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Multitasking across generations: Multitasking choices and difficulty ratings in three generations of Americans
Abstract
This study investigated whether changes in the technological/social environment in the United States over time have resulted in concomitant changes in the multitasking skills of younger generations. One thousand, three hundred and nineteen Americans from three generations were queried to determine their at-home multitasking behaviors. An anonymous online questionnaire asked respondents to indicate which everyday and technology-based tasks they choose to combine for multitasking and to indicate how difficult it is to multitask when combining the tasks. Combining tasks occurred frequently, especially while listening to music or eating. Members of the “Net Generation” reported more multitasking than members of “Generation X,” who reported more multitasking than members of the “Baby Boomer” generation. The choices of which tasks to combine for multitasking were highly correlated across generations, as were difficulty ratings of specific multitasking combinations. The results are consistent with a greater amount of general multitasking resources in younger generations, but similar mental limitations in the types of tasks that can be multitasked.
... Converging evidence from biopsychosocial research in humans and in animal models demonstrates that chronic sensory stimulation via excessive screen time (i.e., defined as more than 2-3 h/day exposure to electronic media including television, computers, and mobile electronic devices) affects brain development, increasing the risk of cognitive, emotional, and behavioural disorders in adolescents and young adults [4]. Excessive screen time negatively impacts learning [6][7][8], memory [9][10][11], attention [12][13][14][15], concentration [12,13,16], emotional regulation and social functioning [17][18][19][20][21]. Effects of excessive screen time appear similar to symptoms of mild cognitive impairment (MCI) seen in adults in the early stages of dementia, including impaired concentration, orientation, acquisition of recent memories (anterograde amnesia), recall of memories (retrograde amnesia), social functioning, and self-care [4,22,23]. Excessive screen time is also known to increase the risk of mental disorders [20,24], and substance use [25,26] which are known risk factors for dementia [27,28]. ...
... Furthermore, increased multitasking on digital devices, particularly during study time, increases the risk of poor academic progress for adolescents and young adults [9,14]. Interestingly, another study proposing a brain drain hypothesis for the effects of digital technology on cognition demonstrated that even when people are successful at maintaining sustained attention and avoid checking their phones, the mere presence of these devices still reduces available cognitive capacity [16]. ...
... Neuroimaging investigations have indicated associations between these internet-related cognitive effects and fundamental alterations in the brain [37]. A study that analyzed multitasking between different generations found that Millennials and Generation Z reported more multitasking than Generation X, who reported more multitasking than the Baby Boomers [14]. Generation Z differs significantly than Baby Boomers as they engage in heightened multitasking activities which are related to increased distractibility and poor executive control abilities [14]. ...
Converging evidence from biopsychosocial research in humans and animals demonstrates that chronic sensory stimulation (via excessive screen exposure) affects brain development increasing the risk of cognitive, emotional, and behavioural disorders in adolescents and young adults. Emerging evidence suggests that some of these effects are similar to those seen in adults with symptoms of mild cognitive impairment (MCI) in the early stages of dementia, including impaired concentration, orientation, acquisition of recent memories (anterograde amnesia), recall of past memories (retrograde amnesia), social functioning, and self-care. Excessive screen time is known to alter gray matter and white volumes in the brain, increase the risk of mental disorders, and impair acquisition of memories and learning which are known risk factors for dementia. Chronic sensory overstimulation (i.e., excessive screen time) during brain development increases the risk of accelerated neurodegeneration in adulthood (i.e., amnesia, early onset dementia). This relationship is affected by several mediating/moderating factors (e.g., IQ decline, learning impairments and mental illness). We hypothesize that excessive screen exposure during critical periods of development in Generation Z will lead to mild cognitive impairments in early to middle adulthood resulting in substantially increased rates of early onset dementia in later adulthood. We predict that from 2060 to 2100, the rates of Alzheimer’s disease and related dementias (ADRD) will increase significantly, far above the Centres for Disease Control (CDC) projected estimates of a two-fold increase, to upwards of a four-to-six-fold increase. The CDC estimates are based entirely on factors related to the age, sex, race and ethnicity of individuals born before 1950 who did not have access to mobile digital technology during critical periods of brain development. Compared to previous generations, the average 17–19-year-old spends approximately 6 hours a day on mobile digital devices (MDD) (smartphones, tablets, and laptop computers) whereas individuals born before 1950 at the same age spent zero. Our estimates include the documented effects of excessive screen time on individuals born after 1980, Millennials and Generation Z, who will be the majority of individuals ≥65 years old. An estimated 4-to-6-fold increase in rates of ADRD post-2060 will result in widespread societal and economic distress and the complete collapse of already overburdened healthcare systems in developed countries. Preventative measures must be set in place immediately including investments and interventions in public education, social policy, laws, and healthcare.
... Young people today multitask more than older people. Carrier et al. (2009) found that the Net Generation born after 1980 self-reported more multitasking than Generation X, who also multitasked more frequently than Baby Boomers. The ubiquity of media multitasking first attracted attention from educators and advertisers, who primarily addressed the effects of multitasking on academic achievement (e.g., Kirschner & Karpinski, 2010) and persuasability (Jeong & Hwang, 2016). ...
... A majority of prior research shows that media multitasking reduces central processing, negatively affecting cognitive performance (Jeong & Hwang, 2016), because human information processing is constrained by the limited mental resources available at a certain point (e.g., Lang, 2017). However, the simultaneous usage of multiple media is pervasive (Carrier et al., 2009), leading to the question of why people still engage in media multitasking activities. Wang and Tchernev (2012) noted that although cognitive needs were not necessarily satisfied from media multitasking, emotional needs could be gratified. ...
The current study synthesizes 34 effect sizes from 18 articles involving 9,271 participants to investigate how media multi-tasking influences enjoyment under different circumstances. The moderating effects of task combination, sample demo-graphics, and methodological artifacts are examined. Study results indicate that task relevance boosts the positive relationship between media multitasking and enjoyment, with sample mean age and gender ratio being controlled. Sample demo-graphics also moderate the relationship between media multi-tasking and enjoyment, with community samples and men reporting higher levels of enjoyment than student samples and women. Lab studies yield lower enjoyment than their non-lab counterparts; single-item measures of enjoyment generate more positive results than multi-item measures. Moreover, when studies using non-media tasks are excluded, surveys, older generations, and studies with social media interaction as the secondary task report higher multi-screening enjoyment.
... As a relatively new area of research, media multitasking is motivating researchers to explore the possible novel ways that the cognitive system is encoding, processing, and utilizing information. Studies have found varying levels of media use across different age groups, where young adults are found to be the heaviest media multitaskers (Carrier et al., 2009;Courage et al., 2015;Uncapher et al., 2017). They are also the focus of studies due to developmental research showing the brain's malleability and susceptibility to environmental stimuli during this key developmental stage (Arnett, 2000). ...
... Mindfulness experts argue that chronic media use is a defining characteristic of the modern digital world, hence inescapable, and scientific studies should instead focus on possible ways of enabling the cognitive system to cope with media use in an efficient and conducive manner through the practice of mindfulness (Brown and Ryan, 2003;Case and King, 2003;Carrier et al., 2009;Chiesa et al., 2011;Ie et al., 2013). Whilst trait mindfulness is a dispositional state of being, studies show that it can be enhanced and strengthened through various instructional intervention techniques. ...
This perspective article contends that media multitasking has significant implications on cognitive control processes, particularly in how information is processed and utilized. Contrary to viewing media multitasking as inherently negative, the article argues that it contributes to the evolving nature of cognitive processing, without necessarily improving or degrading it. The discussion draws on theoretical frameworks from contemporary cognitive neuroscience to contextualize these arguments. The article provides a nuanced perspective on media multitasking, acknowledging its enduring presence and exploring its influence on cognitive processes, while also proposing strategies for educators to navigate its implications in educational settings.
... Therefore, whether media multitasking is considered MC depends on the specific combination of media used. For example, instant messaging while on the telephone (reported by 81% of respondents in Carrier et al., 2009) is considered MC, while others, like listening to music while surfing the web (reported by 91% of respondents in Carrier et al., 2009) are not considered MC. ...
... Therefore, whether media multitasking is considered MC depends on the specific combination of media used. For example, instant messaging while on the telephone (reported by 81% of respondents in Carrier et al., 2009) is considered MC, while others, like listening to music while surfing the web (reported by 91% of respondents in Carrier et al., 2009) are not considered MC. ...
... In modern organizations, procrastination behavior is a prevalent issue. When prioritizing tasks and emphasizing the value of time, it is anticipated that participants can complete more tasks in less time (Carrier et al., 2009). Multitasking anales de psicología / annals of psychology, 2022, vol. ...
... On the one hand, the multitasking tendency reflects employees' job demands, but it does not increase the employeess' working time (Carrier et al., 2009). When a result, multitasking tendency grows, work needs for employeess will increasingly surpass the employees' working hours, creating a demanding perception, namely role conflict (Mattarelli, Bertolotti and Incerti, 2015). ...
Daily duties, tasks, various situations, and decisions must be resolved. However, it is frequently the case that we defer critical activities till later due to an overload of information from many sources, an excessive number of duties, the quick pace of life, and so on. Procrastination behavior impedes the development of every organization. The main objective is to identify possible differences in procrastination and the proper use of polychronicity in a cross-cultural context. A sample of 281 employees of manufacturing industries in Pakistan was considered. A study proposed hypotheses were tested through Structural Equation Modeling (SEM) technique. The findings indicated that polychronicity increased procrastinating behavior, the role of conflict mediation influence. Furthermore, job autonomy acts as a negative moderator of polychronicity influence on the role of conflict occurrences, therefore weakening the entire mediating process between polychronicity and individual procrastinating behaviour. Finally, the results are used to show the model's theoretical and practical implications.
