Rosene et al

Question 1

effect of technology on attention

Answer 1

• learning requires attention.
• Attentions is a state in which cognitive resources are focused on certain aspects of the environemt rather that on others and the central nervous system is in all states of readiness to respond to stimuli.
• Without it reasoning, memory, probklem solving and creativity are at risk.
• how children develop ttention is determined by their environemnt.
• rosen et al demonstarted the negative effcets of multi- tasking on attention and acdemic performance but also showed that they can be overcome to an extent by using metacognitive startergies

Question 2

aim

Answer 2

to investigate the effects of amount of multi-tasking and response delay on attention and acdemic performance

Question 3

prcedure

Answer 3

185 college students
- students viwed a videotapes lecture and were then given a test to asses their understanding. during the lecture all students received text messages that requirs a response.
- there were theree groups of particpants dependoing on the number of the text mesaages they received: small, medium or large.

Question 4

reuslts

Answer 4

• the more text messages a student recieved during the lecture, the worse the student performed on the test.
• this also depended on response delay: students who chose to read and respond to the messages immediately after receivning them did significantlu worse on the tes than students who chose to read and respond some time later

Question 5

conclusion

Answer 5

• we can consciously override the automatic tendency to get distracted and switch to off-tas behavior be delaying the response to teh distractor. To some extent this may cmpenstate for the negativ effctes of induced media multi-taksing. Metacognitive startergy requires alot of cognitivr effort

Question 6

limitations

Answer 6

• the fact that particiapnts recieved and responded to texts from other people may have interfered with their responses to texts seent by the investiagtors, howver the timing of the texts was recorded and synchronized with the videotapes lecture and they represnetued only a small percentge of overall texts.
• fact that the group that was supposed to receive no texts did receive an occasional text message from someone else presented that group with a source of interference\
• interruptive quality of the text messages, participants were asked to have their phone son vibrate and close at hand