This trait must serve us in some capacity. You see this with children and iPads. My kids know 3x what I did when I was their same age. It's as if something can finally fill their bandwidth, keep up with their thoughts, and answer those questions in real-time. No wonder they get angry when it's time to put away the iPad - they're engaged at a high level. Much like when I am programming on a sideproject and my focus is…
There's a problem with your line of thinking.
E.g., I remember the epiphany when I realized that a particular C codebase was an implementation of a (more or less) object-oriented dynamic programming language. Ooh, here's the part that implements classes. Here's the part that instantiates the objects. Here's the method-dispatcher.
Ooh, here's the half-baked templating system that lets the user associate custom classes with 2d vector drawings and instantiate objects from them!
I was taking in the code of that codebase as fast as I could scroll and read the functions and structs.
At most, reading this code took up perhaps 20% of the time I was devoting to this endeavor. The other 80% was thinking through those design choices and their implications, during my unstructured time-- going on a walk, sitting on a bus, etc.-- when I was away from the computer.
If your kids are exposed to 3x of my example screen time, they're going to require vastly more unstructured time than I had to think through the implications of everything the screen put in front of their eyeballs. Trends in cell phone usage-- and even basic arithmetic of 24 hours in a day-- tells me that your kids aren't getting that.