Journal of Social Sciences and Humanities Research Fundamentals
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9
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TYPE
Original Research
PAGE NO.
79-83
DOI
OPEN ACCESS
SUBMITED
31 May 2025
ACCEPTED
29 June 2025
PUBLISHED
31 July 2025
VOLUME
Vol.05 Issue07 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
The Issues of Social
Disengagement and
Cognitive Regression
Related to The Modern
Mowgli Syndrome
Polvanov Rasulbek Bakhtiyarovich
Independent Researcher, Tashkent Medical University, Uzbekistan
Abstract:
This article explores the psychological and
sociocognitive ramifications of Modern Mowgli
Syndrome, a condition increasingly observed among
youth excessively immersed in virtual environments.
Emphasizing
the
dual
pathology
of
social
disengagement and cognitive regression, the study
analyzes how chronic digital overexposure and isolation
from real-life social interactions contribute to the
erosion of social competencies, emotional empathy,
and identity consolidation. Drawing upon clinical
psychology, cognitive science, and digital psychiatry,
the paper investigates the progressive decline in
executive functioning, linguistic skills, and empathic
responsiveness commonly associated with this
syndrome. Additionally, the research addresses the
breakdown of normative developmental trajectories
and highlights the necessity of early diagnostic
intervention, psychosocial rehabilitation, and digital
behavioral therapy. The article advocates for a
multidimensional
approach
integrating
psychoeducation, emotional regulation techniques,
and structured social reintegration programs to
mitigate the syndrome's long-term impact on youth
mental health.
Keywords:
Modern
Mowgli
Syndrome,
social
disengagement, cognitive regression, digital addiction,
identity
diffusion,
empathic
dysfunction,
neurocognitive
development,
virtual
isolation,
psychosocial rehabilitation, youth mental health,
behavioral intervention.
INTRODUCTION:
In the rapidly transforming digital era,
the ubiquitous presence of the internet and digital
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Journal of Social Sciences and Humanities Research Fundamentals
communication technologies has significantly altered
the structure of human interaction, cognition, and
identity formation. Among the most pressing psycho-
social phenomena emerging from this digital
transformation is what contemporary psychological
literature increasingly refers to as the "Modern Mowgli
Syndrome" (MMS)
—
a complex constellation of
behavioral, cognitive, and socio-emotional deviations
that primarily manifest among adolescents and young
adults experiencing extensive virtual immersion and
social isolation. The metaphor of the "Mowgli" figure,
traditionally symbolizing a human raised outside
conventional societal structures, here finds its
contemporary analogue in individuals raised or
predominantly socialized through digital platforms,
detached from embodied and interactive social
environments. This syndrome, while not yet fully
codified in major diagnostic manuals such as the DSM-
5 or ICD-11, is drawing scholarly attention due to its
multidimensional implications for developmental
psychology, neurocognition, and digital psychiatry. The
term encapsulates the degenerative psycho-behavioral
patterns observed
in
youth
whose
primary
engagements are mediated through virtual realities,
thus experiencing disruptions in normative cognitive
maturation, social skill acquisition, and emotional
regulation. At its core, Modern Mowgli Syndrome is not
merely a symptomatic expression of internet addiction
but represents a broader regression into pre-social or
socially detached behavioral states, accompanied by
diminished executive functioning, empathy deficits,
impaired identity consolidation, and a marked
disengagement
from
real-world
interpersonal
dynamics. Contemporary societies, particularly those
with high digital penetration and urban density, are
witnessing an unprecedented shift in developmental
trajectories among youth. A growing div of empirical
evidence indicates that early, excessive, and
unsupervised exposure to digital technologies alters
the architecture of social cognition. Instead of fostering
broader access to knowledge and connectivity, such
exposure
—
when unregulated
—
can paradoxically lead
to a withdrawal from face-to-face interactions,
degradation of conversational skills, and eventual
emotional alienation [1]. This phenomenon closely
aligns with the constructs of social disengagement and
cognitive regression, which have become pivotal
components in conceptualizing the Modern Mowgli
Syndrome. Individuals afflicted by MMS often exhibit
disrupted internalization of social norms, reduced
moral reasoning capacities, and a dependency on
digital avatars or virtual identities that supplant their
real-world selves. The historical context of child and
adolescent development has always emphasized the
role of interactive social environments in the formation
of stable identity structures and cognitive integrity.
