Why Do We Need Media Multitasking? A Self-Regulatory Perspective

Intrinsic Disorder and Other Malleable Arsenals of Evolved Protein Multifunctionality

Microscopic evolution at the functional biomolecular level is an ongoing process. Leveraging functional and high-throughput assays, along with computational data mining, has led to a remarkable expansion of our understanding of multifunctional protein (and gene) families over the past few decades. Various molecular and intermolecular mechanisms are now known that collectively meet the cumulative multifunctional demands in higher organisms along an evolutionary path. This multitasking ability is attributed to a certain degree of intrinsic or adapted flexibility at the structure-function level. Evolutionary diversification of structure-function relationships in proteins highlights the functional importance of intrinsically disordered proteins/regions (IDPs/IDRs) which are highly dynamic biological soft matter. Multifunctionality is favorably supported by the fluid-like shapes of IDPs/IDRs, enabling them to undergo disorder-to-order transitions upon binding to different molecular partners. Other new malleable members of the protein superfamily, such as those involved in fold-switching, also undergo structural transitions. This new insight diverges from all traditional notions of functional singularity in enzyme classes and emphasizes a far more complex, multi-layered diversification of protein functionality. However, a thorough review in this line, focusing on flexibility and function-driven structural transitions related to evolved multifunctionality in proteins, is currently missing. This review attempts to address this gap while broadening the scope of multifunctionality beyond single protein sequences. It argues that protein intrinsic disorder is likely the most striking mechanism for expressing multifunctionality in proteins. A phenomenological analogy has also been drawn to illustrate the increasingly complex nature of modern digital life, driven by the need for multitasking, particularly involving media.

Educators as agents of breadth-biased learning: using social reconstructionism as rationale for embracing media multitasking and enhancing teaching practices in higher education

This perspective article contends that media multitasking has significant implications on cognitive control processes, particularly in how information is processed and utilized. Contrary to viewing media multitasking as inherently negative, the article argues that it contributes to the evolving nature of cognitive processing, without necessarily improving or degrading it. The discussion draws on theoretical frameworks from contemporary cognitive neuroscience to contextualize these arguments. The article provides a nuanced perspective on media multitasking, acknowledging its enduring presence and exploring its influence on cognitive processes, while also proposing strategies for educators to navigate its implications in educational settings.

High media multitasking habit influences self-referential emotional memory

Previous research (Ophir et al. in Proc Natl Acad Sci 106(37):15583-15587, 10.1073/pnas.0903620106, 2009; Uncapher and Wagner in Proc Natl Acad Sci 115(40):9889-9896, 10.1073/pnas.1611612115, 2018; Wiradhany and Koerts in Media Psychol 24(2):276-303, 10.1080/15213269.2019.1685393, 2021) suggested that different groups (high, low, and moderate) of habitual media multitaskers process information differently. Most of these studies focused on comprehending the cognitive differences among them. But there is considerably less information on their differences in processing emotional stimuli. In this article, using self-referential emotional stimuli ('positive/likeable' and 'negative/dislikeable' words), we aim to examine whether there is any difference in the self-referential emotional memory among different groups of media multitaskers (HMM, MMM, and LMM) using a recall and recognition paradigm. We also investigate whether HMM, MMM, and LMM vary in an emotional categorization task. A total of 120 students (mean age = 20.9 years; males = 84) voluntarily participated and self-reported their preferences for media multitasking using a questionnaire (Ophir et al. 2009). A total of 50 self-referenced words (positive/likeable and negative/dislikeable) were presented to them on a computerized screen for an emotional categorization task. Afterward, they performed a surprise free recall and a recognition task of the same words. Results suggested that HMM were faster in liking 'positive/likeable' words over 'negative/dislikeable' words in emotional categorization tasks in comparison with LMM and MMM. HMM and MMM performed poorly in both the recall and recognition of 'positive/likeable' emotional words compared to LMM. No significant difference was observed in recall and recognition between HMM and MMM. The three groups did not differ significantly in the recall and recognition tasks related to 'negative/dislikeable' emotional words. These findings help understand the differences in processing self-related emotional stimuli among different groups of media multitaskers.