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Ma Y, Yin J, Xuan H, Ren X, He J, Wang T. Personality Traits and Family SES Moderate the Relationship between Media Multitasking and Reasoning Performance. J Intell 2024; 12:58. [PMID: 38921693 PMCID: PMC11204845 DOI: 10.3390/jintelligence12060058] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/09/2023] [Revised: 05/21/2024] [Accepted: 05/31/2024] [Indexed: 06/27/2024] Open
Abstract
The prevalence of media multitasking has raised concerns regarding its potential impact on cognitive abilities. Despite increasing attention given to this topic, there remains no consensus on how media multitasking is related to cognitive performance. This study aims to shed light on this issue by examining whether and how personality traits and family socioeconomic status (SES) moderate the relationship between media multitasking and reasoning performance. To this end, a large sample of university students (n = 777) completed a battery of measures, including the Raven's Advanced Progressive Matrices, the Media Multitasking Inventory, the Big Five Inventory, the Barratt Impulsiveness Scale, the Grit Scale, and the Family SES Questionnaire. Results revealed a negative correlation between media multitasking and reasoning performance. However, this relationship was substantially moderated by conscientiousness, extraversion, openness, and family SES. Specifically, media multitasking was more detrimental to reasoning performance among individuals with lower levels of conscientiousness, extraversion, openness, and family SES, whereas it was less detrimental to counterparts with higher levels of these personality traits and family SES. The proposed moderation model, for the first time, not only offers novel insights into the theoretical accounts regarding how media multitasking relates to cognitive abilities, but also identifies the protective factors that may buffer the negative impacts of media multitasking.
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Affiliation(s)
- Yuning Ma
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou 310058, China; (Y.M.); (J.Y.); (H.X.)
| | - Jinrong Yin
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou 310058, China; (Y.M.); (J.Y.); (H.X.)
| | - Hongzhou Xuan
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou 310058, China; (Y.M.); (J.Y.); (H.X.)
| | - Xuezhu Ren
- School of Education, Huazhong University of Science & Technology, Wuhan 430074, China
| | - Jie He
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou 310058, China; (Y.M.); (J.Y.); (H.X.)
| | - Tengfei Wang
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou 310058, China; (Y.M.); (J.Y.); (H.X.)
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OZDES A, KARAMAN F. Remembering in the Digital World: Autobiographical Memory in Social Media. PSIKIYATRIDE GUNCEL YAKLASIMLAR - CURRENT APPROACHES IN PSYCHIATRY 2023. [DOI: 10.18863/pgy.1122227] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/27/2023]
Abstract
The use of social media continues to increase in modern cultures in recent years. This new context leads to creating a virtual self, which somewhat differs from the real self. Further, social relations are set and maintained predominantly in this new context. There is no doubt that social media does not only affect individuals' social relations but also their cognitive skills by pulling them into new situations that they are unfamiliar with. In this new context, content coded in social media can be remembered in real life, and content coded in real life can be remembered in social media. This new context, where mostly real-life stories are shared, is likely to strongly affect the autobiographical memory processes of individuals. Past research suggests that social media affects autobiographical memory processes both directly (phenomenological characteristics, functions) and indirectly through cognitive processes (eg, attention, working memory, transitive memory). Studies about its indirect effects indicate that people with limited attention and working memory capacity have difficulty processing the high number of stimuli offered by social media. Given that the long-term memory capacity is not limited, it is plausible to expect that some of the contents are encoded into the memory; however, problems may occur in the storage and retrieval processes. Studies about the direct effect of social media show that the phenomenological characteristics (number of details, accuracy, emotional content) and functions (self, social, directing, therapeutic) of events experienced or shared on social media differ from real-life events. This theoretical review discusses the effects of social media use on cognitive processes related to memory processes and more specifically on the phenomenological and functional characteristics of autobiographical memory. To recognize and prevent potential psychological issues that may emerge in relation to this new setting, it appears essential to comprehend how social media affects autobiographical memory, which is essential for self-perception.