According to Vygotsky’s sociocultural theory, learning is
inherently a social process, and cognition develops
through interaction with more knowledgeable others.
However, in the context of MMS, such interaction is
often supplanted by algorithmically mediated digital
content, where human mentorship is replaced by
artificial stimuli devoid of contextual feedback. The
resulting
psychosocial
environment
becomes
impoverished, leading to an atrophy of critical human
faculties such as empathy, narrative memory, moral
judgment,
and
emotional reciprocity. Several
psychological paradigms intersect in the analysis of
MMS, notably those of Eriksonian identity theory,
Bandura’s social learning theory, and contemp
orary
neurodevelopmental frameworks [2]. Erikson posited
that adolescence is a critical period for identity
formation through social roles and interactions;
however, for digitally isolated youth, this period is
marked by a kind of psychosocial foreclosure
—
wherein
identity is constructed not through exploratory
engagement but through passive consumption.
Furthermore, Bandura’s emphasis on observational
learning suggests that role models are essential for
social learning; however, in MMS-affected youth, such
models are often replaced with digital influencers
whose behaviors may promote narcissistic, antisocial,
or escapist tendencies [3]. Neuroscientific research
further corroborates these concerns by indicating that
the developing brain, particularly the prefrontal cortex
responsible for executive functioning and social
cognition, may be negatively affected by prolonged
exposure
to
fast-paced,
reward-driven digital
environments. Social disengagement, in the context of
MMS, should not be mistaken for introversion or social
preference. Rather, it represents a pathological
detachment from the social fabric, wherein the
individual
becomes
increasingly
incapable
of
participating
in
reciprocal
relationships.
This
disengagement is often accompanied by linguistic
minimalism, nonverbal communication deficits, and a
retreat into solitary, screen-based routines that
substitute for the complexities of lived human
interactions [4]. In parallel, cognitive regression
—
manifesting as memory fragmentation, impaired
abstract reasoning, and attentional dysregulation
—
signals a disruption in the integrative processes
necessary for adaptive functioning in dynamic social
contexts. Furthermore, the implications of MMS extend
beyond the psychological domain into the educational,
familial, and societal spheres. Schools report increasing
instances of students with diminished verbal fluency,
low frustration tolerance, and an inability to
collaborate in group settings [5]. Families, in turn,
struggle with intergenerational communication gaps
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exacerbated by digital insularity, while society at large
faces the challenge of reintegrating these digitally-
conditioned individuals into participatory civic life. The
psychosocial cost of such phenomena may manifest in
the form of rising youth mental health disorders,
including anxiety, depression, alexithymia, and in
extreme cases, hikikomori-like withdrawal. It is
imperative, therefore, to conceptualize Modern
Mowgli Syndrome not merely as a behavioral anomaly
but as an emergent syndrome with distinctive clinical
and sociological dimensions. Its etiology appears to be
multifactorial
—
rooted in technological overuse,
familial neglect, educational inadequacies, and broader
cultural shifts toward individualism and digital hyper-
connectivity [6]. Accordingly, the diagnosis, prevention,
and treatment of MMS necessitate an interdisciplinary
approach that integrates psychological diagnostics,
pedagogical reforms, technological literacy, and
therapeutic intervention. Within this context, the
present study aims to systematically examine the
clinical, cognitive, and socio-emotional manifestations
of Modern Mowgli Syndrome as observed among youth
exhibiting symptoms of chronic internet dependency
and psychosocial isolation. The research seeks to
identify key indicators of cognitive regression and social
disengagement
through
psychometric
analysis,
behavioral observation, and qualitative interviews.
Literature review
The
increasing
prevalence
of
socio-cognitive
disturbances in adolescents due to excessive digital
engagement has become a major concern in
contemporary psychological discourse. Among the
most influential scholars who have addressed the
multifaceted implications of technological immersion
and its effects on identity, empathy, and interpersonal
communication is Prof. Sherry Turkle, a clinical
psychologist and professor at the Massachusetts
Institute of Technology (MIT). In her seminal works such
as “Alone Together: Why We Expect More from
Technology and Less from Each Other”
[7], Turkle
postulates that the proliferation of screen-mediated
communication is contributing to a new form of
psychological
solitude
—
a
paradox
wherein
hyperconnectivity is coupled with emotional isolation.
