When it comes to Facebook there may be more to bad memory than just multitasking

Frein, Scott T.; Jones, Samantha L.; Gerow, Jennifer E.

doi:10.1016/j.chb.2013.04.031

Cited by 46 publications

(31 citation statements)

References 16 publications

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“…Scientists are interested in how social media usage influences human cognition and behaviour. Previous studies have found negative correlations between social media usage and academic performance (Junco, ; Kirschner & Karpinski, ), hours per week spent studying (Rosen, Mark, & Cheever, ), free recall performance (Frein, Jones, & Gerow, ), and self‐reported attentional span (Paul, Baker, & Cochran, ). Studies on media multitasking, that is, simultaneously engaging in two or more types of media and using media while engaging in nonmedia activities (van der Schuur, Baumgartner, Sumter, & Valkenburg, ), often revealed negative relationships between working memory, long‐term memory, and cognitive control (Ophir, Nass, & Wagner, ; Uncapher, Thieu, & Wagner, ), whereas researchers found positive relationships with multisensory integration (Lui & Wong, ).…”

Section: Introductionmentioning

confidence: 99%

Effects of wakeful resting versus social media usage after learning on the retention of new memories

Martini

Heinz

Hinterholzer

et al. 2020

Applied Cognitive Psychology

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Summary Communication and information sharing via social media platforms is a common and popular activity. The majority of existing studies indicate that social media usage has detrimental effects on learning and memory. However, it is an open question as to whether social media usage affects memory even after learning. To test this, healthy young adults learned and immediately recalled a vocabulary list. Subsequent to recall, participants either wakefully rested for 8 min or used social media for 8 min. A delayed recall test took place after the wakeful resting condition and the social media condition and again after 1 day. Our results showed that social media usage, compared with wakeful resting, had detrimental effects on memory performance over both retention intervals. We assume that social media usage interfered with memory consolidation of learned vocabularies and suggest that learners opt for wakeful resting over social media usage as a learning‐break activity.

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Section: Introductionmentioning

confidence: 99%

Effects of wakeful resting versus social media usage after learning on the retention of new memories

Martini

Heinz

Hinterholzer

et al. 2020

Applied Cognitive Psychology

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“…This is mostly because, first, most findings have not resulted from a research design examining task performance when people are distracted by SNS during the completion of a task, and second, most have not Sustainability 2017, 9, 2270 4 of 21 considered how SNS use affects performance differently depending on task type. Some research, for example, has simply compared the performance of SNS users to that of non-SNS users (e.g., [21,27]). Some has used a retrospective method, asking people to report their SNS usage experience and related it to their final performance (e.g., [30,31]).…”

Section: The Effect Of Sns As a Distraction And Social Technology On mentioning

confidence: 99%

“…Junco [20] and Kirschner and Karpinski [2] demonstrated that time spent on Facebook was strongly negatively related to overall GPA, as time spent on Facebook was negatively related to time spent preparing for class. Frein, et al [21] showed that high-use Facebook users had significantly lower scores on a free recall test than did low-use Facebook users. In an experiment by Wood et al [22], participants in a Facebook use condition performed more poorly than those in a paper-and-pencil use condition.…”

Section: Introductionmentioning

confidence: 99%

Effects of the Use of Social Network Sites on Task Performance: Toward a Sustainable Performance in a Distracting Work Environment

Min

2017

Sustainability

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Abstract:As the use of social network sites (SNS) has become increasingly prevalent, its effect on sustainable performance has received much attention. The existing literature has taken either a positive or negative view of SNS, arguing that it either decreases performance by taking time and effort away from work, or increases performance by providing social benefits for enhancing performance. In contrast, this experimental study, investigates how SNS use can disturb or enhance the performance of different types of tasks differently, thus influencing the sustainability of task performance. Based on distraction-conflict theory, this study distinguishes between simple and complex tasks, examines the role of SNS, and analyzes data including electroencephalography data captured by a brain-computer interface. The results show that task performance can be sustainable such that SNS use positively influences performance when participants are engaged in a simple task and influences performance neither positively nor negatively when participants are engaged in a complex task. The study finds the former result is attributable to the positive effect of the psychological arousal induced by SNS use and the latter result to the negative effect of the psychological arousal offsetting the positive effect of reduced stress resulting from SNS use.

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“…However, while multitasking may be a major contributor to reduced academic performance among heavy social media users (Karpinski et al, 2013), it is not the only one. A recent study by Frein, Jones and Gerow (2013) reported that heavy Facebook users had poorer recall than light users under identical non-multitasking conditions, and a number of authors have linked high levels of Facebook use to psychological conditions including anxiety and depression (Becker, Alzahabi, & Hopwood, 2013;Rosen, 2012).…”

Section: Introductionmentioning

confidence: 99%

Task selection, task switching and multitasking during computer-based independent study

Judd

2015

AJET

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Detailed logs of students' computer use, during independent study sessions, were captured in an open-access computer laboratory. Each log consisted of a chronological sequence of tasks representing either the application or the Internet domain displayed in the workstation's active window. Each task was classified using a three-tier schema according to its likely context of use: The top-level categories being Academic, Communication, Information, Recreation and Applications. Students switched tasks frequently -median task duration was only 31 seconds. Approximately 30% of all tasks were Academic with the majority of these involving the university's learning management system. Communication and Recreation tasks accounted for 18% and 9% of tasks respectively. Up to one half of all tasks were not related to study. Multitasking was very common during independent study sessions, particularly when Communication tasks were active. This study confirms that students are likely to regularly switch tasks, attend to distracting tasks, and multitask during independent study. Each one of these behaviours has the potential to negatively impact on students' learning, and when combined they indicate that students are relatively inefficient at managing competing tasks and their time when studying.

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When it comes to Facebook there may be more to bad memory than just multitasking

Cited by 46 publications

References 16 publications

Effects of wakeful resting versus social media usage after learning on the retention of new memories

Effects of wakeful resting versus social media usage after learning on the retention of new memories

Effects of the Use of Social Network Sites on Task Performance: Toward a Sustainable Performance in a Distracting Work Environment

Task selection, task switching and multitasking during computer-based independent study

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