Deben resolverse los deberes diarios, las tareas, las diversas situaciones y las decisiones. Sin embargo, con frecuencia postergamos las actividades críticas para más tarde debido a una sobrecarga de información de diversas fuentes, un número excesivo de tareas, el ritmo de vida rápido, etc. El comportamiento de procrastinación impide el desarrollo de todas las organizaciones. El objetivo principal es identificar las posibles diferencias en la procrastinación y el uso adecuado de la policronicidad en un contexto transcultural. Se consideró una muestra de 281 empleados de industrias manufactureras en Pakistán. Las hipótesis propuestas en este estudio fueron probadas mediante la técnica de Modelado de Ecuaciones Estructurales (SEM). Los hallazgos indicaron que la policronicidad aumentó el comportamiento de procrastinación, el papel de la influencia de la mediación de conflictos. Además, la autonomía laboral actúa como un moderador negativo de la influencia de la policronicidad en el papel de los sucesos de conflicto, debilitando así todo el proceso de mediación entre la policronicidad y la conducta procrastinadora individual. Finalmente, los resultados se utilizan para mostrar las implicaciones teóricas y prácticas del modelo.
... Younger generations who have consistently grown up with technology might perform some tasks simultaneously, for example, texting and listening. In comparison, older generations like Gen X and Baby Boomers might be task-switching (Carrier, 2009). This same study reported that older generations can concentrate on a task for a more extended period but are still prone to switching due to distractions (Carrier, 2009). ...
... In comparison, older generations like Gen X and Baby Boomers might be task-switching (Carrier, 2009). This same study reported that older generations can concentrate on a task for a more extended period but are still prone to switching due to distractions (Carrier, 2009). Pinning multitasking on just the younger generation is a myth because older generations had different devices like radios and televisions, allowing them to do multiple things while consuming media. ...
During the second week of March 2020, work shifted from the county extension office to home during the Coronavirus pandemic. During COVID-19, workers were shifted into new all-digital work environments without establishing boundaries that melded the work and home environment into one (Katsabian, 2020). While this shift to remote work was possible due to technology, work-life boundaries became even blurrier. Professionals who do not have good boundaries find themselves always connected to both spheres of work and home because of their digital devices (Richardson & Rothstein, 2008). OSU Extension professionals not only made the switch to remote work from home, but they had to adjust to an all-digital 4-H program delivery at the same time. By rapidly shifting to digital work, 4-H professionals had to adapt to this change. The Change Style Indicator (Musselwhite & Ingraham, 1998) assessment classifies a person as a Conserver, Pragmatist, or Originator. Conservers prefer gradual change. Pragmatists desire change that serves a function. Originators are the most adept to change and favor quicker, more expansive change. These preferences to change would have impacted their approach to dealing with the pandemic and remote work. This study explored the adaptation of county-based OSU Extension 4-H Youth Development professionals to an all-digital environment during the virtual work period of COVID-19. Specific objectives included: (a) to describe the population by their Change Style Preferences, (b) to describe the adaptations to the all-digital work environment, (c) to describe the types of digital tools used, (d) to describe the types of digital skills learned, (e) to describe the types of digital youth development programming implemented, to describe the types of digital youth development strategies generated, and (f) to explore these selected variables (a-e) and their relationship to the Change Style Preferences. Data were gathered in two parts. The Change Style Indicator assessment was used to sort how each employee ordered along the change preference scale in part one. A follow-up survey assessed adaptations to remote work, digital tools, skills, programs, and strategies used by staff during the all-digital period. The population of 98 Ohio 4-H professionals completed both parts of the survey. There were several key findings found during the remote work period during COVID-19. Over half of the population had a Change Style Preference of a Conserver. Change Style Preferences had little or no relationships with how 4-H professionals adapted to this all-digital environment. Colleagues indicated that they depended upon each other for support. Almost all of the 4-H professionals used time during the spring to learn new skills or improve existing skills. Staff also waited to alter 4-H programming due to the constant changes related to the pandemic. A majority of the respondents indicated that they could reach new youth audiences and collaborate with other colleagues because of remote work. Ohio 4-H professionals would continue using digital youth development strategies beyond the pandemic. This research played a unique role in capturing an all-digital 4-H programming period when there was no in-person programming or access to the physical office. The shift to a digital-only environment was one of the most significant changes to the work environment for Ohio 4-H Professionals and around the world. The focus on this period does not limit future research opportunities. Technology does not go away in the future, as new digital innovations will replace the present ones.
... Therefore, this may preclude accurate estimates of an individual's overall screen exposure if they are using multiple screens concurrently [17]. Given that self-reported and other-reported data indicate that adolescents may be more likely to use multiple screens than any other age group [18,19], it is important to gather information about the patterns of use in this population. This includes examining the task combinations that underpin these patterns, in addition to which media types are typically used for the primary activity or the secondary activity. ...
... An important part of understanding multiscreening is examining the combinations of tasks undertaken. Contrary to previous findings based on self-report data [19,51], our data showed that gaming via television together with watching programs on a smartphone was the most common combination of screen exposure. Previously, it has been argued that gaming is harder to combine with another screen because it demands many cognitive capacities and behavioral responses [52]. ...
Background:
Automated wearable cameras present a new opportunity to accurately assess human behavior. However, this technology is seldom used in the study of adolescent's screen exposure, and the field is reliant on poor-quality self-report data.
Objective:
This study aimed to examine adolescents' screen exposure by categorizing the type and context of behaviors using automated wearable cameras.
Methods:
Adolescents (mean age 15.4 years, SD 1.6 years; n=10) wore a camera for 3 school evenings and 1 weekend day. The camera captured an image every 10 seconds. Fieldwork was completed between February and March 2020, and data were analyzed in August 2020. Images were date and time stamped, and coded for screen type, content, and context.
Results:
Data representing 71,396 images were analyzed. Overall, 74.0% (52,842/71,396) of images contained screens and 16.8% (11,976/71,396) of images contained multiple screens. Most screen exposures involved television sets (25,950/71,396, 36.3%), smartphones (20,851/71,396, 29.2%), and laptop computers (15,309/71,396, 21.4%). The context of screen use differed by device type, although most screen exposures occurred at home (62,455/64,856, 96.3%) and with solitary engagement (54,430/64,856, 83.9%). The immediate after-school period saw high laptop computer use (4785/15,950, 30.0%), while smartphone use (2059/5320, 38.7%) peaked during prebedtime hours. Weekend screen exposure was high, with smartphone use (1070/1927, 55.5%) peaking in the early morning period and fluctuating throughout the day.
Conclusions:
There was evidence for high screen use during the after-school and weekend period, mostly through solitary engagement, and within the home environment. The findings may inform the basis of larger studies aimed at examining screen exposure in free-living conditions.
... As for age, the current study reveals a negative nexus between age and multitasking. This finding suits well with the literature showing that younger generations are more prone to multitasking (Carrier et al., 2009;Hayashi & Nenstiel, 2021;Toyama & Hayashi, 2022) because they engage in media more (Rosen et al., 2013). ...
The widespread adoption of mobile technologies has exacerbated their utilization in educational environments. Multitasking in the classroom is a common practice and deserves further investigation to understand its antecedents. Yet, rare studies have addressed this issue based on the theory of planned behavior framework. To this end, the current research focused on the antecedents of in-class off-task multitasking from the lens of the theory of planned behavior and its relation to perceived learning. An integrative, comprehensive model was utilized for this aim. Employing a cross-sectional survey design, the data were collected from 246 university students. The model was assessed using SmartPLS 3.2.7 in partial least square structural equation modeling (PLS-SEM). The research revealed that the theory of planned behavior was a valuable framework for understanding behavioral, normative, and control determinants of in-class off-task multitasking and its relation to perceived learning. Specifically, attitude towards multitasking, prescriptive and descriptive norms, and perceived behavioral control significantly contributed to the prediction of multitasking behavior and perceived learning. Moreover, fear of missing out, attitudes toward using digital devices during lectures, multitasking self-efficacy, and working memory capacity exhibited significant and indirect predictive effects on multitasking. While gender did not impact multitasking in the classroom, the study demonstrated a negative association between age and multitasking. The results are discussed, and implications are provided for educators to address in-class off-task multitasking behavior. The study indicated that university students must acknowledge that multitasking is unachievable without declining performance despite their belief in their ability to multitask successfully. Based on the results, we suggest that students should be informed about the limitations of human cognitive architecture. Some interventions to alter attitudes are also recommended.
... Uncapher and Wagner (2018)'s study shows that shifting from one screen that involves social networks and other related tasks, affects the ability to concentrate and recall information. This 'digital interruption' limits students' ability to appreciate and assimilate intricate information and employ judgment as well as analysis (Carrier et al., 2015). Secondly increased usage of screens before sleep affects sleep which in turn affect memory consolidation and cognitive functions (Levenson., 2017). ...
