Working memory capacity predicts effective multitasking

被引:27
|
作者
Pollard, Megan A. [1 ]
Courage, Mary L. [1 ]
机构
[1] Mem Univ, St John, NF A1B 3X9, Canada
基金
加拿大自然科学与工程研究理事会;
关键词
Multitasking; Individual differences; Polychronicity; Working memory capacity; Perceived multitasking ability; Better-than-average effect; INDIVIDUAL-DIFFERENCES; MEDIA MULTITASKING; PERSONALITY DIMENSIONS; POLYCHRONICITY; PERFORMANCE; ATTENTION; ABILITY; IMPACT; TIME; SUPERTASKERS;
D O I
10.1016/j.chb.2017.08.008
中图分类号
B84 [心理学];
学科分类号
04 ; 0402 ;
摘要
The increasing frequency of student multitasking during study has raised concerns about its impact on their learning outcomes. To address this, performance on an academic task was examined. Students were instructed either to attend to two simultaneous sources of information (text article, documentary video) for later test or to attend to the text but ignore the video. To assess individual differences potentially related to multitasking success, students' working memory capacity, polychronicity, and self-perception of multitasking effectiveness were included in regression analyses. Finally, the generality of successful multitasking on the study task to performance on a simulated making breakfast task was examined. The results showed: (1) students who attended to two sources during study showed poorer retention of material from both; (2) students who ignored one source performed as well as controls who studied without distraction; (3) successful multitaskers had large working memory capacity, preferred multitasking, and were confident in their multitasking effectiveness; (4) successful multitaskers on the study task were not necessarily successful on the breakfast task; and (5) only working memory capacity was common to both tasks. Results are discussed in terms of task and individual characteristics that underlie effective multitasking. (C) 2017 Elsevier Ltd. All rights reserved.
引用
收藏
页码:450 / 462
页数:13
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