Digital technology Definition Flashcards
(5 cards)
Positive and negative effects of technology on cognitive processes
Positive:
- Video gaming may enhance visuospatial skills and help the surgeons to better perform real-life tasks ( Rosser et al)
- Working memory games would improve attention
( Klingbing et al)
Negative:
- Increased consumption of digital media would lead to attention problem, which influences memory recall ( Rosen et al) –memory is not reliable
- Media multitasking reduces working memory capacity in adolescents ( Cain et al)
Klingbing et al #working memory games would improve attention
This study demonstrates the positive applications of understanding working memory processes as it shows we can design computer games to improve the working memory capacity of children and to reduce attention problems
A: to investigate whether or not working memory games could improve the WWM capacity
M: experiment
P:
- Attention deficit hyperactivity disorder (ADHD) is a chronic problem that results in poor concentration. It can affect a child’s learning and social skills and can have an impact on family functioning.
- 42 kids with ADHD were assigned to two conditions: a computer game designed to improve working memory that gradually got harder(treatment group), or the same game without increasing level of difficulty to stretch their WWM capacity(control group).
- The kids were expected to play the games for around 40 minutes a day, for five days a week.
- They were tested after five weeks of treatment and again after three months
Results:
- The results showed that the kids in the treatment group had a significant improvement in their working memory capacity.
- Their parents also reported reduced symptoms of inatten¬tion and hyperactivity.
- This is one example of the positive effects of technology on the reliability of cognitive processes, in this case working memory capacity and attention.
Rosser et al (2007)
A: to investigate whether playing videogames results in better surgery performance
M: correlational study
P:
• 33 surgeons
• Firstly, the participants were assessed on their videogames experience outside of the research by using a self-report questionnaire.
• Then they were asked to play 3 games for 25 minutes, those games were specifically selected for fast reaction and precise movements.
• The total score they obtained from the game demonstrates their game mastery.
• Then the researchers measured the number of errors they made in the surgery drill.
R:
• The results showed that for higher game mastery correlated with fewer errors in surgery drills.
• Surgeons who played videogames more than 3 hours per week performed 27% faster and made 37% fewer errors in surgery drills than their non-playing colleagues
• Playing videogames requires rapid visuospatial coordination, thus it enhances the related cognitive processes in real-life.
E:
Strength:
• replicable
• easy to collect data. (correlational study)
• The researchers considered both previous video-game experience and current videogame performance
Limitation:
• no cause-and-effect relationship
• Small sample size– results could not be generalized
• Limited application due to small sample size
Rosen et al (2011)
A: to investigate the effects of text message interruptions on memory recall
M:
• Experiment, independent measures design.
P:
• Metacognitive strategies—the ability to consciously monitor and regulate the cognitive processes
• 185 college students
• They were told that they were going to view a videotaped lecture and they would be tested on the material after the lecture
• During the lecture, the researchers sent the text messages to the participants which they were asked to respond them.
• The participants were divided into 3 groups: no-text group (low-texting group), 4-text group and an 8-text group (high-texting group).
• After the test, then the participants were asked about their response time and their attitudes of texting behaviours during the lecture.
- Then they were asked to perform on test based on the content of the lecture.
R:
• The low-texting group performed 10% better than the high-texting group.
• The more text messages a student received, the worse he performed on the test.
• For students who decided to response immediately performed worse than students who chose to read and took longer time to respond.
• 75% of the participants agreed that texting behaviours have negative effects on their learning.
• The effects of texting on memory were small
• The negative effects of induced media multi-tasking can be reduced by metacognitive strategies.
E:
Strengths:
• Field experiment—high ecological validity
• Rigorously designed–including number of texting and question related to the participants’ attitudes to texting
Limitations:
• The confounding variables were not controlled—other people’s messages might interfere with the researchers’ messages
• The vibrations of the phone when receiving the messages might distract other students who haven’t received text messages
Connection to MSM ( attention )
Cain et al
Media multitasking is the act of consuming multiple media at the same time – for example, watching television while simultaneously reading your email on a tablet. Of course, it is debatable whether you are focusing on both media at the same time.
Aim: To investigate the relationship of media multitasking in adolescents not only to cognitive processing, working memory in particular, but also to the more real-world measure of academic achievement.
Method:
- Correlational Study
- A self-selected sample of 74 students in the 8th grade (equal numbers of males and females) ( a range of ethnic and socioeconomic backgrounds)
- Participants were first asked to complete a questionnaire asking how many hours each week were spent using 12 forms of media, including watching TV, playing video games, reading print media, reading electronic media, instant messaging, and so on.
- This allowed researchers to generate a Media Multitasking Index (MMI) for each participant.
- MMI values were compared for each participant against standardised test scores .Scores for the math and English subtests were each correlated against the MMI value.
Results: Media multitasking was correlated with reduced working memory capacity, and with lower academic achievement on the standardised tests.
Evaluation:
Strengths:
- Focus on the relationship between multitasking and academic performance—variables are operationalized and well-constructed
- Eliminate gender/ cultural bias
- Application in educational setting/ parenting style
Limitations:
- Not generalizable—adolescent students
- The correlations between media multi-tasking and verbal and mathematical performance have not been verified by laboratory experiments
- Correlation—no cause and effect relationship
- There might be other factors that influence WMC
