Online Multi-Tasking

Paper Summary:

This paper addresses the problems regarding preference for media multi-tasking and the perceived effectiveness of such performance. The paper utilizes the cognitive psychology theory and the limited capacity theory to explore the information processing mechanism of multi-tasking behaviors and relates that various studies in different age groups have shown that multi-tasking has become a routine behavior for media users across the country. The paper includes a complete research design.

Table of Contents:
Introduction
Eons of Multi-Tasking
Generation Y and Multitasking
Theoretical Issues and Literature Review
Statement of Problem
Objectives
Experiment Design
Multi-Tasking Experiment
Post-Experiment Performance Evaluations
Participants
Measures
Pre-experiment Questionnaire
Experiment Activity Data
Post-experiment questionnaire
Data Analysis
Limitations of the Study
Multi-tasking, Per Se
Popularity of Multi-Tasking in Younger Generation
Effectiveness of Multi-Tasking
Multi-tasking Performance
Theoretical Framework and Literature Review
Introduction
The Middletown Media Studies
Kaiser Family Foundation Studies on American Youth Media Exposure
Generation M: Media in the Lives of 8-18 Year-Olds
Media Multi-Tasking among American Youth: Prevalence, Predictors and Pairings
The Internet Goes to College Report
How Americans Use Instant Messaging
Theoretical Framework for Media Multi-tasking
The Limited Capacity Models and Theory
Potential Predictors of Multi-Tasking Performance
Coorientation Theory in Communication
Figure: Self and Partner Perception Based on Coorientation Model
Divergent Perceptions Regarding Self vs. Others
Conclusion

From the Paper:

"The limited capacity theory of information processing provides another perspective to studying media multitasking, Lang (1995) notes. Variables within the theory consist of the medium, the content of the message, and the goal of the message. Different media, contents, and goals reportedly lead to viewers' various patterns of motivational and cognitive responses. The individual differences of the media user or viewer interacts with the messages' structure and content determine much about how he/she processes a message during multitasking."

Sample of Sources Used:

• Basil, M. (1994). Multiple resource theory I: Application to television viewing.Communication Research, 21, 177-207.
• Bradley, M. M. (1994). Emotional memory: A dimensional analysis. In S. H. M. V. Goozen, N. E. Van de Poll & J. A. Sergeant (Eds.), Emotions: Essays on emotion theory. Hillsdale, NJ: Erlbaum.
• Cacioppo, J. T., & Gardner, W. L. (1999). Emotion. Annual Reviews: Psychology, 50, 191-214.
• Cocchini, G., Logie, R.H., Sala, S.D., MacPherson, S.E., & Baddeley, A.D. (2002). Concurrent performance of two memory tasks: Evidence for domain-specific working memory systems. Memory & Cognition, 30(7), 1086-1095.
• Eysenck, S. B. G., Eysenck, H. J., & Barrett, P. (1985). A revised version of the psychoticism scale. Personality and Individual Differences, 6, 21-29.

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