Exploring the relationship between executive functions and self-reported media-multitasking in young adults

Seddon, Alexandra L.; Law, Anna S.; Adams, Annmarie; Simmons, Fiona R.

doi:10.1080/20445911.2018.1525387

Cited by 21 publications

(20 citation statements)

References 58 publications

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“…Our results are not consistent with the observation of Ophir et al (2009), who found that switch-cost was higher for HMMs than for LMMs. Our results instead contribute to an emerging body of research suggesting that there is no relationship between media multitasking and switch-cost (Cardoso-Leite et al, 2016;Gorman and Green, 2016;Minear et al, 2013;Seddon et al, 2018). In addition, these results do not support the findings of our previous study conducted on a similar Chinese adolescent population (Luo et al, 2021), where both groups spent less time on switch trials.…”

Section: Impact Of Media Multitaskingcontrasting

confidence: 99%

Impact of media multitasking on executive function in adolescents: behavioral and self-reported evidence from a one-year longitudinal study

Luo

Yeung²,

2021

INTR

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PurposeThe longitudinal impact of media multitasking on the development of executive function has been understudied, as most of the existing studies are cross-sectional. This longitudinal study addresses this research gap and uses multiple measures, i.e. behavioral and self-reported, to explore the impact of media multitasking on the executive function of Chinese adolescents.Design/methodology/approachThis study followed 99 Chinese adolescents (Mage = 14.41, SD = 1.10; 42 boys and 57 girls) for one year using both behavioral (2-back, Stroop Color and Number-letter tasks) and self-reported (questionnaire) measures. The adolescents were categorized as either heavy/high media multitaskers (HMMs; 19 boys and 29 girls) or light/low media multitaskers (LMMs; 23 boys and 28 girls). They were tested at baseline, 6 months later and 12 months later.FindingsThe results indicated that the accuracy scores for all cognitive tasks differed with age, but the switch-cost in the shifting task and the self-reported measures of executive function did not. And there were consistent differences between the HMMs and LMMs in the self-reported measures and 2-back accuracy. However, the interaction effect was found only in shifting ability, indicating a decline in the LMMs' self-reported problematic shifting behavior in daily life.Originality/valueThis study used behavioral and self-reported measures to confirm the longitudinal impact of media multitasking on executive function. The impact of media multitasking on executive function is more apparent in daily-life behavior than in cognitive task performance.

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Section: Impact Of Media Multitaskingcontrasting

confidence: 99%

Impact of media multitasking on executive function in adolescents: behavioral and self-reported evidence from a one-year longitudinal study

Luo

Yeung²,

2021

INTR

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“…Second, the non-significant results, which were consistently found in all three measurements, i.e., self-reported questionnaire, behavioral task, and fNIRS, indicated that in our sample, the HMMs and LMMs were not different in terms of the shifting aspect. On the other hand, there is an emerging pattern of evidence showing no differences between HMMs and LMMs on shifting, or even no association between media multitasking score and shifting (Cardoso-Leite et al, 2016;Gorman & Green, 2016;Minear et al, 2013;Seddon et al, 2018). For example, Rogobete et al (2020) considered media multitasking with media activities and non-media activities, and found that the relationship between media multitasking and shifting was not significant; the researchers further doubted that there was a non-linear relationship between media multitasking and executive function.…”

Section: Hmms Versus Lmms: the 3-level Differences And The Neurocognitive Causesmentioning

confidence: 99%

The association between media multitasking and executive function in Chinese adolescents: Evidence from self-reported, behavioral and fNIRS data

Luo

Yeung

et al. 2021

Cyberpsychology

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This study examined the association between media multitasking and executive function in Chinese adolescents by comparing heavy/high and light/low media multitaskers, i.e., HMMs and LMMs, with self-reports, behavioral measures and functional near-infrared spectroscopy (fNIRS). The participants were 12 HMMs (media multitasking scores above the 75th percentile) and 10 LMMs (media multitasking scores below the 25th percentile) chosen from a sample of 61 adolescents. Each participant completed a self-reported questionnaire on executive function and three executive function cognitive tasks: 2-back, Color Stroop, and Number-letter Determination) while wearing the fNIRS. The results indicated that: (1) the HMMs showed more impairment in executive function than the LMMs based on questionnaire data analysis; (2) there were no significant differences between the HMMs and LMMs in their performance on the cognitive tasks; and (3) the HMMs showed greater prefrontal activation than the LMMs during the 2-back and Color Stroop tasks. These findings implied that media multitasking might be associated with the reduced effectiveness in the brain areas responsible for executive function. These findings provide evidence of the negative relationship between media multitasking and executive function; and indicated the benefits of using multiple assessment methods in studying this topic.