The rapid increase in screen time among young individuals has raised concerns about its effects on psychological well-being and learning efficiency. This study investigates the significant impact of screen time on these two critical aspects. Grounded in the Uses and Gratifications Theory (UGT) and Cognitive Load Theory (CLT), the study explores how excessive screen use may impair mental health and cognitive functioning. A total of 234 young individuals were surveyed using a structured questionnaire, measuring three variables: screen time, psychological well-being, and learning efficiency. Convenience sampling was used to gather data from respondents. The results were analyzed using correlation and regression analyses. The correlation matrix indicated a significant negative relationship between screen time and both psychological well-being (r =-0.52, p < 0.01) and learning efficiency (r =-0.47, p < 0.01). Furthermore, regression analysis showed that screen time significantly predicted psychological well-being (B =-0.52, p < 0.001, R² = 0.27) and learning efficiency (B =-0.47, p < 0.001, R² = 0.22). These findings highlight the detrimental effects of prolonged screen exposure on both emotional health and cognitive performance. The study's implications suggest the need for balanced screen time management, particularly in educational and home settings. It advocates for public health interventions that raise awareness of the potential risks associated with excessive screen use. Future research should explore long-term effects and different types of screen activities to provide more tailored guidelines for healthier digital habits.
... Excess screen time is associated with volume and sulcaldepth reduction in the occipital cortex, leads to thinning of the temporal and prefrontal cortices, reduces limbic structures and weakens cortico-subcortical circuits [13]. Digital tools hamper working memory and intelligence, adversely affect inhibition and information processing, and reduces attention span [14]. ...
... The use of technology impacts our brain and cognition since, in many cases, it reduces the cognitive effort required to solve a problem without external assistance. Previously, various studies reported changes in cognitive abilities such as attention, concentration (Carrier et al., 2009;Christakis et al., 2004;Ward et al., 2017), learning, and memory (Glass & Kang, 2019;Mangen et al., 2013;Sparrow et al., 2011;Tamir et al., 2018) due to the use and easy access to information provided by technologies like smartphones. Specifically, a study comprising three investigations determined that individuals who think more intuitively are more likely to use their mobile devices in tasks requiring cognitive effort than subjects who think analytically (Barr et al., 2015). ...
Background: Chat generative retrained transformer (ChatGPT) represents a groundbreaking advancement in Artificial Intelligence (AI-chatbot) technology, utilizing transformer algorithms to enhance natural language processing and facilitating their use for addressing specific tasks. These AI chatbots can respond to questions by generating verbal instructions similar to those a person would provide during the problem-solving process. Aim: ChatGPT has become the fastest growing software in terms of user adoption in history, leading to an anticipated widespread use of this technology in the general population. Current literature is predominantly focused on the functional aspects of these technologies, but the field has not yet explored hypotheses on how these AI chatbots could impact the evolutionary aspects of human cognitive development. Thesis: The “neuronal recycling hypothesis” posits that the brain undergoes structural transformation by incorporating new cultural tools into “neural niches,” consequently altering individual cognition. In the case of technological tools, it has been established that they reduce the cognitive demand needed to solve tasks through a process called “cognitive offloading.” In this theoretical article, three hypotheses were proposed via forward inference about how algorithms such as ChatGPT and similar models may influence the cognitive processes and structures of upcoming generations. Conclusions: By forecasting the neurocognitive effects of these technologies, educational and political communities can anticipate future scenarios and formulate strategic plans to either mitigate or enhance the cognitive influence that these factors may have on the general population.
... While much work has focused on identifying and excluding participants exhibiting IER, there are still many open questions on how to effectively reduce IER in online surveys (see e.g., Arthur et al., 2021). There are many influencing factors over which researchers have little control, such as environmental distractions (Carrier et al., 2009), participant-researcher distance (Meade & Craig, 2012), or participant multitasking (Zwarun & Hall, 2014). However, one frequently used technique aiming to reduce carelessness is to make participants aware of the consequences of inattentive responding. ...
Carelessness or insufficient effort responding is a widespread problem in online research, with estimates ranging from 3% to almost 50% of participants in online surveys being inattentive. While detecting carelessness has been subject to multiple studies, the factors that reduce or prevent carelessness are not as well understood. Initial evidence suggests that warning statements prior to study participation may reduce carelessness, but there is a lack of conclusive high-powered studies. This preregistered randomized controlled experiment aimed to test the effectiveness of a warning statement and an improved implementation of a warning statement in reducing participant inattention. A study with 812 participants recruited on Amazon Mechanical Turk was conducted. Results suggest that presenting a warning statement is not effective in reducing carelessness. However, requiring participants to actively type the warning statement statistically significantly reduced carelessness as measured with self-reported diligence, even-odd consistency, psychometric synonyms and antonyms, and individual response variability. The active warning statements also led to statistically significantly more attrition and potentially deterred those who were likely to be careless from even participating in this study. We show that the current standard practice of implementing warning statements is ineffective and novel methods to prevent and deter carelessness are needed.
... Durch die ständige Verfügbarkeit von mobilen Geräten und Internetzugang verbringen Kinder und Jugendliche immer mehr Zeit mit der Nutzung mehrerer Mediengeräte gleichzeitig (Medien-Multitasking; [47]). Untersuchungen mit 8-bis 12-Jährigen zeigten, dass auch die Anzahl der gleichzeitig genutzten digitalen Medien während des Medien-Multitaskings mit dem Alter zunimmt [15]. ...
Zusammenfassung
Die Medienzeiten von Kindern und Jugendlichen haben seit 2019 zugenommen. Längere Zeiten, die z. B. mit Medien-Multitasking verbracht werden, werden zunehmend als Einflussfaktor auf die Gesundheit diskutiert. In dieser narrativen Übersichtsarbeit wird die Bedeutung der Nutzungsdauer für die Entstehung von Adipositas und metabolischen Gesundheitsendpunkten bei Kindern und Jugendlichen beleuchtet und Zusammenhänge mit dem Verzehr von ungesunden Lebensmitteln, z. B. durch eine erhöhte Exposition gegenüber Medien-Lebensmittelmarketing, vertiefend besprochen.
Lange Nutzungszeiten scheinen positiv mit Geschmackspräferenzen für süß, fettig und salzig sowie mit einer erhöhten Snack- und Energiezufuhr assoziiert zu sein. Langfristig stehen zunehmende Medienzeiten überdies mit einem erhöhten Risiko für das metabolische Syndrom und seine Einzelkomponenten in Beziehung. Ein besonderer Nutzen sozialer Medien für die Förderung von körperlicher Aktivität und gesunder Ernährung liegt in der erleichterten Einbeziehung sonst schwer erreichbarer Gruppen. Soziale Medien können ferner die soziale Unterstützung durch Gleichaltrige vereinfachen und so das Wohlbefinden junger Nutzer:innen positiv beeinflussen.
Insbesondere vor dem Hintergrund der noch nicht vollständig entwickelten kognitiven Fähigkeiten von Kindern und Jugendlichen werden im Artikel Handlungsoptionen zum Schutz junger Nutzer:innen angesprochen. Die Exposition gegenüber bestimmten Medieninhalten scheint negative Auswirkungen auf die Nahrungsmittelauswahl und das Essverhalten von jungen Nutzer:innen zu haben. Dadurch wird der Appell gestützt, digitale Werbung für Lebensmittel und Getränke, die sich an Kinder und Jugendliche richtet und die nicht den WHO-Kriterien für kindergerechte Lebensmittel entspricht, in diesen Medien stark einzuschränken.
... Low to moderate caffeine consumption, is perceived to have some benefits, which may include, improved cognitive and behavioural effects, enhanced mood, and potentially increased neuroprotection against 23,24 certain disease. Caffeine also affects both stages of sleep: rapid eye movement (REM) and non-rapid eye movement (NREM), resulting in decreased sleep quality and/or 25 increased sleep latency. To make up for this sleep deficit, individuals may rely on caffeine the next day to counteract daytime sleepiness, leading to a cycle 11,24,26 of caffeine use and sleep deprivation. ...
Context: University students who deprive themselves of enough nocturnal sleep due to academic activities are at risk of the deleterious effects of sleep deprivation that usually follow. To reverse these effects, they tend to consume substances such as caffeine to counteract fatigue and possibly give them the feeling of alertness they need to perform their daily activities given that there is a popular concern that the academic demands of University training can cause significant stress and the need to gain insight into the effects of caffeine on students.Objective: This study set out to assess the self-reported effects of the consumption of caffeine-containing products on nocturnal sleep and daytime functioning among students of Novena University, Ogume Delta State, Nigeria.Materials and Methods: The study adopted a descriptive cross-sectional design conducted among 400 students comprising 217 males and 183 females selected through random sampling. Data were collected using a 27-item questionnaire containing four sections; socio-demographic characteristics, caffeine consumption pattern, sleeping habits, and daytime functioning. The data was analysed using SPSS version 23 and presented in descriptive and inferential statistics at P <0.05 level of significance.Results: More than one-third of the respondents (68.50%) affirmed consuming caffeine-containing products such as caffeinated drinks and beverages. Only 21.50% affirmed practicing sleep deprivation and 40.10% agreed that their consumption of caffeine-containing products increases during times of academic stress. There was a significant relationship between the hours of sleep of the respondents and their consumption of caffeine. More than half of the respondents (71.90%) affirmed experiencing daytime sleepiness while about 40% affirmed experiencing caffeine-induced daytime dysfunction.Conclusion: There was a significant relationship between the level of caffeine consumption and students’ sleep quality. Caffeine-induced sleep deprivation and caffeine-induced daytime dysfunction are widespread among undergraduate students in the study population.
