<p>The hypothesis that certain Information and Communication Technologies (ICTs) could enhance cognitive abilities in humans (hereafter Cognitive Enhancement Hypothesis) has been extensively discussed in scientific, philosophical, and ethical literature. We posit that the opposite phenomenon—technology-induced cognitive diminishment (TICD)—also requires the same degree of theoretical clarification and critical examination. Recent studies provide empirical evidence that ICTs can contribute to impairments in various cognitive and affective processes. However, this evidence remains fragmented, and has not been examined in a unified, systematic manner. What is missing is not only a consensus term to define these phenomena but also a cohesive theoretical framework to analyze and assess their clinical, social, ethical, and regulatory implications. In this article, we introduce the TICD hypothesis (TICDh) and argue for the need to develop a systematic theoretical framework to investigate its implications. Rather than making definitive claims about the effects of ICTs on cognition based on evolving evidence, we emphasize the importance of establishing a structured, interdisciplinary research agenda that examines TICD from empirical, theoretical, and ethical perspectives. We begin by defining TICD, providing a conceptual characterization, and outlining a theoretical framework that explores cognitive transformations and the dynamics of cognitive diminishment. We then identify three key cognitive domains where TICDh is particularly relevant: memory and knowledge, learning and metacognition, and spatial cognition. The empirical findings from these areas are interpreted through our theoretical lens. Finally, we examine the ethical implications of TICDh and propose policy recommendations to address its potential risks and challenges.</p>