CECS 5300 -Research Activity-2 (Attention and Consciousness)

Human brains can remarkably handle a number of tasks simultaneously, and this process is called a multitasking. However, recent studies show that working on more than one task at the same time makes people slower in thinking and taking decision. Not only this, in multitasking, the human reaction time goes down by one second; thus, it reduces the productivity; at the same time, it increases the chances of making mistakes. Most researchers agree that human brains can be divided into pools of attention, and by these mental resources and divided attention people can multitasking, set proprieties, and then easily shit between tasks as needed. Mobile phones, loud radios and DVD players in cars, as well as high traffic, passengers, and other modern elements are environmental events that affect our attention while we are driving and seriously risk lives. Recent studies show that most of automobile accidents are caused by failures in dividing attention. This image was taken from the New York Times Technology website. The game is designed to demonstrate the positional consequences of distractions like texting on your driving ability.

Despite our ability in dividing our attention, this game proves how multitasking is a hard job while driving. I would like you to play this game.

http://www.nytimes.com/interactive/2009/07/19/technology/20090719-driving-game.html

When I was trying to do the multiplication tables, I was at my office; I decided to make some distractions, I opened the window, used my computer, and I run this 1:30 YouTube video to interrupt my concentration. In fact, it was very difficult to remember the multiplication tables; I started from table 2 and just reached table 4.

These distractions impacted my attention, and made me slower than usual, and I made mistakes. It was very observable that the words from the video and from outside my office interfered with the words in my mind.

A study by Foerde (2006, as cited in Sternberg R & Sternberg K, 2009, Cognitive Psychology, p.157) found that “the formation of declarative memory is hampered even by little distractions like a sound in the background,” this part in our memory is essential for successful learning. Foerde noted that when we concentrate on complex tasks, we keep a lot of information activated in our memory. Unfortunately, our concentration can be easily destroyed by external distractions. Many studies show that external disturbances can affect our learning perspective and lead to negative consequences on our attention and consciousness. Therefore, more hard work should be made in order to ensure that all academic settings are conducive to learning. Furthermore, academic institutions should take these findings into considerations with their current building structures and future designing in order to establish a healthy environment.

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MORE STUDIES OF NOISE AND LEARNING (Imported from EducationWorld: http://www.educationworld.com/a_curr/curr011.shtml)

• Preschoolers in daycare centers located near elevated trains in New York City did poorer on psychomotor skills than their counterparts in quieter neighborhoods did. (Hambrick-Dixon, Developmental Psychology, 1985, as cited in )
• Older students who attended schools near major New York airports had lower reading scores than children in schools located further from the airports did. (Green & Shore, Archives of Environmental Health, 1982)
• Children living near noisy highways in Los Angeles had lower reading scores and children living near a major airport there had more difficulty solving cognitive problems. (Cohen, Glass and Singer, Journal of Experimental and Social Psychology, 1973 and 1980)
• A study of seventh and tenth graders found that the high-academic students were not affected by nearby airport noise while lower-achieving students were affected. (Maser, Sorensen, Kryter & Lukas, Western Psychological Association Conference, 1978)
• Noise is more bothersome in crowded classrooms; teachers in those classrooms might resort to quieter, less effective teaching methods because of the conditions. (Gifford, Environmental Psychology, Allyn and Bacon, Inc., 1987)
• Language and cognitive skills develop more slowly in children raised in noisy homes. Possible reason: Parents in noisy homes interact less often with their children. (Wachs, American Psychological Association Conference, 1982)