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Instructor/Advisor

Michael Stroud

Keywords

attention, multitasking, distraction

Abstract

This study explores the research question: Can we effectively divide our attention across two tasks? With the rise of multitasking among college students, particularly during academic tasks, understanding the cognitive implications of divided attention is increasingly important. We hypothesize Dividing attention between two tasks will result in decreased performance compared to focusing on a single task. It is predicted that multitasking involving continuous distraction (e.g., watching a show) will lead to slower reaction times and lower recall accuracy compared to multitasking that involves brief memory interference.

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