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“…A recent neuroimaging study further points to altered memory retrieval in high media multitaskers, owing to more frequent attentional lapses during the processing of memory retrieval cues (Madore et al, 2020). Other studies did not always replicate these results Elbe, Sörman, Mellqvist, Brändström, & Ljungberg, 2019;Minear et al, 2013;Seddon, Law, Adams, & Simmons, 2018) or suggested that the relationships between levels of media multitasking and cognitive performance may be non-linear (Cardoso-Leite et al, 2016;Shin, Linke, & Kemps, 2020). The results seem clearer when using surveys and self-reports rather than computerized tests (Magen, 2017): media multitasking has been associated with deficits in self-reported everyday executive and attentional functions (Baumgartner, Weeda, Heijden, & Huizinga, 2014;Magen, 2017;Ralph et al, 2014;Rogobete, Ionescu, & Miclea, 2020) and could be particularly detrimental at younger ages where executive functions develop intensely (Baumgartner, van der Schuur, Lemmens, & te Poel, 2018; see also Srisinghasongkram, Trairatvorakul, Maes, & Chonchaiya, 2020).…”

Section: Media-multitaskingmentioning

confidence: 98%

Media use, attention, mental health and academic performance among 8 to 12 year old children

Cardoso-Leite¹,

Buchard²,

Tissieres³

et al. 2020

Preprint

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The rise in digital media consumption, especially among children, raises the societal question of its impact on cognition, mental health and academic achievement. Here, we review the impact of three different ways of measuring technology use—total hours of media consumed, hours of video game play and number of media used concurrently—in a study surveying 156 eight-to-twelve year-old children. At stake is the question of whether different technology uses may have different effects, which could explain some of the past mixed findings.We collected data over three sessions relating to children’s media uses as well as (i) attentional and behavioral control abilities, (ii) psychological distress, psychosocial functioning, and sleep, and (iii) academic achievement and motivation. While attentional control abilities were assessed using both cognitive tests (D2, SART, BLAST) and questionnaires (mind-wandering; Connors), mental health and sleep were all questionnaire-based (K6, Strength and Difficulties Questionnaire-SDQ, Sleep Quality/Quantity). Finally, academic performance was based on self-reported grades, with motivational variables being measured through the grit and the growth-mindset questionnaires. We present partial correlation analyses and construct a psychological network to assess the structural associations between different forms of media consumption and the three categories of measures.Our results are in line with those observed with adults: children consume large amounts of media and media multitask substantially. Partial correlation analyses show that media multitasking specifically was mostly correlated with negative mental health, while playing video games was associated with faster responding and better mental health. No significant partial correlations were observed for total hours on media. Psychological network analysis complement these first results by indicating that all three ways of consuming technology are only indirectly related to self-reported grades. Thus, technology uses appear to only indirectly relate to academic performance, while more directly affecting mental health.This work emphasizes the need to differentiate among technology uses when considering their impact on human behavior, It also highlights the importance of characterizing the variety of technology uses that need to be considered, if one is to understand how every day digital consumption impacts human behavior.

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Exploring the relationship between executive functions and self-reported media-multitasking in young adults

Cited by 21 publications

References 58 publications

Impact of media multitasking on executive function in adolescents: behavioral and self-reported evidence from a one-year longitudinal study

Impact of media multitasking on executive function in adolescents: behavioral and self-reported evidence from a one-year longitudinal study

The association between media multitasking and executive function in Chinese adolescents: Evidence from self-reported, behavioral and fNIRS data

Media use, attention, mental health and academic performance among 8 to 12 year old children

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