PSY FPX 6025 Assessment 4 Responding to Important Adolescent Development Issues: Media Multitasking
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PSY FPX 6025 Assessment 4 Responding to Important Adolescent Development Issues: Media Multitasking

PSY FPX 6025 Assessment 4 Responding to Important Adolescent Development Issues: Media Multitasking

Name

Capella university

PSY FPX 6025 Child Psychology

Prof. Name

Date

Introduction

Adolescents today are increasingly immersed in media, often engaging in multitasking—simultaneously using various media platforms—which has become more prevalent (Cain et al., 2016). For instance, texting while watching television exemplifies this phenomenon. The accessibility of media anytime, anywhere has fueled this trend, impacting cognitive processes (Cain et al., 2016). With technological advancements making media more accessible and affordable, multitasking has become ubiquitous (Jiotsa et al., 2021). However, research indicates that media multitasking correlates with lower academic performance, impaired cognitive function, and increased impulsivity (Cardoso-Leite et al., 2021).

This report aims to elucidate the effects of adolescents’ multimedia use while studying on their academic performance. It explores how multitasking influences cognitive function, attention, and comprehension. Additionally, it discusses empirically supported intervention strategies for parents to mitigate these effects on their teenagers.

Analysis of how Media Multitasking Affects Adolescents’ Cognitive, Social, Emotional, and Physical Development

Media multitasking can impede concentration and affect various aspects of development, including cognitive, social, emotional, and physical domains (Konrad et al., 2013). The increasing prevalence of multitasking among youth reflects its integration into developmental processes (Popławska et al., 2021). Fragmented reading, common in today’s fast-paced society, poses cognitive challenges (Xie, 2019). Longitudinal studies link excessive media use in childhood to academic decline and health risks (Mundy et al., 2020; Lüscher & Radtke, 2022). Moreover, fragmented reading and social media engagement may impact cognition and brain function (Feng et al., 2021).

Analysis of the Key Theories and Data

Media multitasking undermines cognitive processes, contradicting the notion of effective multitasking (Eanes, 2023). Urie Bronfenbrenner’s social-ecological model provides a framework for understanding these effects (Eanes, 2023). Surrounding influences, including biological and environmental factors, shape early development (Likhar et al., 2022). Culture influences media consumption patterns, with mass media shaping societal values and behaviors (Liao, 2023).

Behavioral Modification

Behavioral interventions targeting media multitasking include awareness, limitation, and mindfulness techniques (Moisala et al., 2016). These interventions aim to enhance metacognition and reduce media accessibility, promoting focused attention and task completion (Moritz et al., 2019).

Conclusion

Adolescents’ media use during study time profoundly affects their cognitive functioning and academic performance. Addressing media multitasking requires multifaceted interventions at the individual, familial, and educational levels. Continued research is vital to understand its long-term effects and develop effective interventions.

References

Bozzola, E., Spina, G., Agostiniani, R., Barni, S., Russo, R., Scarpato, E., Di Mauro, A. O., Di Stefano, A. V., Caruso, C., Corsello, G., & Staiano, A. (2022). The Use of Social Media in Children and Adolescents: Scoping review on the potential risks. International Journal of Environmental Research and Public Health, 19(16), 9960. https://doi.org/10.3390/ijerph19169960

Cain, M. S., Leonard, J. A., Gabrieli, J. D. E., & Finn, A. S. (2016). Media multitasking in adolescence. Psychonomic Bulletin & Review, 23(6), 1932–1941. https://doi.org/10.3758/s13423-016-1036-3

PSY FPX 6025 Assessment 4 Responding to Important Adolescent Development Issues: Media Multitasking

Cardoso-Leite, P., Buchard, A., Tissieres, I., Mussack, D., & Bavelier, D. (2021). Media use, attention, mental health and academic performance among 8 to 12 year old children. PLOS ONE, 16(11), e0259163. https://doi.org/10.1371/journal.pone.0259163

Feng, J., Hu, B., Sun, J., Zhang, J., Wen, W., & Cui, G. (2021). Identifying fragmented reading and evaluating its influence on cognition based on single trial electroencephalogram. Frontiers in Human Neuroscience, 15. https://doi.org/10.3389/fnhum.2021.753735