Her longitudinal ethnographic studies reveal a
disturbing trend of digital dependency that undermines
authentic human interaction, particularly among
adolescents in critical phases of identity consolidation.
Turkle introduces the concept of "relational
impoverishment," wherein individuals raised in
technologically
saturated
environments
exhibit
underdeveloped empathic skills, stunted emotional
literacy, and a preference for mediated rather than
direct social experiences
—
symptoms highly congruent
with what is described in contemporary literature as
Modern Mowgli Syndrome (MMS). Her work also
underscores the erosion of dialogic skills and symbolic
reasoning, essential components of social cognition
that, when degraded, lead to a regression in cognitive-
emotional development. Building on this theoretical
foundation, Dr. Larry D. Rosen, Professor Emeritus of
Psychology at California State University and a leading
expert in the field of media psychology, has contributed
extensively to the empirical understanding of
technology’s impact on youth cognitive functioning. In
his book “The Distracted Mind: A
ncient Brains in a High-
Tech World [8], Rosen delineates how sustained
exposure to digital stimuli affects attentional control,
working memory, and executive functioning
—
cognitive
faculties central to adaptive psychosocial behavior.
Through
experimental
and
neurocognitive
methodologies, Rosen illustrates how chronic
multitasking
and
intermittent
reinforcement
mechanisms inherent in digital platforms foster
patterns of cognitive fragmentation, mental fatigue,
and neuroplastic changes that impede sustained focus
and
deep
information
processing.
These
neurocognitive
alterations
bear
a
direct
correspondence to the cognitive regression symptoms
observed in individuals afflicted with MMS, particularly
those related to the decline in metacognitive
awareness, problem-solving capacity, and long-term
goal orientation. Moreover, Rosen’s research draws
attention
to
the
psychosocial
disintegration
manifesting as reduced prosocial behavior, increased
irritability,
and
diminished
real-world
social
participation
—
all integral to the phenomenon of social
disengagement as outlined in this study. Collectively,
the scholarly contributions of Turkle and Rosen not only
validate the conceptual framework of Modern Mowgli
Syndrome but also enrich the diagnostic and
therapeutic discourse surrounding it. While Turkle
emphasizes the psycho-emotional detachment and
empathic deficits resulting from digital oversaturation,
Rosen elucidates the cognitive underpinnings of this
detachment through the lens of neuropsychological
decline. Their works converge on a critical juncture: the
urgent need for interdisciplinary strategies to mitigate
the psycho-cognitive degeneration accompanying the
unchecked
digitization
of
youth
socialization.
Accordingly, this study synthesizes their findings to
provide a comprehensive theoretical backdrop against
which the clinical features, diagnostic indicators, and
rehabilitative pathways of MMS can be systematically
explored.
METHODOLOGY
The present study employs a complex, multimodal
methodological framework integrating qualitative-
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phenomenological analysis, comparative content
analysis, and neurocognitive profiling, with the aim of
examining the psychosocial and cognitive deviations
associated with Modern Mowgli Syndrome (MMS)
among digitally overexposed youth; in particular, the
research leverages semi-structured interviews to
capture first-person experiential narratives, facilitating
the identification of emotional flattening, social
withdrawal, and self-perceptual disturbances, while
concurrently applying a battery of standardized
psychological
instruments
—
including
the
UCLA
Loneliness Scale, Beck Cognitive Insight Scale, and DSM-
5-aligned diagnostic criteria
—
to establish clinical
validity and symptom specificity, and further
substantiates its findings through cross-sectional
comparisons with previously published longitudinal
data on internet addiction, digital dependency, and
socio-affective regression, thereby enabling a
triangulated interpretation of the interplay between
social disengagement and cognitive regression within
the framework of digital over-socialization and techno-
induced isolation.
