On working memory and a productivity illusion in distracted driving.

Abstract

Drivers claim to use cell phones for benefits such as getting work done and to increase productivity (Sanbonmatsu, Strayer, Behrends, Medeiros-Ward, & Watson, in press). However, individuals who use cell phones while driving may be more likely to rely on reconstructive processes in memory due to divided attention, making them more susceptible to errors, yielding an ironic effect of multitasking that, in fact, may diminish productivity rather than increase it. To test this possibility, the present study included three within-subject conditions: single-task driving in a highfidelity simulator, single-task memory including encoding and retrieval using the Deese-Roediger-McDermott false memory paradigm (Deese, 1959;Roediger & McDermott, 1995), and a dual-task combination of both the driving and memory tasks. The effects of divided attention in working memory were bidirectional, impairing both driving and episodic memory performance, likely due to competition for limited resources needed to successfully maintain task goals related to driving or memory alone. More specifically, under dual-task conditions, participants became increasingly reliant on reconstructive, error-prone processes in memory, with high levels of false recall. Taken together, these results indicate there is a productivity illusion associated with distracted driving in that individuals wrongly believe that combining cell phones with driving will make them more productive. Results are discussed in relation to theories of working memory and the domain-free ability to maintain task goals and to avoid distractions, whether this interference occurs in more traditional lab tasks or in more applied settings, highlighting the value of such converging evidence in sharpening theories of attention.

Changing counterproductive beliefs about attention, memory, and multitasking: Impacts of a brief, fully online module

“…Why is this? Multitasking can offer an illusion of productivity, where we feel we are getting more done in the same amount of time despite the net loss to performance brought on by attempting both tasks at once (Sanbonmatsu, Strayer, Medeiros‐Ward, & Watson, 2013; Watson et al, 2016). Multitasking is also reinforcing for a range of social, cognitive, and emotional reasons (Hwang, Kim, & Jeong, 2014; Wang & Tchernev, 2012).…”

“…Others have focused on intuitive ideas about attention and multitasking capacity. People are prone to believing that they have above‐average multitasking ability, that is, a “Lake Wobegon” effect granting them an exception to the attentional limitations that affect other people (Finley, Benjamin, & McCarley, 2014; Sanbonmatsu et al, 2013; Watson et al, 2016).…”

Measuring working memory capacity with the letter–number sequencing task: Advantages of visual administration

“…Similarly, individual differences in WMC can affect students' ability to ignore seductive information such as decorative images when learning from multimedia (Sanchez & Wiley, ), distraction from music while studying (Christopher & Shelton, ), and their ability to monitor their learning accurately (Griffin, Wiley, & Thiede, ). The role of WMC has been examined in a wide variety of performance domains including driving (Watson et al, ), athletics (Furley & Wood, ), and simultaneous language interpretation by trainees (Macnamara & Conway, ). WMC also plays an important role in legal decision making (Kleider‐Offutt, Clevinger, & Bond, ) and clinical diagnoses (Hill et al, ; Shelton, Elliott, Hill, Calamia, & Gouvier, ).…”

An analysis of the crash risk and likelihood of engaging in a distraction while driving using naturalistic, time-series data

“…The internal demand for limited neurological resources also generates poor driver performance due to distraction. A study involving a high-fidelity simulator and a single-task memory paradigm tested participants while determining the severity of this competition for mental resources (Watson et al, 2016). The research subjects were tested on driving performance only, mental capabilities only, and then the combination of both tasks.…”