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Kong F, Meng S, Deng H, Wang M, Sun X. Cognitive Control in Adolescents and Young Adults with Media Multitasking Experience: a Three-Level Meta-analysis. EDUCATIONAL PSYCHOLOGY REVIEW 2023. [DOI: 10.1007/s10648-023-09746-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/16/2023]
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Schmidt CR, Schmidt SR, Wilson KA. Individual differences in memory disruption caused by simulated cellphone notifications. Memory 2022; 30:1349-1386. [DOI: 10.1080/09658211.2022.2120203] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
Affiliation(s)
| | - Stephen R. Schmidt
- Psychology Department, Middle Tennessee State University, Murfreesboro, TN, USA
| | - Kara A. Wilson
- Psychology Department, Middle Tennessee State University, Murfreesboro, TN, USA
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Zhang J, Xue T, Liu S, Zhang Z. Heavy and light media multitaskers employ different neurocognitive strategies in a prospective memory task: An ERP study. COMPUTERS IN HUMAN BEHAVIOR 2022. [DOI: 10.1016/j.chb.2022.107379] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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Perceptions and behaviors of learner engagement with virtual educational platforms. Am J Surg 2022; 224:371-374. [PMID: 35184816 PMCID: PMC8853863 DOI: 10.1016/j.amjsurg.2022.02.043] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2021] [Revised: 01/03/2022] [Accepted: 02/14/2022] [Indexed: 01/01/2023]
Abstract
Background The COVID-19 pandemic has increased utilization of educational technology for surgical education. Our aim was to determine attitudes and behaviors of surgical education champions towards virtual educational platforms and learner engagement. Methods An electronic survey was distributed to all Association of Surgical Education members addressing i) methods of engagement in virtual learning ii) ways to improve engagement and iii) what influences engagement. Stratified analysis was used to evaluate differences in responses by age, gender, level of training and specialty. Results 154 ASE members completed the survey (13% response rate). 88% respondents accessed virtual learning events at home. Most (87%) had joined a virtual learning event and then participated in another activity. 1 in 5 who did this did so “always” or “often”. Female respondents were more likely than males to join audio and then participate in another activity (62.3% v 37.7%, p = 0.04). Conclusions Virtual platforms do not automatically translate into increased learner engagement. Careful design of educational strategies is essential to increase and maintain learner engagement when utilizing virtual surgical education.
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Murphy K, Shin M. Frequent media multitasking is not associated with better cognitive flexibility. JOURNAL OF COGNITIVE PSYCHOLOGY 2021. [DOI: 10.1080/20445911.2021.2002876] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Karen Murphy
- School of Applied Psychology, Griffith University, Queensland, Australia
| | - Myoungju Shin
- School of Psychology, Charles Sturt University, Bathurst, Australia
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Dickinson KJ, Caldwell KE, Graviss EA, Nguyen DT, Awad MM, Tan S, Winer JH, Pei KY. Assessing learner engagement with virtual educational events: Development of the Virtual In-Class Engagement Measure (VIEM). Am J Surg 2021; 222:1044-1049. [PMID: 34602277 DOI: 10.1016/j.amjsurg.2021.09.021] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2021] [Revised: 09/22/2021] [Accepted: 09/22/2021] [Indexed: 11/17/2022]
Abstract
BACKGROUND The COVID-19 pandemic has necessitated virtual education, but effects on learner engagement are unknown. We developed a virtual in-class engagement measure (VIEM) to assess learner engagement in online surgical education events. METHODS Using the STROBE, an observer collected tool to document student engagement, as a template an ASE committee workgroup developed the VIEM. The VIEM had two parts: observer assessment and learner self-assessment of engagement. Trained observers collected engagement data from two institutions using the VIEM. Surgical attendings, fellows and residents were observed during virtual learning events. Educator attitudes towards online teaching were also assessed via survey. RESULTS 22 events with 839 learners were observed. VIEM distinguished between sessions with low and high engagement. 20% of learners pretended to participate. Half of instructors were comfortable with virtual teaching, but only 1/3 believed was as effective as in-person. 2/3 of teachers believed video learners were more engaged than audio learners. CONCLUSIONS Virtual platforms do not automatically translate into increased engagement. Standard tools such as VIEM may help with assessment of engagement during virtual education.
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Affiliation(s)
- K J Dickinson
- Department of Surgery, University of Arkansas for Medical Sciences, Little Rock, AR, USA; Department of Surgery, Houston Methodist Hospital, Houston, TX, USA; Department of Interprofessional Education, University of Arkansas for Medical Sciences, Little Rock, AR, USA.