... A esse respeito, vale resgatar um estudo no qual indivíduos da "net generation" (nascidos após 1978) reportaram realizar mais atividades conjuntas do que indivíduos da "generation x" (1965)(1966)(1967)(1968)(1969)(1970)(1971)(1972)(1973)(1974)(1975)(1976)(1977)(1978), que reportaram mais atividades do que os "baby boomers" (1946)(1947)(1948)(1949)(1950)(1951)(1952)(1953)(1954)(1955)(1956)(1957)(1958)(1959)(1960)(1961)(1962)(1963)(1964), evidenciando que o comportamento multitarefa aumentou de uma geração para a outra. No caso, os três grupos revelaram dificuldades associadas a esse comportamento (Carrier et al., 2009). Já no estudo de Reinecke et al. (2016), a sobrecarga de comunicação, que se mostrou preditora de estresse para os mais velhos (50-85 anos), não foi um problema para os mais jovens (14-49 anos). ...
The facilitated access to information and communication technologies in everyday life promotes engaging in different activities simultaneously. This behavior is called media multitasking (MMT). In recent years there has been a significant increase in access to such technologies among children in the age group between childhood and adolescence. In order to understand the implications of this phenomenon to mental health and well-being, an integrative literature review was carried out, covering empirical studies published from January 2010 to January 2020 in scientific journals indexed to the MEDLINE, PsycINFO, Scopus, Web of Science and ERIC databases. As a result, a convergence was identified in the understanding that MMT behavior can impact the development of constituent abilities of executive functions and social-emotional skills, interfering with cognitive and psychosocial functioning. The study revealed important research demands, particularly related to the possible associations between MMT and the characteristics of pre-adolescence. Furthermore, it led to the conclusion that this behavior constitutes a relevant variable to be considered in clinical practice, in interventions and psychoeducational efforts, as well as to ensure assertiveness in psychological and neuropsychological assessments, especially concerning the new generations.
... Meanwhile, research on media use has shown that there are age differences in the amount of engagement in media multitasking. Adolescents were more frequently involved in media multitasking, possibly because of the growing environment full of media and their lack of self-regulatory skills (Baumgartner et al., 2017;Carrier et al., 2009;Voorveld & van der Goot, 2013). Additionally, during this special developmental period, the rapid physical and psychological changes of adolescence were driving certain cognitive skills development; thus, adolescents may be more vulnerable to this media activity (Baumgartner et al., 2017;Steinberg, 2005;Valkenburg & Peter, 2013). ...
Media multitasking is an ever-increasing phenomenon whereby different forms of media are used simultaneously. Numerous studies have shown that media multitasking is closely related to an individual’s cognitive control abilities. However, existing evidence remains controversial, making it difficult to draw definitive conclusions. Therefore, to increase the understanding of whether and how frequent media multitasking is associated with cognitive control, a three-level meta-analysis, which included 43 studies and 118 effect sizes, was performed to acquire overall differences between heavy and light media multitaskers and to explore potential moderators that may account for the heterogeneity. The results showed a moderate mean negative association between media multitasking and cognitive control, and this association was moderated by the type of cognitive control. Specifically, heavy media multitaskers showed worse inhibitory control and working memory than light media multitaskers, but there was no significant difference in cognitive flexibility. Moreover, the effect was moderated by the measurement type of the dependent variable. The results of this study enhance our understanding of this issue and pave the way for a more nuanced view of altering experimental designs to investigate cognitive control in educational settings.
... L'ordinateur, comme le smartphone, permet d'effectuer un ensemble de tâches très diverses sur un support unique, à travers autant de logiciels ou d'applications. Cette optimisation des opérations possibles sur un même support mène notamment à des comportements de multitasking (Foehr, 2006) : dans le travail comme les loisirs, plusieurs études ont montré que la majorité des gens mènent régulièrement plusieurs tâches en parallèle dès qu'ils se retrouvent face à un ordinateur ou un téléphone (e.g., Carrier et al. 2009 ;Rideout et al., 2010). ...
Cette étude s’intéresse à deux questions : la tendance au multitâche numérique reflète-t‑elle un comportement général et impacte-t‑elle les capacités cognitives ? Si tel est le cas, les utilisateurs multitâches de médias devraient adopter une organisation spontanément multitâche y compris pour réaliser quatre tâches non-numériques en vingt minutes, et devraient de fait obtenir de moins bonnes performances. Nos résultats ne supportent pas ces hypothèses, la tendance au multitâche numérique ne corrélant pas avec la performance ni avec le nombre de changements de tâche, et désignent des facteurs d’organisation propres à la nature des tâches à accomplir plutôt qu’à un comportement général. De manière intéressante, indifféremment du caractère multitâche, une consommation élevée de médias était liée à de meilleures performances à nos tâches. Ce résultat souligne la nécessité d’étudier plus profondément les déterminants de l’organisation face à des tâches multiples.
... As to the latter, it has been found that extraverts are less prone to be disturbed by background music than introverts when it comes to fulfilling cognitive tasks (see [19,83,84], but also [85,86]). Moreover, the examination of age differences is promising as it is probable that older adults will differ from younger adults in their way to react to multisensory overload [87,88]. For practical reasons, we employed a very limited range of stimuli, namely classical string music and American belletristic literature. ...
Numerous studies indicate that listening to music and reading are processes that interact in multiple ways. However, these interactions have rarely been explored with regard to the role of emotional mood. In this study, we first conducted two pilot experiments to assess the conveyed emotional mood of four classical music pieces and that of four narrative text excerpts. In the main experiment, participants were asked to read the texts while listening to the music and to rate their emotional state in terms of valence, arousal, and dominance. Subsequently, they rated text and music of the multisensory event in terms of the perceived mood, liking, immersion, and music-text fit. We found a mutual carry-over effect of happy and sad moods from music to text and vice versa. Against our expectations, this effect was not mediated by the valence, arousal, or dominance experienced by the subject. Moreover, we revealed a significant interaction between music mood and text mood. Texts were liked better, they were classified as of better quality, and participants felt more immersed in the text if text mood and music mood corresponded. The role of mood congruence when listening to music while reading should not be ignored and deserves further exploration.
... To the contrary, members of Generations Z and Y seem to be equally able to accurately perform multiple tasks, as shown by their similar scores in the alternating attention task. Indeed, although multitasking is thought to be a quality characteristic for Z-generation, the results which are in conflict with our findings were obtained through self-assessment, i.e., members of Z-generation reported they were multitasked (Jeong and Fishbein, 2007;Carrier et al., 2009). The cognitive similarities between these two generations raise questions about the essence of the concept of generation and about scientific evidence supporting the differentiation of generations. ...
Objectives
The paper aimed to examine potential differences in attention and alternating capacities between two modern digital generations, i.e., Y and Z. Although these generations are described as different, generation Z is thought ro be multitasking, there is a lack of scientific research documenting these dissimilarities.
Material and methods
The study involved a group of 408 participants (202 representing generation Y, and 206 representing generation Z). The experiment consisted of two parts, i.e., tasks measuring target detection attention capacities and alternating attention tasks.
Results
Surprisingly, the results showed there are no significant differences in attentional capacities between these two modern digital generations. Generation Z is not more multitasking than generation Y.
Conclusions
The similarities between these two generations raise questions about the philosophy of the concept of generations and about scientific evidence supporting the ideas of differentiation of generations. Our results are consistent with opinions concerning heterogeneity of IT/technological capacities among modern digital generations. The cognitive capacities of both generations are similar which was explained in line with critical opinions related to the philosophy and essence of the concept of generation differentiation.
... Additionally, there is a growing tendency to multitask, particularly while online. A study by Carrier et al. [3] showed that a teenager can handle six or seven forms of media at the same time. Adults are affected as well. ...
This study compared Romanian college students’ off-task use of digital devices in online courses with their digital distractions in face-to-face courses. Students taking both online and face-to-face courses completed surveys assessing off-task use of technology in each delivery mode, extent to which such use constitutes a distraction, and instructor policies for curbing use of digital devices in class. Off-task use of digital devices was significantly greater in online than face-to-face courses. Students were twice as likely to state that they were distracted by multitasking in online than in face-to-face classes. They also indicated that instructors in online classes were less likely than their face-to-face instructors to have a policy on the use of digital devices for off-task purposes during class. Study participants were more lenient toward the use of digital devices in online than in in-person classes and were less bothered by multitasking and classmates’ off-task use of digital devices in online than in face-to-face classes. The results of this study have implications for instructors in online classes. By improving instructional design and pedagogical methods and creating opportunities for more interaction during the class, online instructors might be able to increase student motivation and lower multitasking behaviors.
... Siguiendo con este orden de ideas, la diferencia entre la práctica multitarea anterior y la actual, radica en dos aspectos: 1) Los adultos eran quienes recurrían con frecuencia a esta práctica, mientras que ahora es común encontrar a los adolescentes realizando dos o más tareas al mismo tiempo, por ejemplo, ver televisión, a la vez que escuchan música y escriben mensajes; 2) las causas de efectuar multitarea se remitían a cuestiones relacionadas con las exigencias laborales, con el tiempo estas motivaciones cambiaron y parecen responder al auge de la tecnología (Flores et al., 2016). Ahora bien, estudios recientes a gran escala revelan que la multitarea es particularmente común entre los jóvenes (Carrier et al., 2009;Voorveld y van de Groot, 2013), tanto es así que en las aulas de hoy es un comportamiento inevitable, ya sea en aulas tradicionales equipadas con acceso a Internet o en aulas en línea que requieren que los estudiantes usen dispositivos electrónicos (Alghamdi et al., 2020). Asimismo, los teléfonos inteligentes podrían incorporarse en algunas de las actividades de enseñanza, alentando a los estudiantes a usar sus teléfonos con fines educativos, como encontrar ejemplos o definiciones para un concepto, encontrar ilustraciones gráficas o de películas para ideas específicas e indagar sobre un tema específico (Labăr y Epordei, 2018). ...