Jiotsa, B., Naccache, B., Duval, M., Rocher, B., & Grall‐Bronnec, M. (2021). Social Media Use and Body Image Disorders: Association between Frequency of Comparing One’s Own Physical Appearance to That of People Being Followed on Social Media and Body Dissatisfaction and Drive for Thinness. International Journal of Environmental Research and Public Health, 18(6), 2880. https://doi.org/10.3390/ijerph18062880

Moisala, M., Salmela, V., Hietajärvi, L., Salo, E., Carlson, S., Salonen, O., Lonka, K., Hakkarainen, K., Salmela‐Aro, K., & Alho, K. (2016). Media multitasking is associated with distractibility and increased prefrontal activity in adolescents and young adults. NeuroImage, 134, 113–121. https://doi.org/10.1016/j.neuroimage.2016.04.011

PSY FPX 6025 Assessment 4 Responding to Important Adolescent Development Issues: Media Multitasking

Mundy, L., Canterford, L., Hoq, M., Olds, T., Moreno‐Betancur, M., Sawyer, S. Μ., Kosola, S., & Patton, G. C. (2020). Electronic media use and academic performance in late childhood: A longitudinal study. PLOS ONE, 15(9), e0237908. https://doi.org/10.1371/journal.pone.0237908

Sharma, S., & Behl, R. (2022). Analysing the impact of social media on Students’ academic performance: A Comparative Study of Extraversion and Introversion Personality. Psychological Studies. https://doi.org/10.1007/s12646-022-00675-6

Winstone, L., Mars, B., Haworth, C. M. A., & Kidger, J. (2021). Social media use and social connectedness among adolescents in the United Kingdom: a qualitative exploration of displacement and stimulation. BMC Public Health, 21(1). https://doi.org/10.1186/s12889-021-11802-9

Xie, W. (2019). An analysis of fragmented reading and its social impact on college students in the era of new media. Journal of Contemporary Educational Research. https://doi.org/10.26689/jcer.v3i3.693

Part II: Presentation

Introduction

Greetings, my name is Jared Davis, a student at Capella University pursuing a Master of Psychology specializing in Child and Adolescent Development. This presentation aims to elucidate the disruptive effects of media multitasking on attention and its implications for the well-being, development, and growth of children.

Understanding Multi-Media Tasking

Every epoch witnesses relentless exposure to social and technological metamorphosis due to advancing technologies. Recent technological strides have exacerbated the omnipresence of technology, inundating us with a plethora of smart devices annually. Social media platforms have pervaded the digital realm, revolutionizing communication, image sharing, and more. Individuals seamlessly integrate digital devices into mundane activities such as driving, cleaning, exercising, studying, homework, and dining. Moreover, the advent of online dating has begun to eclipse traditional dating paradigms. Initially conceived to expedite and simplify tasks, technological innovations have inadvertently fostered media multitasking, triggering concerns among parents and educators. Regrettably, this trend correlates with detrimental consequences, including diminished cognitive abilities and heightened feelings of despondency, isolation, and lethargy. Adolescent proclivity towards media multitasking is exacerbated by incessant texting, image sharing, internet browsing, and driving while being bombarded with notifications. Maintaining cognitive integrity necessitates solitude. Juggling numerous tasks concurrently impairs media digestion and comprehension.

How to Overcome Media Multitasking

Addressing media multitasking entails individual and institutional interventions. Schools can mitigate psychological factors precipitating multimedia addiction by introducing meditation classes. Three primary intervention strategies—awareness, limitation, and mindfulness—are pivotal.

Awareness: This intervention aims to mitigate distractions and facilitate behavioral modification. For instance, implementing popup alerts to redirect students back to their studies when veering into media multitasking can foster task adherence.

Limitation: Fostering single-tasking focus is the crux of this intervention. Educators can prompt students to stow away their phones and concentrate on the task at hand.

Mindfulness: This intervention nurtures psychological resilience against media multitasking, fostering concentration and encouraging contemplation on the consequences of one’s choices regarding media usage. Incorporating mindfulness exercises and techniques into the curriculum can fortify students’ ability to resist the allure of media multitasking.