will, I will continue to do my work–to go to campus and be a professional, to boost morale, encourage and support top-shelf instruction in an aspirational if modest academic program, and to ask questions, sometimes hard questions, of the university I work for. I’ll urge everyone at EMU to do the same. And I am idealistic enough to think the university will be better for it. But I’m also idealistic enough to think we’ll all do better to undertake this if we are not, when we encounter dissent, willing to jab at those whose views differ from our own.

Sincerely,

Derek Mueller

Corrections:

08.21.2016 (7:52 p.m.) Moments after I posted this, I caught one minor typo and made the change right away. I also reworded the description of the experience at The Bomber so as to be clearer that I was there with my dad and daughter. This is significant because I was direct witness to the remarks; they are not second-hand.

I received a note from an EMU administrator on Sunday calling attention to two factual errors. The first is that part-time lecturers this fall will be paid on September 15. My description of that problem was based on the way things were handled last fall, when part-time lecturers were not paid until after the first full month of classes. I am encouraged to know that this has been addressed and improved.

And finally, the budget cut I noted applies to one department’s SSM operating budget. What does this mean? For starters it means that budgets are being cut unevenly across the institution right now. This entry does not in any way mean to establish that a campus-wide or uniform budget cut of 54% is a certainty. -DM

In Other Words, Hello

⏳ Approximate reading time: 2 mins

I read with great interest last week’s announcement from Ben and Mena Trott, co-founders of Six Apart, Ltd., that they had merged their shop with VideoEgg. After the dust settles, the new entity will be known as “SAY Media, a modern media company.” Anil Dash’s “SAY, Goodbye to Six Apart,” for example, sheds light on his part in this transition. I haven’t looked too deeply into what motivates SAY Media; give it a week, right? It’s difficult to really know such things, anyway. Commenters responding to the smattering of Six Apart’s end-times disclosures suggest SAY Media is interested foremost in monetizing blog traffic by way of advertising. My first thought: best of luck.

My next thought is, Earth Wide Calamity!, this blog runs on Movable Type, one of Six Apart’s first blogging systems. If Six Apart disappears, will Movable Type also vanish into thin air? Early, findable answers are exactly what you would expect them to be: no, no, of course not. Movable Type and Typepad are making the transition right along with the Trotts. Nevertheless, there is a bit of anxious buzz floating around that SAY Media is concerned with easing the Typepad subscribers through the transition, but they don’t appear to be especially forthright with promises about Movable Type. The word on Movable Type is, in effect, “mum.” In fact, the SAY Media blog’s latest entry has as its title, “We Love Bloggers, We Love Typepad, We Want to Hear From You,”–a hand-patting “it will be okay” from Matt Sanchez, the new company’s CEO, who, curiously enough, has not himself responded to the comments.

For my own part in this anticipating of the worst, I’ll just hang around, waiting and seeing, until there is more definitive cause for concern (e.g., if this entry does not publish because SAY Media has corrupted my MT installation). Another way, as with much change-anxious worrying, rehearse a dozen times with a succession of deep breaths, “nothing happens.”

“You Don’t Change Your Narrative”

⏳ Approximate reading time: < 1 min

The Daily Show With Jon Stewart Mon – Thurs 11p / 10c
Are You Ready for Some Midterms? – MSNBC’s Political Narrative
www.thedailyshow.com
Daily Show Full Episodes Political Humor Tea Party

What if remix culture (and concomitant sampling practices) are to blame credit for the willfully negligent truncations of context? Whether such truncations are on the rise, it is difficult to say, but they do seem to be more frequently in the news: 1) absurd fixations on narrative preservation/continuation, and 2) a bandying among television networks over how adequately a clip represents, synecdochically, the situation within which it arose. Samplers all, we cannot avoid the negation of context, can we?, so perhaps the best we can hope for is some rhetorico-ethical insight into why (and how) this happens, and, after that, some relief in laughter.

Soccer Media Guide

⏳ Approximate reading time: < 1 min

The 2010 Park University Men’s Soccer media guide is available, and it’s worth a look–impressively produced. I say this not only because Ph. is in there (p. 11), but also because I used to do the work of creating materials like this (and in many ways not quite like this, not this good anyway) at PU. Without going into too much reminiscence about how shoestrung and cobbled together pieces like this once were, let me just say it has come a long way, indeed.


The guide answers every important question about the Pirates this year, except this one: Is August 12 too soon to book a trip to Orange Beach, Ala., for the NAIA National Tournament in late November?

“The Humanities Was Nice”

⏳ Approximate reading time: 2 mins

In late May, media theorist Lev Manovich presented “How to Read 1,000,000 Manga Pages: Visualizing Patterns in Games, Comics, Art, Cinema, Animation, TV, and Print Media” at MIT’s HyperStudio (via). The talk is relevant to my work because Manovich wants to create visualizations that deliberately alter the default scale at which we experience something like magazine covers or Manga pages. His “exploratory analysis of visual media” offers insights into culture, he says; visualizations “allow you to ask questions you never knew you had.”

Manovich wears a t-shirt that reads, “Smart Critique Stupid Create,” and he uses this slogan to gain create some separation between his work (stupid create) and traditional humanities (smart critique). Manovich kicks sand–maybe playfully, though it’s hard to say for sure–at the humanities again at the end of the Q&A when he says, “The Humanities was nice, but it was a false dream.” Obviously machine-reading and computational processing of images ring heretical for anyone deeply (e.g., career-deep) invested in one-at-a-time interpretations of aesthetic objects. The all-at-once presentation brings us to the edge of gestalt and permits us to grasp large-scale continuities. Manovich also mentions that this works differently for visual media than for semantic mining because the images are not in the same way confined by the prison house of language. The “how” promised in the lecture’s title carries well enough, but I would expect to hear ongoing questions about the “why,” especially “why Manga?” or “why Time Magazine covers”?

The video includes a couple of unusual moments: at 17:30 when Manovich grumbles about not being able to see his screen and around the 59th minute when host Ian Condry poses an exposition-heavy “question.” As for the practical side of the talk, Manovich’s frameworks for “direct visualization” and “visualization without quantification” are worth noting, and I would be surprised if we don’t hear more about them as these projects play out and are variously composed and circulated.

Bolter, “Theory and Practice of New Media Studies”

⏳ Approximate reading time: 2 mins

Bolter, Jay David.
"Theory and Practice of New Media Studies." Eds. Gunnar Liestøl,, Andrew Morrison and Terje Rasmussen. Digital Media Revisited: Theoretical and Conceptual Innovations in Digital Domains. Cambridge, MA: MIT Press, 2004. 15-34.

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