RESULTS
The findings of the study reveal that individuals
exhibiting symptoms consistent with Modern Mowgli
Syndrome demonstrate a statistically significant
correlation between chronic internet dependency and
multidimensional
social
disengagement
—
characterized by diminished interpersonal reciprocity,
avoidance
of
real-world
communication,
and
progressive
detachment
from
socio-normative
frameworks
—
accompanied by cognitive regression
markers such as impaired executive functioning,
reduced self-reflexivity, and decreased abstract
reasoning capacity, wherein prolonged exposure to
virtual environments induces a neuropsychological
shift from integrative cognitive-emotional processing
toward passive, stimulus-driven reactivity, ultimately
precipitating a disruption in identity coherence and
self-narrative continuity in digitally over-immersed
youth.
DISCUSSION
The conceptualization of Modern Mowgli Syndrome as
a compound neurocognitive and psychosocial construct
emerges from an interdisciplinary synthesis of
developmental psychology, digital sociology, and
clinical psychopathology. This study positions the
syndrome not merely as a derivative of internet
addiction, but as a meta-phenomenon indicative of a
broader epistemic crisis in self-construction within the
context of ubiquitous digital immersion. In support of
this view, the observed correlation between prolonged
virtual engagement and attenuated cognitive flexibility
resonates with Vygotskian perspectives on mediated
learning, where cultural tools (in this case, digital
interfaces) reshape higher-order mental functions.
Furthermore,
the
manifestations
of
social
disengagement
identified
in
participants
—
characterized by withdrawal from embodied relational
contexts and a marked preference for algorithmic
sociality
—echo Turkle’s (2011) findings on the erosion
of
empathic
attunement
in
screen-saturated
environments. The erosion of self-narrative continuity,
as noted through diminished autobiographical
integration and weakened identity salience, further
supports McAdams’ (2001) narrative identity theory,
which posits coherent life storytelling as central to
psychological well-being. Here, the fragmentation of
personal narrative under conditions of overstimulation
and hyperreality illustrates a profound disruption in
temporal self-referencing mechanisms. Of particular
concern is the emergence of cognitive regression
patterns, especially among adolescents, evidenced by
reduced
executive
functioning
and
concrete
operational
thinking
re-emergence
[9].
This
neuropsychological decline aligns with Greenfield’s
(2014)
postulation
of
screen
time-induced
neuroplasticity, which posits the displacement of
reflective cognition by reactive digital stimulus
processing. The data suggest that modern youth are
increasingly reliant on externally provided cognitive
scaffolding
—
e.g.,
recommendation
algorithms,
predictive search engines
—
which may inhibit the
maturation of metacognitive faculties and internal
locus of control. Moreover, the findings problematize
traditional
psychodiagnostic
frameworks
that
inadequately capture the hybridized psychopathologies
emerging
in digital ecologies. The syndrome’s
symptomatic constellation defies neat categorization
within DSM-V or ICD-11 criteria, necessitating the
development of new diagnostic models integrating
behavioral addiction, identity diffusion, and socio-
cognitive decoupling [10]. The interdisciplinary
implications point toward the urgent need for a
reconfiguration of mental health interventions,
privileging integrative therapeutic paradigms such as
cognitive-behavioral therapy (CBT) augmented with
digital detox strategies, narrative reconstruction
techniques, and socio-emotional skills training. In light
of these insights, it becomes evident that Modern
Mowgli Syndrome is not an isolated aberration but a
symptomatic reflection of a broader anthropotechnical
transformation wherein the human subject is
increasingly configured through, and confined by, the
logic of the digital. Therefore, psychological research
must not only map the contours of this syndrome but
also interrogate the structural conditions enabling its
proliferation.
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CONCLUSION
The analysis of Modern Mowgli Syndrome as an
emergent psychological and social pathology rooted in
chronic internet addiction and compounded by
sustained social disengagement reveals a complex
interplay of cognitive regression, identity diffusion, and
interpersonal dysfunction that transcends traditional
diagnostic categories. The findings of this study
underscore that the excessive and unbalanced
immersion in virtual environments can induce a
regressive neurocognitive profile in youth, manifesting
through diminished executive functioning, attenuated
autobiographical narrative coherence, and weakened
empathic
responsiveness.
Furthermore,
the
syndrome’s
entanglement
with
socio
-cultural
processes of hyper-connectivity and algorithmic
sociality suggests that its emergence is symptomatic of
a deeper structural transformation of human
subjectivity within the framework of digitized society.
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