La multitarea es una práctica particularmente común entre los jóvenes. Con la proliferación de las tecnologías y la conectividad, este comportamiento parece inevitable, tanto en las aulas tradicionales equipadas con acceso a Internet, como en las aulas en línea que requieren que los estudiantes usen dispositivos digitales. La literatura hasta ahora ha expuesto que la multitarea es más frecuente en escenarios virtuales que en presenciales, situación que se volvió común debido a la pandemia por COVID19. En e ste sentido, en el presente trabajo se tuvo como propósito identificar las actividades simultáneas que los estudiantes universitarios realizan en diferentes momentos de las clases a distancia. Para ello, se llevó a cabo una encuesta en línea en donde parti ciparon 145 estudiantes de laptop pregrado mexicanos. Se encontró, que el dispositivo digital por excelencia que los estudiantes universitarios utilizan durante sus clases en línea es el teléfono (88%) seguido por la (44%). Entre los resultados más relevan tes de esta investigación se destaca que la actividad que más realizan los estudiantes universitarios dentro de sus diferentes dispositivos digitales es navegar por Internet.
... With the changing landscape in media technologies and the increased ease of its use and access, students are more tempted to engage in media multitasking than ever before (Dontre, 2021). New choices of software programs, especially those that aid in communication, allow the integration of some tasks (e.g., chatting) while carrying out other tasks; younger generations report lower difficulty ratings for such multitasking than older generations (Carrier et al., 2009). Use of electronic communication and social media is emotionally gratifying but can impact study time for students (Rosen et al., 2013). ...
Objectives: The purpose of this study is to examine the influence of social media engagement, which includes frequency of using social media platforms (FSMP) and social media involvement, on the academic distraction and academic performance of the student. The study further tests the moderating role of attention control on the relationship between academic distraction and academic performance. Method: Data were collected from 272 students studying in universities in India. Students answered questions on the frequency of visiting social media platforms and social media involvement, components of academic distraction, and attention control. AMOS software was used to test the structural model. Results: FSMP does not contribute to academic distraction; however, consistent social media involvement does predict academic distraction. Unlike previous studies, academic distraction does not influence the academic performance of students born in the digital era, who have accessed social media throughout their childhood. Attention control moderates the relationship between academic distraction and academic performance. Conclusions: The study challenges past research that claims social media engagement has a negative effect on student academic performance. Social media involvement, such as texting, commenting, and sharing updates, causes academic distraction but may not affect student academic performance. A novel finding is that the strength and direction of the relationship between academic distraction on academic performance vary with attention control. Implication for Theory and/or Practice: The study can be useful for educators and policy makers to build strategies for developing digital citizenship behaviours among students and thereby leverage social media for improved academic achievements of students. In particular, the potential moderating role of attention control in the interaction between academic distraction and academic performance has implications for educators and researchers.
... In online studies, the uncontrolled survey environment may include distractions from other people, media content, or multitasking (Meade & Craig 2012). To date, initial evidence suggests that distractions in a respondent's environment increase careless responding as they take the survey (Carrier et al. 2009). ...
Surveys administered online have several benefits, but they are particularly prone to careless responding, which occurs when respondents fail to read item content or give sufficient attention, resulting in raw data that may not accurately reflect respondents’ true levels of the constructs being measured. Careless responding can lead to various psychometric issues, potentially impacting any area of psychology that uses self-reported surveys and assessments. This review synthesizes the careless responding literature to provide a comprehensive understanding of careless responding and ways to prevent, identify, report, and clean careless responding from data sets. Further, we include recommendations for different levels of screening for careless responses. Finally, we highlight some of the most promising areas for future work on careless responding.
Expected final online publication date for the Annual Review of Psychology, Volume 74 is January 2023. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.
... Research on multitasking behavior and media multitasking historically belonged to two largely independent research domains. Studies on media multitasking rely on self-report questionnaires, which is the reflection of the respondents' perception of their own multitasking experiences, rather than their actual behavior (e.g., Carrier et al., 2009;Lui & Wong, 2012). Also, media multitasking requires people to switch back and forth between tasks, but extensive practice with task switching may have little effect on their actual ability to integrate multiple tasks simultaneously (Alzahabi & Becker, 2013). ...
Our ability to multitask—focus on multiple tasks simultaneously—is one of the most critical functions of our cognitive system. This capability has shown to have relations to cognition and personality in empirical studies, which have received much attention recently. This review article integrates the available findings to examine how individual differences in multitasking behavior are linked with different cognitive constructs and personality traits to conceptualize what multitasking behavior represents. In this review, we highlight the methodological differences and theoretical conceptions. Cognitive constructs including executive functions (i.e., shifting, updating, and inhibition), working memory, relational integration, divided attention, reasoning, and prospective memory were investigated. Concerning personality, the traits of polychronicity, impulsivity, and the five-factor model were considered. A total of 43 studies met the inclusion criteria and entered the review. The research synthesis directs us to propose two new conceptual models to explain multitasking behavior as a psychometric construct. The first model demonstrates that individual differences in multitasking behavior can be explained by cognitive abilities. The second model proposes that personality traits constitute a moderating effect on the relation between multitasking behavior and cognition. Finally, we provide possible future directions for the line of research.
... Studies of millennials have found that most engage in multiple tasks simultaneously, switching rapidly back and forth from one task to another. However, younger and older adults experience similar mental limitations in the types of tasks that can be multi-tasked (Carrier et al., 2009;Mokhtari et al., 2015). Using functional magnetic resonance imaging (fMRI), Clapp et al. (2011) found that interruptions have a more disruptive effect on the performance of older adults who were unable to reactivate the mental processes to the same level as before the interruption occurred. ...
Digital native and digital immigrant user types characterize the differences between those who grew up in a world of ubiquitous information systems and those who pre-date it. The rise in computer-mediated communication (CMC) technologies such as e-mails, text messages, and social media creates more opportunities for interruptions. Researchers have explored the impact of growing up in a world of technology. However, little research has explored the potential differences between digital natives and digital immigrants handling technology interruptions. This paper uses a qualitative approach to examine the extent to which individuals handle CMC
interruptions differently based on the role of technology and its level of pervasiveness in the environment in which they grew up. Thirty-three interviews were conducted with individuals from different population groups based on age and gender to understand how technology interruptions are handled in work and social life. The findings support existing pre- and post-technology interruption frameworks and explain how and why generational differences exist in the process of CMC interruption handling. The theoretical and practical implications are discussed.
... With the changing landscape in media technologies and the increased ease of its use and access, students are more tempted to engage in media multitasking than ever before (Dontre, 2021). New choices of software programs, especially those that aid in communication, allow the integration of some tasks (e.g., chatting) while carrying out other tasks; younger generations report lower difficulty ratings for such multitasking than older generations (Carrier et al., 2009). Use of electronic communication and social media is emotionally gratifying but can impact study time for students (Rosen et al., 2013). ...
Objectives: The purpose of this study is to examine the influence of social media engagement, which includes frequency of using social media platforms (FSMP) and social media involvement, on the academic distraction and academic performance of the student. The study further tests the moderating role of attention control on the relationship between academic distraction and academic performance. Method: Data were collected from 272 students studying in universities in India. Students answered questions on the frequency of visiting social media platforms and social media involvement, components of academic distraction, and attention control. AMOS software was used to test the structural model. Results: FSMP does not contribute to academic distraction; however, consistent social media involvement does predict academic distraction. Unlike previous studies, academic distraction does not influence the academic performance of students born in the digital era, who have accessed social media throughout their childhood. Attention control moderates the relationship between academic distraction and academic performance. Conclusions: The study challenges past research that claims social media engagement has a negative effect on student academic performance. Social media involvement, such as texting, commenting, and sharing updates, causes academic distraction but may not affect student academic performance. A novel finding is that the strength and direction of the relationship between academic distraction on academic performance vary with attention control. Implication for Theory and/or Practice: The study can be useful for educators and policy makers to build strategies for developing digital citizenship behaviours among students and thereby leverage social media for improved academic achievements of students. In particular, the potential moderating role of Deepa et al., 2022 Open Access Higher Learning Research Communications 65 attention control in the interaction between academic distraction and academic performance has implications for educators and researchers.
... The digital world's specific characteristics that allow to simultaneously perform different activities with electronic devices, or integrate media and common sources of information, or combine offline and online activities stimulate a wider promotion of such strategy as media multitasking. Even ten-year-old intergenerational studies show [5] that children and adolescents actively adopt media multitasking and easily incorporate it into their lives. For example, while doing their homework, at the same time adolescents listen to music and message on social media networks. ...
This exploratory research addresses the phenomenon of media multi-tasking being widely spread among children and adolescents in the context of digital socialization. The switch between different digital environments requires attention with regard to studying the relation of a media multitasking strategy to cognitive strategies and productiveness of activity. To research this problem a quasi-experimental study, including digital tasks of various types on a computer and smartphone, the dots task for executive functions and a socio-psychological questionnaire, was conducted with adolescents aged 15-17 (N=33). The results show that media multitasking is not related to user activity level and time required to fulfill the quasi-experimental tasks. The positive correlations of media multitasking with productive fulfillment of the quasi-experimental tasks, including the productivity of determined actions, and negative correlations with executive function were also found. The data partially correspond with previous studies but appear to be rather contradictory and should be further explored.
... This work found that members of the "Net Generation" reported more multitasking than members of "Generation X", who, in turn, reported more multitasking than members of the "Baby Boomer Generation". Hence there was an increasing amount of general multitasking of media and resources in successively younger generations.As a result, younger generations have become more adept at multitasking media and resources in general [25]. Compared to other age groups, teenagers and young adults are most confident in their multitasking ability and have the best task performance on dual visual and audio tasks [9,26]. ...
