Rosen et al (2011)

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7 Terms

1

Aim

To examine to what extent does task switching effect an individual’s ability to recall information.

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2

Participants

  • 185 college students

  • 80% female; 20% male

  • mean age of 25

  • 83% of participants were born between 1980 and 1989

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3

Procedure

  • Watched a 30 minute video-taped lecture

  • Researchers would be texting them at the same time to which the participants should respond promptly

  • Randomly assigned into one of the three groups

    • Minimal/no texting group (0)

    • Moderate texting group (4)

    • High texting group (8)

  • After watching the lecture, they are immediately tested on the material

  • Interviewed on:

    • Texting behaviours in educational settings

    • Attitudes toward texting during classes

    • Perceptions regarding the impact of texting on their learning abilities

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4

Findings

  • Test scores exhibited a significant negative correlation with the total volume of texts sent and received, indicating that higher text volumes corresponded to lower memory test scores

  • Comparing performance, the group with minimal or no texting exposure outperformed the high texting group by 10.6% in memory scores.

  • Participants who delayed responding to text messages for more than 4-5 minutes demonstrated substantially better performance in the test than those who responded promptly

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5

Conclusion

Multitasking or task switching will negatively impactan individual’s performance or ability to recall. Therefore, students should be taught metacognitive strategies that focus on when it is appropriate to take a break and when it is important to focus without distractions in order to maximise their learning

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6

Strengths

  1. Cross-sectional study - experiment is replicable, findings are generalisable, fast to conduct

  2. High ecological validity - students are in a realistic, familiar environment when being tested

  3. 83% of students were born between 1980 and 1989 to ensure familiarity with texting

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7

Weaknesses

  1. Artificial element incorporated - researchers texting the students rather family/friends, impacting

  2. Snapshot design - limits insights on long-term effects of task switching

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