Cognitive control in media multitaskers

By Eyal Ophir, Clifford Nass, Anthony D. Wagner. Proceedings of the National Academy of Sciences of the United States of America, 2009

1,696 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Demography, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/d3767518bfc76c27a035f80b685ed469338198b9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Daphne Bavelier
2. Michael D. Patterson
3. Adam C. Oei
4. Shawn C. Green
5. René F. Kizilcec
6. Carlos J. Gomez-Ariza
7. J. V. van Merriënboer
8. J. Oakman

In Demography

1. Carlos J. Gomez-Ariza
2. Paul A. Kirschner
3. Julia Morales
4. Patti M. Valkenburg
5. C. Piech
6. Stephen R. Barley
7. Stine Grodal
8. Debra E. Meyerson

In Experimental and Cognitive Psychology

1. J. V. van Merriënboer
2. Fred Paas
3. Paul A. Kirschner
4. René F. Kizilcec
5. John Sweller
6. Richard E. Mayer
7. Daphne Bavelier
8. Shawn C. Green

Citations in the corpus

• Meta-Analysis of Action Video Game Impact on Perceptual, Attentional, and Cognitive Skills (2018, background): “Although hailed by society as a way to increase productivity, a seminal 2009 study suggested high media multi-taskers have weak cognitive control (Ophir, Nass, & Wagner, 2009).”
• Dual mechanisms of cognitive control in bilinguals and monolinguals (2013, methodology): “require different participation of the 2 processes in different conditions (Ophir et al., 2009).”
• Does multitasking with mobile phones affect learning? A review (2016, background): “It is important to make students correctly understand their actual multitasking ability and to recognize that the habit of constantly engaging in multitasking activities may have profound impacts on basic cognitive abilities (Ophir et al., 2009; Sanbonmatsu et al., 2013).”
• Enhancing Cognition with Video Games: A Multiple Game Training Study (2013, result): “This task was similar to that used in Ophir, Nass and Wagner [29] adapted originally from Vogel, McCollough and Machizawa [30].”
• Effects of social media usage and social media multitasking on the academic performance of university students (2017, result): “In accordance with the findings of Richardson et al. (2012), a gender difference in academic performance was found in which female students generally attained a higher CGPA than that of male students.”
• The iPhone Effect (2016, background): “An emerging body of research has focused on the socio-cognitive implications of multitasking and divided attention (Cain & Mitroff, 2011; L. Lin, 2009; Ophir, Nass, & Wagner, 2009; Pea et al., 2012).”
• An exploration of social networking site use, multitasking, and academic performance among United States and European university students (2013, background): “…of efficiency or effectiveness (Kirschner et al., 2006; Sweller et al., 2007), but in reality, switching between tasks leads to poorer learning results and performance on tasks when compared to carrying out those same tasks serially (American Psychological Association., 2006; Ophir et al., 2009).”
• The myths of the digital native and the multitasker (2017, background): “Ophir et al. (2009) concluded that faced with of distractors, heavy multitaskers were slower in detecting changes in visual patterns, were more susceptible to false recollections of the distractors during a memory task, and were slower in task-switching.”
• Do Learners Really Know Best? Urban Legends in Education (2013, background): “Ophir, Nass, and Wagner (2009) observed that heavy media multitaskers are more susceptible to interference from irrelevant environmental stimuli and from irrelevant representations in memory.”