As media usage continues to increase on a global scale, fueled by the proliferation of mobile devices, this facilitates the effortless behavior of mediamultitasking. This paradigm shift in the way in which media is consumed presents fundamental challenges for the domains of Human-Computer Interaction (HCI), education, psychology, and commerce. This technological shift introduces a new dimension that is needed when attempting to understand user interaction related to both the devices themselves andthe digital platforms accessed. This study begins a process of developing an understanding of cross-cultural media multitasking habits through a survey of a large group of experimental participants. In this study, participants from two different countries were surveyed. The countries used in this study were the USA and Portugal. This research provides valuable insights into theincreasingly common phenomenon of media multitasking and the similarities and differences between cultures when users are engaging in this activity. This study contributes to previous research in the realm of media multitasking by expanding on foundational knowledge on a global scale setting the stage for more detailed research on predictors, outcomes, and habits of global media multitasking.
... It is noteworthy that SMU did not show a negative relationship with PA for the younger adults. Although it is not clear from the present findings why this would be the case, it is possible that younger adults are more likely than older adults to multitask when using social media (Carrier et al., 2009). For example, younger adults may use social media while they also engage in healthy behaviors such as PA (Hwang et al., 2014). ...
Only a small percentage of adults engage in regular physical activity, even though it is widely recommended as beneficial for well-being. Thus, it is essential to identify factors that can promote increased physical activity among adults of all ages. The current study examined the relationship of social media use to physical activity and emotional well-being. The sample is from the Midlife in the United States Refresher daily diary study, which includes 782 adults ages 25–75 years. Results showed that those who used social media less often engaged in more frequent physical activity, which, in turn, led to more positive affect. This relationship was found for midlife and older adults but not younger adults. The findings show the benefits of physical activity for well-being and suggest that social media use may dampen efforts to increase physical activity, especially among middle-aged and older adults.
Background: Social media have become extremely popular among parents to seek for parenting information. Despite the rising academic attention for the topic, studies are scattered across various disciplines. Therefore, the current study broadens the scope of the existing reviews by transcending narrow academic subdomains and including all relevant research insights related to parents' information seeking on social media and its’ consequent effects.
Objective: The aim of this systematic literature review is to (1) identify influential journals and scholars in the field, (2) examine the thematic evolution of research on parenting and social media, and (3) pinpoint research gaps, providing recommendations for future exploration.
Methods: Based on the criteria of Kraus and colleagues [1] we selected 338 studies in this systematic literature review. We adopted a bibliometric analysis combined with a content thematic analysis to get data-driven insights with a profound understanding of the predominant themes in the realm of parenting and social media.
Results: The analysis reveals a significant increase in research on parenting and social media since 2015, especially in the medical domain. The studies in our scope spanned across 232 different research fields, and the most prolific journal is ‘Pediatrics and Parenting. The thematic analysis identified four emerging research themes in the studies: parenting motivations to seek information, nature of parenting content on social media, impact of parenting content, and interventions for parents on social media.
Conclusion: This study provides critical insights into the current research landscape of parenting and social media. The identified themes, research gaps, and future research recommendations provide a foundation for future studies, guiding researchers towards valuable areas for exploration.
This concurrent mixed-methods study investigates the landscape of flexible learning in graduate education among 41 coursework academic programs at five State Universities and Colleges (SUCs) in the Davao Region, Philippines. Data collection included an online survey with 422 graduate students and interviews with ten graduate program enrollees. The study employed a combination of statistical mean analysis and Colaizzi's phenomenological data analysis framework for data interpretation. Through the Community of Inquiry (CoI) framework, this research indicates high ratings for the three essential dimensions of CoI Theory-teaching, social, and cognitive presence, reflecting a significant level of satisfaction with flexible learning in the graduate education programs offered by State Universities in the Davao Region. Guided by Schlossberg's Transition (ST) Theory, this study uncovers promising opportunities associated with flexible learning. Graduate students are presented with the prospects of self-directed learning, financial and time savings, enhancement of digital skills, multitasking abilities, and the cultivation of crucial soft skills. However, flexible learning is not exempt from limitations, including challenges on unreliable internet connectivity, power interruptions, electronic device-related risks, financial stress, and balancing multiple work and academic responsibilities. To surmount these challenges, graduate students employ various coping strategies such as effective time management, maintaining a positive outlook, and seeking support from family, colleagues, classmates, friends, and their institutions. This research contributes to enhancing the sustainability and enrichment of flexible learning in graduate education. It strongly advocates for a comprehensive analysis of a multifaceted framework, alignment of flexible learning with graduate students' preferences, and a nuanced understanding of the evolving landscape of flexible learning in graduate education.
People tend to obtain information through fragmented reading. However, this behavior itself might lead to distraction and affect cognitive ability. To address it, it is necessary to understand how fragmented reading behavior influences readers’ attention switching. In this study, the researchers first collected online news that had 6 theme words and 60 sentences to compose the experimental material, then defined the degree of text dissimilarity, used to measure the degree of attention switching based on the differences in text content, and conducted an EEG experiment based on P200. The results showed that even after reading the fragmented text content with the same overall content, people in subsequent cognitive tasks had more working memory capacity, lower working memory load, and less negative impact on cognitive ability with the text content with lower text dissimilarity. Additionally, attention switching caused by differences in concept or working memory representation of text content might be the key factor affecting cognitive ability in fragmented reading behavior. The findings disclosed the relation between cognitive ability and fragmented reading and attention switching, opening a new perspective on the method of text dissimilarity. This study provides some references on how to reduce the negative impact of fragmented reading on cognitive ability on new media platforms.
Generational categories classify individuals born in specific time frames, known for unique traits and tech adaptability. Some research indicates that the digital-native generation is more prone to distractions than other groups. However, the underlying mechanism is unclear and influenced by many factors, such as stress. In the current study (n=299), the authors leveraged the mobile monitoring of cognitive change (M2C2) symbol search task to measure processing speed. This study examines the relationships between generational categories (Gen X, Millennials, and Gen Z), perceived stress, subjective age (considered to predict important aspects of well-being beyond chronological age), and distraction cost. These results emphasize the significant influence of age-related variables and stress in shaping susceptibility to distractions. Future research can expand participant numbers, conduct longitudinal studies to track cognitive changes in digital-era generational cohorts, and explore neurocognitive mechanisms and technological fluency's role in distraction susceptibility.
BACKGROUND
Social media have become extremely popular among parents to seek for parenting information. Despite the rising academic attention for the topic, studies are scattered across various disciplines. Therefore, the current study broadens the scope of the existing reviews by transcending narrow academic subdomains and including all relevant research insights related to parents' information seeking on social media and its’ consequent effects.
OBJECTIVE
The aim of this systematic literature review is to (1) identify influential journals and scholars in the field, (2) examine the thematic evolution of research on parenting and social media, and (3) pinpoint research gaps, providing recommendations for future exploration.
METHODS
Based on the criteria of Kraus and colleagues1 we selected 338 studies in this systematic literature review. We adopted a bibliometric analysis combined with a content thematic analysis to get data-driven insights with a profound understanding of the predominant themes in the realm of parenting and social media.
RESULTS
The analysis reveals a significant increase in research on parenting and social media since 2015, especially in the medical domain. The studies in our scope spanned across 232 different research fields and the most prolific journal is ‘Pediatrics and parenting. The thematic analysis identified four emerging research themes in the studies: parenting motivations to seek information, nature of parenting content on social media, impact of parenting content, and interventions for parents on social media.
CONCLUSIONS
This study provides critical insights into the current research landscape of parenting and social media. The identified themes, research gaps and future research recommendations provide a foundation for future studies, guiding researchers towards valuable areas for exploration.
A common question from doctoral students who are enrolled in writing for publication courses and struggling mightily to generate their first published work is, “Does it get easier with practice?” The good news is that the process does become more efficient. The bad news is that, because expectations for the quality of the writing increase, writing continues to be difficult. In this chapter, we coach authors in ways to establish their authority on one aspect of a particular topic by producing multiple works that are distinctly different yet grounded in the same basic body of literature. Often, this is accomplished by writing for a different audience. Given the online search tools used by most researchers, publishing more than one manuscript on a topic will cause the writer’s name to appear and reappear, thus highlighting the work done in this area. There are many online mechanisms for following and building writing partnerships with other author, including the “Follow articles by…” function of Google Scholar and research networks such as Mendeley, ResearchGate, or LinkedIn.
Güncel öğretim programları ile kendinden daha fazla söz ettiren dijital yetkinlik kavramı COVİD 19 pandemisinden sonra da eğitimde daha çok işlevsellik kazanmıştır. Bu süreçte ülkemizde uygulanmaya başlayan uzaktan eğitim uygulamaları ile dijital ve teknolojik alt yapıların eksikliği eğimde görülmeye başlamıştır. Dijitalleşmenin ön plana çıktığı bu dönemde öğretmenlerin süreçten etkilenmesi kaçınılmaz olmuştur. Bu durum göz önünde bulundurularak dijital yetkinlik bağlamında öğrenmen görüşlerinin alınması araştırmamın önemini ortaya koymaktadır. Araştırmada, sosyal bilgiler öğretmenlerinin sosyal bilgiler eğitiminde dijital yetkinlik kavramına ilişkin görüşlerini ortaya koymak amaçlanmaktadır. Araştırma, nitel araştırma yöntemi desenlerinden olan durum çalışması deseninde tasarlanmıştır. Araştırmanın çalışma grubu Erzurum iline bağlı bir ilçede görev yapan 14 sosyal bilgiler öğretmeni ile yürütülmüştür. Araştırmanın verileri yarı yapılandırılmış görüşme formu ile toplamıştır. İçerik analizi ile analiz edilmiştir. İçerik analizi yöntemi için MAXQDA 20 analiz programı kullanılmıştır. Araştırmada, okulların teknolojik ve internet alt yapısı olarak sınırlı olduğu, okulların teknolojik materyalleri temin konusunda problemler yaşadığı, ders kitaplarında dijital yetkinlik kavramının yansıtılmasına ilişkin yeterli düzeyde bilgilerin olamadığı, öğrenci dijital yetkinliklerinin yeterli olmadığı ve öğrencilerin sosyal medya kullanımının dijital yetkinlikten uzak olduğu sonucuna ulaşılmıştır.
