 The technologies that have driven this social change do indeed have effects on attention. Empirical studies that have measured these effects have tended to frame them with reference to their downstream social consequences, rather than their immediate cognitive basis. Rosen, Carrier and Cheever, for example, observe the effects of social media use on the study habits of students at school and university, and relate these effects to educational performance, in order to suggest some pedagogical strategies by which these effects might be ameliorated (Rosen et al, 2013). Such theorists have made relatively little theoretical contact with the accounts of attention offered by philosophers or cognitive psychologists, although there are some (such as Atchley and Lane, 2014) who refer to a bottleneck theory of attention, in order to explain the way in which attention-demanding technologies reduce the attention that is available for other purposes (see  §2.1,  above). Rather than referring to theories of the cognitive basis of attention, claims about the psychological effects of the attention economy have often been framed with reference to theories of the psychological basis of addiction (e.g., Bharvaga and Velsquez, 2020).