scholarly journals Individual Differences in Media Multitasking and Inattentional Blindness

2014 ◽  
Vol 14 (10) ◽  
pp. 550-550
Author(s):  
D. A. Varakin ◽  
B. Huybers
Keyword(s):  
Individual Differences ◽  
Inattentional Blindness ◽  
Media Multitasking

scholarly journals Individual Differences in Task-Unrelated Thought in University Classrooms

2020 ◽  
Author(s):  
Michael J. Kane ◽  
Nicholas Carruth ◽  
John Lurquin ◽  
Paul Silvia ◽  
Bridget Anne Smeekens ◽  
...  
Keyword(s):  
Individual Differences ◽  
Mind Wandering ◽  
Situational Interest ◽  
Self Report ◽  
Media Multitasking ◽  
Final Grade ◽  
Multiple Group ◽  
Course Grades ◽  
Thought Probes ◽  
Course Outcomes

This study investigated what academic traits, attitudes, and habits predict individual differences in task-unrelated thought (TUT) during lectures, and whether this TUT propensity mediates associations between academic individual differences and course outcomes (final grade and situational interest evoked by material). Undergraduates (N=851) from 10 psychology classes at two U.S. universities responded to thought probes presented during two early-course lectures; they also indicated sitting in the front, middle, or back of the classroom. At each probe, students categorized their thought content, such as indicating on-task thought or TUT. Students also completed online, academic-self-report questionnaires at the beginning of the course and a situational interest questionnaire at the end. Average TUT rate was 24% but individuals’ rates varied widely (SD=18%). TUT rates also increased substantially from the front to back of the classroom, and modestly from the first to second half of class periods. Multiple-group analyses (with 10 classroom groups) indicated that: (a) classroom media-multitasking habits, initial interest in the course topic, and everyday propensity for mind-wandering and boredom accounted for unique variance in TUT rate (beyond other predictors); (b) TUT rate accounted for unique (modest) variance in course grades and situational interest; and (c) classroom media multitasking and propensity for mind-wandering and boredom had indirect associations with course grades via TUT rate, and these predictor variables, along with initial interest, had indirect associations with end-of-term situational interest via TUT rate. Some academic traits and behaviors predict course outcomes in part because they predict off-task thought during class.

scholarly journals Individual differences in task-unrelated thought in university classrooms

2021 ◽  
Author(s):  
Michael J. Kane ◽  
Nicholas P. Carruth ◽  
John H. Lurquin ◽  
Paul J. Silvia ◽  
Bridget A. Smeekens ◽  
...  
Keyword(s):  
Individual Differences ◽  
Mind Wandering ◽  
Situational Interest ◽  
Self Report ◽  
Media Multitasking ◽  
Final Grade ◽  
Multiple Group ◽  
Course Grades ◽  
Thought Probes ◽  
Course Outcomes

AbstractThis study investigated what academic traits, attitudes, and habits predict individual differences in task-unrelated thought (TUT) during lectures, and whether this TUT propensity mediates associations between academic individual differences and course outcomes (final grade and situational interest evoked by material). Undergraduates (N = 851) from ten psychology classes at two US universities responded to thought probes presented during two early-course lectures; they also indicated sitting in the front, middle, or back of the classroom. At each probe, students categorized their thought content, such as indicating on-task thought or TUT. Students also completed online, academic-self-report questionnaires at the beginning of the course and a situational interest questionnaire at the end. Average TUT rate was 24% but individuals’ rates varied widely (SD = 18%). TUT rates also increased substantially from the front to back of the classroom, and modestly from the first to second half of class periods. Multiple-group analyses (with ten classroom groups) indicated that: (a) classroom media-multitasking habits, initial interest in the course topic, and everyday propensity for mind-wandering and boredom accounted for unique variance in TUT rate (beyond other predictors); (b) TUT rate accounted for unique (modest) variance in course grades and situational interest; and (c) classroom media multitasking and propensity for mind-wandering and boredom had indirect associations with course grades via TUT rate, and these predictor variables, along with initial interest, had indirect associations with end-of-term situational interest via TUT rate. Some academic traits and behaviors predict course outcomes in part because they predict off-task thought during class.

Individual differences in emotional distress and susceptibility to inattentional blindness.

2014 ◽  
Vol 1 (4) ◽  
pp. 370-386 ◽  
Author(s):  
Keith Bredemeier ◽  
Juyoen Hur ◽  
Howard Berenbaum ◽  
Wendy Heller ◽  
Daniel J. Simons
Keyword(s):  
Individual Differences ◽  
Emotional Distress ◽  
Inattentional Blindness

scholarly journals Effects of Media Multitasking on Inattentional Blindness during Multiple Object Tracking

2016 ◽  
Vol 16 (12) ◽  
pp. 44
Author(s):  
Adam Kimbler ◽  
D. Alexander Varakin ◽  
Matt Moran ◽  
Josh Back ◽  
Jason Hays ◽  
...  
Keyword(s):  
Object Tracking ◽  
Inattentional Blindness ◽  
Multiple Object Tracking ◽  
Media Multitasking ◽  
Multiple Object ◽  
Effects Of Media

Individual differences in susceptibility to inattentional blindness

2010 ◽  
Author(s):  
Janelle K. Seegmiller ◽  
Jason M. Watson ◽  
David L. Strayer
Keyword(s):  
Individual Differences ◽  
Inattentional Blindness
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