The integration of technology in contemporary education has brought forth numerous benefits and opportunities for innovative learning experiences. However, this technological advancement has also given rise to a host of challenges, particularly in the form of technological distractions. This essay offers a comprehensive examination of the impact of technological distractions on modern education, exploring their multifaceted effects on academic performance, cognitive processes, and classroom dynamics. It delves into the implications of these distractions for both students and educators and analyzes the ways in which these disruptions can hinder effective learning. Additionally, the essay discusses various strategies and approaches that can be employed to manage and mitigate the negative consequences of technological distractions, fostering a conducive learning environment that balances technology's advantages with its potential drawbacks. Through an exploration of empirical studies and scholarly insights, this essay aims to shed light on the complex issue of technological distractions and provide valuable insights into managing them in the context of contemporary education.
An expansive and methodologically varied literature designed to investigate racial disparities in health now exists. Empirical evidence points to an overlapping, complex web of social conditions that accelerate the pace of aging and erodes long-term health outcomes among people of color, especially Black Americans. However, a social exposure-or lack thereof-that is rarely mentioned is time use. The current paper was specifically designed to address this shortcoming. First, we draw on extant research to illustrate how and why time is a critical source of racial disparities in health. Second, we employ fundamental causes theory to explain the specific mechanisms through which the differential distribution of time across race is likely to give rise to unequal health outcomes. Finally, we introduce a novel conceptual framework that identifies and distinguishes between four distinct forms of time use likely to play an outsized role in contributing to racial disparities in health.
Objectives: In this research, we aimed to investigate the relationship between Internet use and depression levels among Chinese residents. Methods: We conducted a cross-sectional study to analyze adults ≥ 18 years old in China using China Family Panel Studies (CFPS) 2018 data. Results: The sample included 23,258 participants. Overall, Internet users presented lower levels of depression compared to non-Internet users. The analysis of the Internet user group showed a U-shaped relationship between the length of free time Internet use and the depression index. Moderate Internet use was significantly associated with a decrease in the depression index after 11 hours per week, Internet use was significantly associated with an increase in the depression index. Analysis of socio-demographic characteristics revealed significant differences in depression indices between urban and rural areas, and between different age, gender, education level, socio-economic status, and health level groups (p<.001). Conclusion: There is a need to increase the popularity of the Internet. Internet users should control the length of their Internet use to more rational levels. In the process of large-scale prevention and treatment of depression, it is necessary to pay attention to the differences in depression levels between groups to target solutions.
This thesis reviewed scholarship in the field of media and cultural studies with specific focus on audience studies. Literature review was focused on key themes such as data practices and experiences, data privacy, advertising surveillance and issues around informed consent by users of digital platforms. The review identified a gap in research about user understanding of data exchange with digital platforms and experiences with personalised advertising in India. A mix of qualitative research methods were used to evaluate contemporary experiences of participants engaging with their personal data. This research explored the process of converting digital data trail into customised advertising for smartphone owners and their incentives to participate in this exchange of data for access to app-based services. Industry Experts working in media agencies and marketing function of advertisers were interviewed to understand various sources of digital data that are used for creating affinity audiences. Owners of smartphones in Mumbai and Delhi reflected on their awareness of automated data collection, trust threshold for sharing sensitive data and understanding of advertising technology. Participants discussed the affirmative nature of digital platforms and described services that were critical to their day-to-day functioning. Participants had a gradation of trust and all the apps needed to clear thresholds to be considered reliable. Most of the popular digital platforms were highly trusted on data safety. Digital platforms that scored high on trust quotient were also believed to obfuscate relevant information about the usage and storage of their data in lengthy terms and conditions. Four main reasons stated for not investing time to understand the use of software as service contracts were, There Is No Control (TINC), Fear of Missing (FOMO) on popular apps, there is no time (TINT) to read the lengthy terms and conditions and there is no option (TINO) as there was no alternative to the apps. Participants outlined multiple instances where they saw advertising about topics that they had recently discussed in the vicinity of their smartphones. This led to a widespread belief that smartphone apps such as Facebook and Instagram were listening to their conversations. Industry participants were able to describe an extensive array of practices that were used to identify the right target audience for their campaign, using algorithms running on large databases built on behavioural and transactional data. These processes created highly accurate predictive abilities that enabled highly accurate profiling of Internet users. Some Everyday Users were aware of these processes and the analysis identified them as algorithm-aware. Others were not equipped or motivated to discover information to understand advertising technology. In the absence of this information, participants used heuristics to understand the ability of digital platforms to deliver advertising that is so relevant to their current personal situation. This common-sense explanation for personalised advertising (Ads are listening to me) is named Folk Theory of Customised Advertising. The research highlights the enabling nature of digital technologies in India and outlines a requirement for an easy-to-use toolkit for everyday smartphone users to become algorithm-aware and privacy conscious.
Background:
The study's value is based on a complete understanding of the employee polychronicity-employee intention to leave the relationship in the health care sector.
Objective:
This study examines (1) the role of job engagement in alleviating the relationship between employee polychronicity and intention to leave, and (2) the moderating impact of perceived supervisor support as a relationship.
Method:
This study employed a cross-cultural research design and collected data from nurses working in public sector hospitals. Through job engagement and perceived supervisor support (PSS), the effect of nurses' polychronicity on turnover intention was examined using the PLS-SEM approach.
Results:
The findings of this study demonstrate that employee polychronicity has an impact on employee turnover. Employee engagement appears to operate as a mediator in the association between employee polychronicity and intention to leave and a moderating effect of PSS.
Conclusion:
By emphasizing employee engagement as a mediator and moderating role, the perceived supervisor supports the association between polychronicity and intention to leave of nurses. This study offered a crisp perspective on the complexities of the links between polychronicity, engagement, perceived organizational support, and employees' intention to leave.
Введение. Статья посвящена психическому развитию детей раннего и дошкольного возраста в ситуации одновременного восприятия реального и виртуального объектов. В частности, исследуется восприятие формы виртуального объекта в условиях зрительно-тактильного несоответствия. Материалы и методы. Приводятся результаты серии эмпирических исследований, направленных на изучение особенностей познавательной деятельности детей дошкольного возраста при восприятии объемных объектов, моделируемых посредством информационных устройств с сенсорным экраном (технология тачскрин). Применяются специально разработанные экспериментальные процедуры и компьютерное приложение, позволяющее учитывать кинематические характеристики перемещения виртуального объекта по экрану iPad. Новизна серии эмпирических исследований состоит в использовании аналитического подхода для изучения роли зрения и тактильного восприятия. Результаты исследования. На основе полученных эмпирических данных было установлено, что дошкольники воспринимают компьютерные модели объемных объектов на экране планшетного компьютера (виртуальные объекты) как трехмерные (3D), несмотря на несоответствие визуальной и гаптической информации об этих объектах, получаемой при осуществлении действий с ними на двумерной поверхности экрана. В том случае, когда у детей нет возможности осуществлять действия с изображением объемного объекта на экране планшетного компьютера, дошкольники достоверно чаще воспринимают этот объект как двумерный. Заключение. Данные результаты согласуются с исследованиями восприятия в условиях мультисенсорного конфликта зарубежных авторов, согласно которым происходит интеграция визуальной и осязательной информации, и придается больший вес более надежной информации. Результат восприятия определяется не столько актуальной сенсорной информацией, сколько оценкой вероятности наличия у объекта той или иной характеристики с учетом имеющихся ассоциаций. На основе полученных результатов возможна разработка методических рекомендаций для педагогов и родителей по использованию развивающих компьютерных приложений для детей дошкольного возраста.
Today, more than ever, there is a need to uncover the patterns of thinking that shape the rationality of the leader cohort to aid them in their role-making of the challenging niche truly. This Husserlian phenomenological inquiry purported to explore the individual and collective lived experiences of nine (9) purposively selected Filipino academic managers regarding the essence of Dweck’s growth and fixed mindsets in their leadership preparation. A semi-structured interview was employed as the main data gathering tool. Field texts were analyzed using Colaizzi’s Procedural Steps to abstract the phenomenon's essence and were validated through the member checking procedure and critical friend technique. Interestingly, the study debuts an insightful Taxonomy of Cognitive Personas, which typifies the dynamic nature of the leader cohort's mindsets. Embedded in the Perennial Learner, Proactive Player, and Pragmatic Leader personas are cognitive tools and value priorities utilized in various influencing and regulating experiences in academic organizations. Academic organizations can use the findings of this study to focus on the cognitive preparation of millennial managers for higher leadership roles. Such findings are expected to complement the skill-based preparation that the millennials can employ for their role-making efforts in school leadership.
Background
College students frequently identify social media sites (SMSs) as in-class distractions, although students continue to use these sites during class. In a technology-driven world, students’ fear of missing out (FOMO) may drive SMS behaviors, whereby classes and study time serve as obstacles to fulfilling one’s social desires.
