media multitasking: how it is changing you and your students · multitasking is ubiquitous average...
TRANSCRIPT
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Media Multitasking: How it’s Changing You & Your Students
Clifford Nass
Stanford University
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Digital Media Use
Media use is growing in all age groups −
− Adults Technologies Corporate policies Culture
− Tweens − Kids − Babies!
College students
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Another Key Player in Encouraging Media Use
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Why? The Principle of Partial Media Displacement
Steals time from i) Information activities
ii) Non-information activities
New information product or service appears
iii)) Can get more done
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The New Dynamic: Media Multitasking
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Definition of (Media) Multitasking
Exposure to and use of unrelated information content
Different psychology of related information content
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Multitasking is Ubiquitous
Average college student uses 3 media simultaneously whenever they are using media − High multitaskers: 4 or more media at one time − Low multitaskers: 1.8 or less media at one time
Tween girls use 2.25 media simultaneously − High multitaskers: 3 or more media at one time − Low multitaskers: 1.6 or less media at one time − Boys are likely higher
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The New Dynamic
New information product or service appears
Steals time from i) Information activities
ii) Non-information activities
INFLECTION POINT
Used in parallel with other media activities
Horizontalization of media use
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Focus on Immediate Media Multitasking
At-the-moment multitasking impedes performance − How could it be any other way?
What about chronic multitasking?
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Maybe We Shouldn’t Worry About Chronic Multitasking
“When it really matters, I don’t multitask” “Multitasking doesn’t bother me because I
do it so often” “Young brains are able to multitask”
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Does Chronic Multitasking Affect Cognition?
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Are there Cognitive Effects of Chronic Multitasking?
Filtering Memory management Writing quality Task switching
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Focusing on the Relevant
You will see a group of rectangles twice IGNORE the blue rectangles Remember the red rectangles Say if one of the red rectangles changed
orientation
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200 ms
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100 ms
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900 ms
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2,000 ms
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Results
Low MMs are unaffected by distractors High MMs are negatively affected by distractors
− The more distractions, the worse they do High MMs allow irrelevant information into
memory High and low MMs do not differ in general
memory capacity
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Results
High MMs were more likely to see the gorilla BUT ….. Low MMs were more likely to get the number of
passes correct No difference in net attention
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Results
Low MMs look where they are supposed to look High MMs are more casual about where they
look − There is a cost to this − Not an attention “deficit,” but a misallocation
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You will see letters, one by one Respond “TARGET” if the present letter
matches the letter that appeared 3 letters ago Respond “NOT TARGET” otherwise Must maintain and update
Managing Working Memory
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X
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B
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X
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C
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B
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X
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Results
High MTs do worse and worse as: − Letter is seen more frequently − They have seen more letters
High MTs don’t remove things from memory − There is a cost to this
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Writing Quality
Participants given 30 minutes to answer the following GRE question: − “The luxuries and conveniences of contemporary life
prevent people from developing into truly strong and independent individuals.
Other people are (ostensibly) also writing an essay
At pre-determined intervals, relevant/irrelevant items are displayed on the news feed
Assessment of essay (Six point rubric) − Organization − Coherence
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Results Irrelevant side information hurts HMMs
− Much worse essays when content is irrelevant − This is the norm for college students!
Relevant side information helps HMMs more than LMMs − This type of information is rare
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Task Switching
Test of ability to switch back and forth between two tasks
You will see a cue (“LETTER” or “NUMBER”), followed by a letter/number pair (e.g. “2b”)
After seeing “LETTER”, say “yes” if the letter in the pair is a vowel
After seeing “NUMBER”, say “yes” if the number is even
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Task Switching
NUMBER
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Task Switching
4b
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Task Switching
LETTER
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Task Switching
6c
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Task Switching
LETTER
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Task Switching
e9
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Task Switching
NUMBER
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Task Switching
8p
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Results
HMMs are much slower in switching HMMs can’t help thinking about the task
they’re NOT doing HMMs are bad at multitasking
Summary
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Why Do High Multitaskers Exhibit Deficits?
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fMRI Results for Task Switch
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Summarizing the Cognitive World of High Multitaskers
Poor executive functions − Can’t focus where they are supposed to focus − Can’t ignore irrelevant information − Can’t manage working memory well − Can’t multitask well (although they do it all the time)
Models of learning assume strong executive functions − 50 minute classes − Online learning
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Summary
“There is no expedient to which high multitaskers will not resort to avoid
the real labor of thinking” (paraphrase of Sir Joshua Reynolds:1723-1792)
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What About Multitasking, Heavy Media Use, and Emotion?
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Link between Multitasking and Emotion
Emotional skills require attention and practice − Emotions are learned through attending to others
It’s hard to learn when you’re not focused or looking elsewhere
− “Emotion atrophy”: the more you have to respond rapidly to people’s emotions, the better you become at: Emotion detection Emotion response Emotion regulation
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Method
Survey of 3,400+ girls aged 8-12 Online questionnaire Media use, multitasking, and FtF use Social and emotional development indices
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Results
Multitasking is problematic for tweens − Less feelings of normalcy − Less sleep − More friends who are bad influences − Less positive feelings from offline friends
Online media use is problematic for tweens − Same effects
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Results
Face-to-face interaction is great for tweens − Greater feelings of normalcy − Greater social success − More sleep − Less friends who are bad influences − More positive feelings from offline friends − Prevents the negative effects of online
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Other Results
Facebook is the happiest place on earth − Positive comments are “liked” more − Photos are almost all happy faces − Positive comments are dominant; negative
comments are hedged
Growth of parallel play
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Is There Any Hope?
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Managing Cognitive Issues
Use the 20 minute rule − Even for email!
Change policies that encourage multitasking Change culture of “responsiveness” Ban laptops in meetings Strengthen executive functions
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Managing Socio-Emotional Issues
Make face-to-face sacred (it’s magical!) Train students and new employees in basic
social rules