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

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.

ADDITIONAL INSTRUCTIONS FOR THE CLASS – PSY FPX 6025 Assessment 4 Responding to Important Adolescent Development Issues: Media Multitasking

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. PSY FPX 6025 Assessment 4 Responding to Important Adolescent Development Issues: Media Multitasking

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. PSY FPX 6025 Assessment 4 Responding to Important Adolescent Development Issues: Media Multitasking

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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