Your example also is related to my experience briefly working in P&G chemicals R & D lab; the ChemE's around me routinely used google to look up reaction kinet

Your example also is related to my experience briefly working in P&G chemicals R & D lab; the ChemE's around me routinely used google to look up reaction kinetics of different compounds (as well as other similar queries) rather than rely on their memory of such. I was attending a local university at the time (mostly for calculus and mathematical modeling using mathematica, and french), but I'd say this experience is largely one that started my questioning the value attending university in general (I dropped out an ivy about two years later, for this reason among others). I suspect that the concept of 'extended cognition' as it is realized with the use of computers and how people use it day to day to get work done is in conflict with how we all are mostly taught via rote memorization, and then application of information; therefore it should naturally follow that those who are heavily invested/exposed in 'non extended' cognition services have relatively more to lose, as well as any currently realistic answer to this: >The question becomes something like: how do we expose people to enough information that they are aware of how much they can learn if they need to, without drowning them in trivia that they will never be interested in? will bring cognitive dissonance to those who need the answer most (those with heavy exposure to relatively 'non extended' cognition services).