Predicting attention shifting abilities from self-reported media multitasking

Elbe, Pia; Sörman, Daniel Eriksson; Mellqvist, Elin; Brändström, Julia; Ljungberg, Jessica K.

doi:10.3758/s13423-018-01566-6

Cited by 19 publications

(13 citation statements)

References 34 publications

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“…However, studies of the relationship between media multitasking and task-switching performance have yielded mixed results (for a summary, see Uncapher & Wagner, 2018). Some researchers obtained evidence consistent with the pattern described earlier, such that media multitasking scores were negatively correlated with switch costs (Alzahabi & Becker, 2013;Elbe, Sörman, Mellqvist, Brändström, & Ljungberg, 2019). Other researchers found the opposite pattern, with larger switch costs for heavy than for light media multitaskers (Ophir et al, 2009;Wiradhany & Nieuwenstein, 2017, Experiment 1).…”

Section: Introductionmentioning

confidence: 85%

Partitioning switch costs when investigating task switching in relation to media multitasking

Schneider

Chun

2021

Psychon Bull Rev

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The prevalence of media multitaskingthe concurrent use of multiple forms of mediahas motivated research on whether and how it is related to various cognitive abilities, such as the ability to switch tasks. However, previous research on the relationship between media multitasking and task-switching performance has yielded mixed results, possibly because of small sample sizes and a confound between task and cue transitions that resulted in switch costs being impure measures of task-switching ability. The authors conducted a large-sample study in which media multitasking behavior was surveyed and task-switching performance was assessed using two cues per task, thereby allowing switch costs to be partitioned into task-switching and cue-repetition effects. The main finding was no evidence of any relationship between media multitasking scores and task-switching effects (or cue-repetition effects), either in correlational analyses or in extreme group analyses of light and heavy media multitaskers. The results are discussed in the context of previous research, with implications for studying media multitasking in relation to task-switching performance.

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Section: Introductionmentioning

confidence: 85%

Partitioning switch costs when investigating task switching in relation to media multitasking

Schneider

Chun

2021

Psychon Bull Rev

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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: 96%

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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“…В других исследованиях эти результаты не были воспроизведены [76,77]. Более того, некоторые исследователи сообщают о повышении внимания на фоне высокой степени медиамногозадачности [78,79].…”

Section: связь использования цифровых устройств с отдельными когнитивными функциямиunclassified

Digital Devices and Cognitive Functions in Children

Каркашадзе

Namazova-Baranova

Вишнева

et al. 2022

Vopr. sovr. pediatr.

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The other contributors confirmed the absence of a reportable conflict of interests The influence of dynamically changing habits associated with the use of digital devices (DD) on the child’s brain is one of the most topical issues of the last decade. Ambiguous or contradictory data on this issue indicate the need of systematizing all the results of scientific research. This analysis shows negative effect of large amount of screen time on the development of children at early age, their academic performance, and attention at older ages due to media absenteeism, as well as the correlation between the use of digital devices with delayed reward. It is necessary to update and to conduct qualitative research to understand the issue in more comprehensive way.

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Predicting attention shifting abilities from self-reported media multitasking

Cited by 19 publications

References 34 publications

Partitioning switch costs when investigating task switching in relation to media multitasking

Partitioning switch costs when investigating task switching in relation to media multitasking

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

Digital Devices and Cognitive Functions in Children

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