I want to media multitask and I want to do it now: Individual differences in media multitasking predict delay of gratification and system-1 thinking

Adolescent mobile phone addiction during the COVID-19 pandemic predicts subsequent suicide risk: a two-wave longitudinal study

Both the rate of mobile phone addiction and suicidality among adolescents have increased during the pandemic lockdown. However, the relationship between mobile phone addiction and suicide risk and the underlying psychological mechanisms remains unknown. This study examined the associations between mobile phone addiction in adolescents during the first month of lockdown and the suicide risk in the subsequent five months. A two-wave short-term longitudinal web-based survey was conducted on 1609 senior high school students (mean age = 16.53 years, SD = 0.97 years; 63.5% female). At Time 1 (T1), the severity of mobile phone addiction and basic demographic information was collected from Feb 24 to 28, 2020 in Sichuan Province, China (at the pandemic’s peak). Five months later, between July 11 and July 23 (Time 2, T2), mobile phone addiction, daytime sleepiness, depression, and suicidality were measured within the past five months. The regression analysis revealed that mobile phone addiction during quarantine directly predicted suicidality within the next five months, even after controlling for the effect of depression and daytime sleepiness. Meanwhile, mobile phone addiction at T1 also indirectly predicted suicidality at T2, with depression and daytime sleepiness mediating this association. Programs targeting improvement of daytime sleepiness and depressive symptoms may be particularly effective in reducing suicide risk among adolescents with mobile phone addiction.

Effects of media multitasking frequency on a novel volitional multitasking paradigm

The effect of media multitasking (e.g., listening to podcasts while studying) on cognitive processes has seen mixed results thus far. To date, the tasks used in the literature to study this phenomenon have been classical paradigms primarily used to examine processes such as working memory. While perfectly valid on their own, these paradigms do not approximate a real-world volitional multitasking environment. To remedy this, as well as attempt to further validate previously found effects in the literature, we designed a novel experimental framework that mimics a desktop computer environment where a "popup" associated with a secondary task would occasionally appear. Participants could choose to attend to the popup, or to ignore it. Attending to the popup would prompt a word stem completion task, while ignoring it would continue the primary math problem verification task. We predicted that individuals who are more impulsive, more frequent media multitaskers, and individuals who prefer to multitask (quantified with the Barratt Impulsiveness Scale, a modified version of the Media Use Questionnaire, and the Multitasking Preference Inventory) would be more distracted by popups, choose to switch tasks more often and more quickly, and be slower to return to the primary task compared to those who media multitask to a lesser degree. We found that as individuals media multitask to a greater extent, they are slower to return to the previous (primary) task set and are slower to complete the primary task overall whether a popup was present or not, among other task performance measures. We found a similar pattern of effects within individuals who prefer to multitask. Our findings suggest that overall, more frequent media multitaskers show a marginal decrease in task performance, as do preferential multitaskers. Attentional impulsivity was not found to influence any task performance measures, but was positively related to a preference for multitasking. While our findings may lack generalizability due to the modifications to the Media Use Questionnaire, and this initial study is statically underpowered, this paradigm is a crucial first step in establishing a more ecologically valid method to study real-world multitasking.

Is it worth it? The costs and benefits of bringing a laptop to a university class

Students often bring laptops to university classes, however, they do not limit their laptop use to class-related activity. Off-task laptop use occurs frequently in university classrooms and this use negatively impacts learning. The present study addresses whether potential benefits of class-related laptop use might mitigate the costs of off-task laptop activity. We used tracking software to monitor both class-related and off-task laptop use by undergraduate students enrolled in an introductory psychology course, and we observed how types of laptop use related to course performance. We found a positive correlation between class-related use and exam scores that was driven by viewing lecture slides during class. We also found a negative correlation between off-task laptop use and exam scores, but class-related activities did not predict an increase in off-task use. Thus, for students who constrain their laptop use to class-related activity, the benefits outweigh the costs. While a laptop may be beneficial for some, it is unclear which students are able to constrain themselves to class-related activities and whether the benefits of class-related laptop use obtained by slide viewing could be achieved by other means. Thus, students and educators should carefully consider the costs and benefits of laptop use in the classroom.

A Review of Evidence on the Role of Digital Technology in Shaping Attention and Cognitive Control in Children

The role of digital technology in shaping attention and cognitive development has been at the centre of public discourse for decades. The current review presents findings from three main bodies of literature on the implications of technology use for attention and cognitive control: television, video games, and digital multitasking. The aim is to identify key lessons from prior research that are relevant for the current generation of digital users. In particular, the lack of scientific consensus on whether digital technologies are good or bad for children reflects that effects depend on users' characteristics, the form digital technologies take, the circumstances in which use occurs and the interaction between the three factors. Some features of digital media may be particularly problematic, but only for certain users and only in certain contexts. Similarly, individual differences mediate how, when and why individuals use technology, as well as how much benefit or harm can be derived from its use. The finding emerging from the review on the large degree of heterogeneity in associations is especially relevant due to the rapid development and diffusion of a large number of different digital technologies and contents, and the increasing variety of user experiences. We discuss the importance of leveraging existing knowledge and integrating past research findings into a broader organizing framework in order to guide emerging technology-based research and practice. We end with a discussion of some of the challenges and unaddressed issues in the literature and propose directions for future research.

