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  Previous issue (2020. Vol. 9, no. 4)

Journal of Modern Foreign Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2304-4977

DOI: https://doi.org/10.17759/jmfp

License: CC BY-NC 4.0

Started in 2012

Published quarterly

Free of fees
Open Access Journal

 

Media multitasking: from cognitive functions to digital 355

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Soldatova G.U.
Doctor of Psychology, Corresponding Member, Russian Academy of Education, Doctor of Psychology, Professor, Department of Personality Psychology, Lomonosov Moscow State University, Moscow, Russia
ORCID: https://orcid.org/0000-0002-6690-7882
e-mail: soldatova.galina@gmail.com

Nikonova E.Y.
Assistant, Faculty of Psychology, Lomonosov Moscow State University, Moscow, Russia
ORCID: https://orcid.org/0000-0001-6338-3764
e-mail: eniconova@mail.ru

Koshevaya A.G.
Postgraduate Student, Associate Professor of Department of Personality Psychology, Faculty of Psychology, Lomonosov Moscow State University, Moscow, Russia
ORCID: https://orcid.org/0000-0002-9684-1693
e-mail: koshag@inbox.ru

Trifonova A.V.
PhD in Psychology, Associate Professor, Department of Acmeology and Psychology of Professional Activity, Russian Academy of National Economy and Public Administration under the President of the Russian Federation, Moscow, Russia
ORCID: https://orcid.org/0000-0001-7217-0066
e-mail: a-linblches@mail.ru

Abstract
The article presents the phenomenon of multitasking, representing simultaneous execution of two or more mental operations. Its particular type, media multitasking (MMT), is also considered as a relatively new format for combining various information flows that meets the requirements of the digital environment. The historical perspective of studying multitasking is presented: from individual experiments on the selectivity of attention to the phenomenon of digital everyday life. Modern empirical studies of MMT correlates among the main cognitive functions, including those of “light” and “heavy” multitaskers: attention, memory, thinking, and cognitive control, as well as productivity, academic performance, and metacognition are analyzed. The positive and negative effects of the MMT format are described. The resulting data set suggests that using the MMT format, which for most children and adolescents is gradually becoming a universal strategy of activity, the child adapts to an information-rich environment as a multiple and mixed reality. The importance of developing mechanisms for the formation of managed and controlled MMT for the education system is emphasized.

Keywords: media multitasking, multitasking, cognitive function, adolescents, cognitive control, metacognition, digital socialization

Column: Developmental psychology

DOI: https://doi.org/10.17759/jmfp.2020090401

For Reference

Funding

The reported study was funded by Russian Foundation for Basic Research (RFBR), project number 19-29-14181 “Multitasking in the structure of digital socialization: cognitive and personality factors of effectiveness in the context of education digitalization”.

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