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Multitasking is mentally and physically stressful for everyone, [3] to the point that multitasking is used in laboratory experiments to study stressful environments. [4] Research suggests that people who are multitasking in a learning environment are worse at learning new information compared to those who do not have their attention divided ...
It involves mimicking a researcher as they tap a sequence of up to nine identical spatially separated blocks. The sequence starts out simple, usually using two blocks, but becomes more complex until the subject's performance suffers. This number is known as the Corsi Span, and average is about 5–6 for typically 'normal' human subjects. [1]
In Morris' first experiment, the apparatus was a large circular pool, 1.30 m across and 0.60 m high. The purpose of the original experiment was to show that spatial learning does not require the presence of local cues, meaning that rats can learn to locate an object without any auditory, visual, or olfactory cues. [15]
A 1995 experiment found that 50% of undergraduate males and 25% of females performed "very well" on the task and 20% of males and 35% of females performed "poorly". [1] Similar sex differences have been confirmed internationally. [8]
Their experiment specifically tested mental rotation on three-dimensional objects. Each subject was presented with multiple pairs of three-dimensional, asymmetrical lined or cubed objects. The experiment was designed to measure how long it would take each subject to determine whether the pair of objects were indeed the same object or two ...
Despite the research, people from younger generations report that they feel multitasking is easy, even "a way of life." They perceive themselves as good at it and spend a substantial amount of their time engaged in one form of multitasking or another (for example, watching TV while doing homework, listening to music while doing homework, or even all three things at once).
In cognitive psychology, Brown–Peterson task (or Brown–Peterson procedure) refers to a cognitive exercise designed to test the limits of working memory duration. The task is named for two notable experiments published in the 1950s in which it was first documented, the first by John Brown [1] and the second by husband-and-wife team Lloyd and Margaret Peterson.
Experiment 2 focused on how the substantive content of cognitions can affect subsequent delay behavior. The conditions in Experiment 2 were the same as in Experiment 1, with the exception that after the three comprehension questions were asked of the children the experimenter suggested ideas to think about while they were waiting.
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