Effectiveness of Leadership Decision-Making in Complex Systems

This paper traverses the domains of leadership and decision-making within various types of systems with different levels of complexity. The article presents some background about both leadership and decision-making, and then explores the concept of leadership decision-making and some of the factors involved. The paper then reviews complex systems and provides examples to differentiate complex systems from other systems. Finally, these strands are brought together with a consideration of leadership decision-making in complex systems and presentation of a framework to assist managers faced with decision-making in complexity, based on data collected in a survey. The aim and practical contribution of this paper is to improve the outcomes of leadership decision-making within complex systems, based upon the findings and on a decision aid model derived from them. The paper, therefore, should help people in real life and leaders within organizational settings to improve their decision-making effectiveness within the ever-increasing range of complex situations which are now widely encountered.

Predicting attention shifting abilities from self-reported media multitasking

Media multitasking is an increasingly prominent behavior in affluent societies. However, it still needs to be established if simultaneous use of several modes of media content has an influence on higher cognitive functions, such as divided attention. In this study, attention shifting was the primary focus, since switching between tasks is assumed to be necessary for media multitasking. Two tasks, the number-letter and local-global task, were used as measures of switching ability. The cognitive reflections task was included to control for possible effects of intelligence. Results from linear regression analyses showed that higher levels of media multitasking was related to lower switching costs in the two attention-shifting tasks. These findings replicate previous findings suggesting that heavy media multitaskers perform better on select measures of task switching. We suggest two possible explanations for our results: media multitasking may practice skills needed for switching between tasks, or high media multitaskers are choosing this style of technology use due to a dominating personality trait in this group.

Minds and brains of media multitaskers: Current findings and future directions

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.

Volitional media multitasking: awareness of performance costs and modulation of media multitasking as a function of task demand

In two experiments, we sought to determine whether (a) people are aware of the frequently observed performance costs associated with engaging in media multitasking (Experiment 1), and (b) if so, whether they modulate the extent to which they engage in multitasking as a function of task demand (Experiment 2). In Experiment 1, participants completed a high-demand task (2-back) both independently and while a video was simultaneously presented. To determine whether people were sensitive to the impact that the concurrent video had on primary-task performance, subjective estimates of performance were collected following both trial types (No-Video vs. Video trials), as were explicit beliefs about the influence of the video on performance. In Experiment 2, we modified our paradigm by allowing participants to turn the video on and off at their discretion, and had them complete either a high-demand task (2-back) or a low-demand task (0-back). Findings from Experiment 1 indicated that people are sensitive to the magnitude of the decrement that media multitasking has on primary-task performance. In addition, findings from Experiment 2 indicated that people modulate the extent to which they engage in media multitasking in accordance with the demands of their primary task. In particular, participants completing the high-demand task were more likely to turn off the optional video stream compared to those completing the low-demand task. The results suggest that people media multitask in a strategic manner by balancing considerations of task performance with other potential concerns.

Adverse physiological and psychological effects of screen time on children and adolescents: Literature review and case study

A growing body of literature is associating excessive and addictive use of digital media with physical, psychological, social and neurological adverse consequences. Research is focusing more on mobile devices use, and studies suggest that duration, content, after-dark-use, media type and the number of devices are key components determining screen time effects. Physical health effects: excessive screen time is associated with poor sleep and risk factors for cardiovascular diseases such as high blood pressure, obesity, low HDL cholesterol, poor stress regulation (high sympathetic arousal and cortisol dysregulation), and Insulin Resistance. Other physical health consequences include impaired vision and reduced bone density. Psychological effects: internalizing and externalizing behavior is related to poor sleep. Depressive symptoms and suicidal are associated to screen time induced poor sleep, digital device night use, and mobile phone dependency. ADHD-related behavior was linked to sleep problems, overall screen time, and violent and fast-paced content which activates dopamine and the reward pathways. Early and prolonged exposure to violent content is also linked to risk for antisocial behavior and decreased prosocial behavior. Psychoneurological effects: addictive screen time use decreases social coping and involves craving behavior which resembles substance dependence behavior. Brain structural changes related to cognitive control and emotional regulation are associated with digital media addictive behavior. A case study of a treatment of an ADHD diagnosed 9-year-old boy suggests screen time induced ADHD-related behavior could be inaccurately diagnosed as ADHD. Screen time reduction is effective in decreasing ADHD-related behavior.

CONCLUSIONS

Components crucial for psychophysiological resilience are none-wandering mind (typical of ADHD-related behavior), good social coping and attachment, and good physical health. Excessive digital media use by children and adolescents appears as a major factor which may hamper the formation of sound psychophysiological resilience.