| | - K E Caldwell
- Department of Surgery, Washington University in St Louis, St Louis, MO, USA
| | - E A Graviss
- Department of Surgery, Houston Methodist Hospital, Houston, TX, USA; Department of Pathology and Genomic Medicine, Houston Methodist Research Institute, Houston, TX, USA
| | - D T Nguyen
- Department of Pathology and Genomic Medicine, Houston Methodist Research Institute, Houston, TX, USA
| | - M M Awad
- Department of Surgery, Washington University in St Louis, St Louis, MO, USA
| | - S Tan
- Department of Surgery, University of Florida Health, Gainesville, FL, USA
| | - J H Winer
- Department of Surgery, Emory University, Atlanta, GA, USA
| | - K Y Pei
- Department of Graduate Medical Education, Parkview Health, Fort Wayne, IN, USA
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Positive associations between media multitasking and creativity. COMPUTERS IN HUMAN BEHAVIOR REPORTS 2020. [DOI: 10.1016/j.chbr.2020.100015] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
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Abstract
Previous studies suggest that frequent media multitasking - the simultaneous use of different media at the same time - may be associated with increased susceptibility to internal and external sources of distraction. At the same time, other studies found no evidence for such associations. In the current study, we report the results of a large-scale study (N=261) in which we measured media multitasking with a short media-use questionnaire and measured distraction with a change-detection task that included different numbers of distractors. To determine whether internally generated distraction affected performance, we deployed experience-sampling probes during the change-detection task. The results showed that participants with higher media multitasking scores did not perform worse as distractor set size increased, they did not perform worse in general, and their responses on the experience-sampling probes made clear that they also did not experience more lapses of attention during the task. Critically, these results were robust across different methods of analysis (i.e., Linear Mixed Modeling, Bayes factors, and extreme-groups comparison). At the same time, our use of the short version of the media-use questionnaire might limit the generalizability of our findings. In light of our results, we suggest that future studies should ensure an adequate level of statistical power and implement a more precise measure for media multitasking.
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Stavrinos D, McManus B, Underhill AT, Lechtreck MT. Impact of adolescent media multitasking on cognition and driving safety. HUMAN BEHAVIOR AND EMERGING TECHNOLOGIES 2019; 1:161-168. [PMID: 33709071 DOI: 10.1002/hbe2.143] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/27/2023]
Abstract
Adolescence is a critical period in brain development particularly in regions related to attention and executive function (EF). As the use of electronics and media in daily activities increases, one essential question is how adolescent attention development and related executive and speed processes are impacted by media multitasking (MM), or the simultaneous use of media (e.g., text messaging while watching television). This review examines current literature concerning (a) the prevalence of MM during adolescence; (b) relations between MM and adolescent cognitive development, specifically attention, speed of processing, and EF; and (c) real-world implications of MM including adolescents and driver distraction. Finally, future challenges and opportunities in MM research are explored with special attention given to overcoming the limitations of current research in this area and the critical need to advance our understanding of the impact of MM on adolescent driver safety.
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Affiliation(s)
- Despina Stavrinos
- Department of Psychology, University of Alabama at Birmingham, Birmingham, USA
| | - Benjamin McManus
- Department of Psychology, University of Alabama at Birmingham, Birmingham, USA
| | - Andrea T Underhill
- Department of Psychology, University of Alabama at Birmingham, Birmingham, USA
| | - Maria T Lechtreck
- Department of Psychology, University of Alabama at Birmingham, Birmingham, USA
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Minds and brains of media multitaskers: Current findings and future directions. Proc Natl Acad Sci U S A 2018; 115:9889-9896. [PMID: 30275312 DOI: 10.1073/pnas.1611612115] [Citation(s) in RCA: 46] [Impact Index Per Article: 7.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
Media and technology are ubiquitous elements of our daily lives, and their use can offer many benefits and rewards. At the same time, decisions about how individuals structure their use of media can be informed by consideration of whether, and if so how, the mind and brain are shaped by different use patterns. Here we review the growing body of research that investigates the cognitive and neural profiles of individuals who differ in the extent to which they simultaneously engage with multiple media streams, or ‟media multitasking." While the literature is still sparse, and is marked by both convergent and divergent findings, the balance of evidence suggests that heavier media multitaskers exhibit poorer performance in a number of cognitive domains, relative to lighter media multitaskers (although many studies find no performance differences between groups). When evidence points to a relationship between media multitasking level and cognition, it is often on tasks that require or are influenced by fluctuations in sustained goal-directed attention. Given the real-world significance of such findings, further research is needed to uncover the mechanistic underpinnings of observed differences, to determine the direction of causality, to understand whether remediation efforts are needed and effective, and to determine how measurement heterogeneity relates to variable outcomes. Such efforts will ultimately inform decisions about how to minimize the potential costs and maximize the many benefits of our ever-evolving media landscape.
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