初中生媒体多任务水平对其认知控制的影响

The Effects of Media Multitasking Level on Cognitive Control in Junior High School Students

摘要: 媒体多任务行为与个体认知控制关系密切，但目前还不清楚媒体多任务行为发展早期的个体(如初中生)，其认知控制是如何表现的。为此，本研究以初中生为研究对象，通过两个实验分别比较了高、低媒体多任务水平初中生在连续执行任务中的持续注意力(实验1)和执行切换任务中的任务切换能力(实验2)。结果显示，两组被试在实验1连续执行任务中的正确率与反应时不存在显著差异；在实验2的执行切换任务中，两组的正确率类似，但高媒体多任务水平组的反应时显著短于低媒体多任务水平组。这些表明，高、低媒体多任务水平初中生的持续注意没有明显差异，但是高媒体多任务水平初中生切换任务的效率更高，一定程度上支持了训练注意假说。

Abstract: Media multitasking behavior is closely related to individual cognitive control, but it is still unclear how cognitive control is represented in individuals early in the development of media multitasking behavior (such as junior school students). Therefore, two experiments were conducted to examine the sustained attention (Experiment 1) and switching ability (Experiment 2) of different levels of media multitaskers from junior school, separately. The results showed that there was no significant difference in the accuracy and reaction time of the two groups in Experiment 1 during gradual-onset continuous performance task. During the switching task in Experiment 2, the accuracy of the two groups was similar, but the reaction time of the high-level group was significantly shorter than that of the low-level group. These results suggest that high-level and low-level media multitaskers show similar ability of sustained attention; however, high-level media multitaskers show higher level of switching ability than low-level media multitaskers, which supports the Trained Attention Hypothesis.