Evan SheppardDr. AndersonPsychology11 September 2018Consumer of Psychological Science AssignmentThe research in this article is trying to find if texting during a lecture affects a students ability to learn. Gingerich and Lineweaver found studies similar to the one that they wanted to conduct. One of these studies showed that outside stimuli, such as sound produced by a cellphone, disrupted the learning process (e.
g., End, Worthman, Mathews, & Wetterau, 2010; Hughes & Jones, 2001). The findings of Fernandez and Moscovitch support this by saying that “divided attention impairs memory” (2000).
Another study Gingerich and Lineweaver found displayed the dangers of texting while driving (e.g., Drews, Yazdani, Godfrey, Cooper, & Strayer, 2009; Hosking, Young, & Regan, 2009; Lee, 2007; Strayer & Johnston, 2001).
Gingerich and Lineweaver wrote this article in order to prove that “texting during lecture would disrupt comprehension and retention of lecture material” (2014). In other words, multitasking while learning new information could hinder you from retaining said information. In order to prove their hypothesis, the researchers conducted two experiments. Experiment 1 was conducted on two groups of students. The first group was to sit through a lecture without checking their phones, and then take a test to measure comprehension. The second group sat through the same lecture, but the students were to hold a text conversation during it. The students allowed to join this second group were required to have an unlimited data plan. This was for reasons associated with cost.
It was this requirement that made Gingerich and Lineweaver conduct a second experiment. Experiment 2 was structured similarly to the first. The difference being that all test subjects were required to have an unlimited data plan. The researchers found that people who had this type of plan were more than likely spending more hours on their phones. In the second experiment, the seperate groups were told a lie about their counter group. This lie being that the other group was texting during the lecture about the lecture. This way both groups thought they were testing against the same opponent. After the completion of the test in the first experiment, the students were asked how confident they were in their answers.
It was found that the group that texted during the lecture was less confident in their answers. While the group that did not text was more confident in their answers. The two groups level of confidence correlated with the test results. Those results being that the students who did not text during the lecture scored better than the students that did.
The second experiment shared the same results. “OMG! Texting in Class ¼ U Fail 🙁 Empirical Evidence That Text Messaging During Class Disrupts Comprehension” is an informative article. It presents information that appeared to be common sense at first glance. Realizing that there are students that are ignorant to the evidence in this article sheds light on its importance. Some students believe that they can attend class and text friends without that hurting them. Everything presented in the reading says otherwise. The article is clean and easy to follow.
It lays out the experiments with fine detail. The only part I found to be confusing was in the results. The format of the data was new to me, but the graphs cleared that up. If one were to recreate this study they should separate it into male and female groups. This would add a layer to the study that tested these opposite sexes ability to multitask. Reading this article has only strengthened the importance of undivided attention.
Focusing on a goal, at any given time, and sticking to it. It could also be said that this article is telling us to lay off the technology. If you aren’t learning in class when your on your phone, what’s it like in the waking world? You have to stay focused to learn. I’ll take what this article teaches and apply it in and out of the classroom. Gingerich, A.C., ; Lineweaver, T.
T. (2014). OMG! Texting in class = u fail 🙁 Empirical evidence that text messaging during class disrupts comprehension. Teaching of Psychology, 41(1), 44-51.Research by Gingerich and Lineweaver (2014)(Gingerich ; Lineweaver, 2014)