Objective
The current study investigated whether students’ use of SMSs during class and study time was predicted by demographic characteristics and students’ FOMO.
Method
Participants ( N = 198) completed an online survey assessing their media use during class and study time, FOMO, and their perceived advantages/disadvantages of media use.
Results
In-class Twitter and Instagram use were predicted by students’ FOMO, whereas Snapchat and Facebook use were only predicted by age. Age also predicted Snapchat use during study time. Most participants indicated that media was a distraction, while also reporting a range of benefits from media multitasking.
Conclusion
Given that students recognize both benefits and drawbacks of media multitasking, they may trade-off between their desire to engage with learning materials and their desire to stay socially connected with others.
Teaching Implications
Educators can begin to address the socio-emotional needs of students through modifications made to course design and student-centered learning materials.
Students increasingly control their learning as university instructors shift away from lecture formats, courses are offered online, and the internet offers near infinite resources for student-controlled informal learning. Students typically make effective choices about learning, including what to learn, when to learn, and how to learn, but sometimes make less-than-optimal study choices, including trying to study while multi-tasking. Dividing attention among various tasks impairs both learning and learners' control over their learning because secondary tasks divert cognitive resources away from learning and metacognition. This chapter reviews recent studies explaining how dividing attention affects students' metacognition, including their assessments of their own learning and the study choices that they make. This chapter reviews the fundamentals of metacognition, describes the impact of dividing attention on the effectiveness of learners' metacognition, and provides suggestions about how to enhance the efficacy of metacognition when students' attentional resources are limited.
In this research, multitasking with media is defined as an audience behavior that combines media use with another non-media activity. This study examines (a) the prevalence and patterns of multitasking among 14- to 16-year-olds and (b) the media and audience factors that predict such behavior. Consistent with previous research, this study found that youth frequently multitask with media. Both (a) ownership of media in bedrooms as a media factor and (b) sensation seeking as an audience factor were found to be significant predictors of multitasking with media. The theoretical and practical implications of the study are further discussed.
Different forms of learning and memory depend on functionally and anatomically separable neural circuits [Squire, L. R. (1992) Psychol. Rev. 99, 195–231]. Declarative memory relies on a medial temporal lobe system, whereas habit learning relies on the striatum [Cohen, N. J. & Eichenbaum, H. (1993) Memory, Amnesia, and the Hippocampal System (MIT Press, Cambridge, MA)]. How these systems are engaged to optimize learning and behavior is not clear. Here, we present results from functional neuroimaging showing that the presence of a demanding secondary task during learning modulates the degree to which subjects solve a problem using either declarative memory or habit learning. Dual-task conditions did not reduce accuracy but reduced the amount of declarative learning about the task. Medial temporal lobe activity was correlated with task performance and declarative knowledge after learning under single-task conditions, whereas performance was correlated with striatal activity after dual-task learning conditions. These results demonstrate a fundamental difference in these memory systems in their sensitivity to concurrent distraction. The results are consistent with the notion that declarative and habit learning compete to mediate task performance, and they suggest that the presence of distraction can bias this competition. These results have implications for learning in multitask situations, suggesting that, even if distraction does not decrease the overall level of learning, it can result in the acquisition of knowledge that can be applied less flexibly in new situations.
• hippocampus
• learning
• striatum
Mixing costs and switch costs are two markers for the costs that arise in multitasking situations. To further explore mixing costs and switch costs, we used a serial prediction task in which subjects switched between stimulus dimensions (i.e., color, form, and position). Using this task, we demonstrate that both mixing costs and switch costs are influenced by task conflict and the resolution of interference. Here, we show that both mixing costs and switch costs are affected by a local factor, namely the necessity to resolve interference in the current trial in mixed blocks. However, whereas mixing costs can be sufficiently explained by interference resolution in the current trial, switch costs are also affected by carry-over effects from the preceding trial. As regards these carry-over effects, the present paradigm enabled us to demonstrate the influence of both persisting activation and persisting inhibition on the performance in switch trials.
The digital revolution accompaning the new generation is discussed. This revolution is powered by a fundamental preference for interactive media rather than broadcast media. A case study of a class is elaborated which is given the task of preparing a project on salt water fishes. The class make extensive use of Internet to prepare the project and share the project with other students with the help of Internet. The role of the teacher is limited to providing guidelines and the learning process is done by students themselves.
Recently, a debate has begun over whether in-class laptops aid or hinder learning. While some research demonstrates that laptops can be an important learning tool, anecdotal evidence suggests more and more faculty are banning laptops from their classrooms because of perceptions that they distract students and detract from learning. The current research examines the nature of in-class laptop use in a large lecture course and how that use is related to student learning. Students completed weekly surveys of attendance, laptop use, and aspects of the classroom environment. Results showed that students who used laptops in class spent considerable time multitasking and that the laptop use posed a significant distraction to both users and fellow students. Most importantly, the level of laptop use was negatively related to several measures of student learning, including self-reported understanding of course material and overall course performance. The practical implications of these findings are discussed.
The prefrontal cortex modulates executive control processes and structurally matures throughout adolescence. Consistent with these events, prefrontal functions that demand high levels of executive control may mature later than those that require working memory but decreased control. To test this hypothesis, adolescents (9 to 20 years old) completed nonverbal working memory tasks with varying levels of executive demands. Findings suggest that recall-guided action for single units of spatial information develops until 11 to 12 years. The ability to maintain and manipulate multiple spatial units develops until 13 to 15 years. Strategic self-organization develops until ages 16 to 17 years. Recognition memory did not appear to develop over this age range. Implications for prefrontal cortex organization by level of processing are discussed.
Adolescence is a time of considerable development at the level of behaviour, cognition and the brain. This article reviews histological and brain imaging studies that have demonstrated specific changes in neural architecture during puberty and adolescence, outlining trajectories of grey and white matter development. The implications of brain development for executive functions and social cognition during puberty and adolescence are discussed. Changes at the level of the brain and cognition may map onto behaviours commonly associated with adolescence. Finally, possible applications for education and social policy are briefly considered.
When humans attempt to perform two tasks at once, execution of the first task usually leads to postponement of the second one. This task delay is thought to result from a bottleneck occurring at a central, amodal stage of information processing that precludes two response selection or decision-making operations from being concurrently executed. Using time-resolved functional magnetic resonance imaging (fMRI), here we present a neural basis for such dual-task limitations, e.g. the inability of the posterior lateral prefrontal cortex, and possibly the superior medial frontal cortex, to process two decision-making operations at once. These results suggest that a neural network of frontal lobe areas acts as a central bottleneck of information processing that severely limits our ability to multitask.
Post-mortem histological and in vivo neuroimaging findings both reveal frontal lobe development that extends beyond the adolescent years. Few studies have examined whether this protracted neurodevelopment coincides with improvements in adolescent performance on putative frontal lobe tasks. An instrumental function supported by the frontal lobes is working memory, the ability to maintain and manipulate information online. This study investigated the performance of typically developing children and adolescents on a battery of working memory tasks. Findings revealed an improvement in performance on most working memory tasks across the adolescent years. In contrast, no improvement was observed on tasks largely supported by more posterior neural substrates. Current findings indicate a similar unfolding of the executive aspects of verbal working memory as previously demonstrated with spatial working memory. Factor analysis revealed a grouping of working memory tasks based largely on task demands, irrespective of working memory domain, adding support for process-specific models of prefrontal organization. Important implications for typical and atypical frontal lobe development are discussed.
Activities that require focused attention, such as reading, are declining among American youth, while activities that depend on multitasking, such as instant messaging (IMing), are increasing. We hypothesized that more time spent IMing would relate to greater difficulty in concentrating on less externally stimulating tasks (e.g., academic reading). As hypothesized, the amount of time that young people spent IMing was significantly related to higher ratings of distractibility for academic tasks, while amount of time spent reading books was negatively related to distractibility. The distracting nature and the context of IMing in this population are described.
Great expectations: America and the Baby Boom generation
- L Y Jones
Jones, L. Y. (1980). Great expectations: America and the Baby Boom generation. New York, NY: Coward, McCann and Geoghegan.
Generation M: Media in the lives of 8-18-year-olds. The Henry J. Kaiser Family Foundation
- D F Roberts
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- V Rideout
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Multiple media use and multitasking with media among high school and college students. Paper presented at international communication association, Annual meeting Electronic media use, reading, and academic distractibility in college youth
- Ny Levine
- L E Waite
- B M Bowman
Multiple media use and multitasking with media among high school and college students. Paper presented at international communication association, Annual meeting, New York, NY. Levine, L. E., Waite, B. M., & Bowman, L. L. (2007). Electronic media use, reading, and academic distractibility in college youth. CyberPsychology & Behavior, 10(4), 560–566.
Multiple media use and multitasking with media among high school and college students
- A Jordan
- M Fishbein
- W Zhang
- S H Jeong
- M Hennessy
- S Martin
Jordan, A., Fishbein, M., Zhang, W., Jeong, S. H., Hennessy, M., Martin, S, et al., (2005).
Multiple media use and multitasking with media among high school and
college students. Paper presented at international communication association,
Annual meeting, New York, NY.
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- Jones
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- Roberts
Media multitasking among American youth: Prevalence, predictors and pairings. Menlo Park, CA: The Henry J. Kaiser family foundation. Available from http
- Foehr Foehr
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- U S Bureau
Working memory performance in typically developing children and adolescents: Behavioral evidence of protracted frontal lobe development
- Conklin