effect of state of mind on task switcher's efficiency

8/9/2019 Effect of State of Mind on Task Switcher's Efficiency

1/19

Efect o State o Mind on Task-SwitchersEciency |1

EFFECT OF STATE OF MIND ON TASK SWITCHERS EFFICIENCY

June Keithly Corpuz * Aileen Hortelano * Janica Manalaysay Marion Nicole Rodillas * Lara Sarceno * Jo-anne Vegas

Mrs Clarita Sucilan! MS "sychABSTRACT

Multitas#ing! $hich is the act o% trying to per%or& t$o or &ore incongruous chores

si&ultaneously! has t$o conditions 'irst! at least one o% the tas#s is so $ell learned as to (eauto&atic Second! the t$o tas#s &ust in)ol)e di%%erent types o% (rain processing % the tas#s to

(e done (y an indi)idual engage the sa&e parts o% the (rain! the tendency %or the indi)idual is to

s$itch %ro& one tas# to another called +tas#-s$itching, his study e.plored on $hether ha)inga rela.ed or a sti&ulated &ind $ould ha)e on e%%ect on tas# s$itcher/s e%%iciency Results sho$

that accuracy is e&phasized o)er speed $hen the tas#-s$itcher has a rela.ed &ind 0n the other

hand! tas#-s$itcher per%or&s %aster at the e.pense o% the 1uality o% their $or# $hen the

indi)idual has a sti&ulated &ind

BACKGROUND OF THE STUDY

Many people ta#e pride in (eing a &ultitas#er 0ne tal#s on one/s &o(ile phone $hile

one coo#s (rea#%ast 0ne &ay eat $hile reading and $atching tele)ision 0thers &ay clai& that

they could do their research $or#s $hile listening to the ne$s! or dri)ing $hile applying &a#e-up 2hy do people &ultitas#3 "eople &ultitas# %or &any reasons So&e are pressured (y ti&e in

doing certain tas#s 0thers $ant to acco&plish e)erything all at once in a )ery short span o%

ti&e Moreo)er! indi)iduals $ant to (elie)e that they are an epito&e o% producti)ity and

e%%iciency

he ter& &ultitas#ing originated as co&puter 4argon %or the situation $hen the centralprocessing unit s$itches (ac# and %orth (et$een di%%erent progra&s Just the sa&e! %or hu&an(eings! &ultitas#ing is the act o% trying to per%or& t$o or &ore incongruous chores

si&ultaneously 5Reader/s 6igest Asia! 7897:

"eople (elie)e that &ultitas#ing is one o% their s#ills he 1uestion lies on people/s

understanding o% the real concept o% &ultitas#ing Researchers say that &ultitas#ing in)ol)es

engaging in t$o tas#s si&ultaneously (ut $ith t$o conditions 'irst! at least one o% the tas#s is so$ell learned as to (e auto&atic! &eaning no %ocus or thought is necessary to engage in the tas#

such as $al#ing and eating Second! the t$o tas#s &ust in)ol)e di%%erent types o% (rain

processing 'or e.a&ple! one can read e%%ecti)ely $hile listening to classical &usic (ecause

reading co&prehension engages the ;roca/s area o% %rontal lo(e and processing instru&entalengages the pri&ary auditory corte. o% te&poral lo(e Ho$e)er! one/s a(ility to retain

in%or&ation $hile reading and listening to &usic $ith lyrics declines signi%icantly (ecause (oth

tas#s acti)ate the language center o% the (rain 5aylor! 7899:

n the a(o)e &entioned case! &ultitas#ing really e.ists 0n the other hand! the co&&on

notion o% people is di%%erent %ro& the real sense o% the &ultitas#ing itsel% % the tas#s to (e done(y a certain indi)idual engage the sa&e parts o% the (rain! the tendency %or the indi)idual is to


2/19


s$itch %ro& one tas# to another n relation to this! 6r "ierre Jolicoeur! chair in the as#-s$itching> is pro(a(ly a &ore

accurate description! and though the s$itch &ay occur in %ractions o% a second! there is anassociated tas#-s$itch cost? an a&ount o% ti&e lost $ith each s$itch 5Reader/s 6igest Asia!7897:

As one could see! the &ultitas#ing #no$n to people is o% di%%erent concept %ro& $hat itreally is 6oing e-&ail $hile tal#ing on the phone! coo#ing $hile doing the chec#list o% the

grocery ite&s! and eating $hile studying! all these things are called tas#-s$itching rather than

&ultitas#ing "eople actually shi%t their attention %ro& one tas# to another Say %or e.a&ple!

$riting a ter& paper $hile chatting $ith a %riend % one concentrates on chatting $ith a %riend!one &ight end up &i.ing one/s ideas $ith the in%or&ation (eing relayed (y the %riend resulting to

lea)ing the tas# at hand co&pletely to %ocus on the tas# prioritized (y the indi)idual

"eople do tas#-s$itching (ecause others (elie)e that they $ould (e a(le to do tas#s $ithaccuracy and speed "eople %re1uently atte&pt to per%or& &any tas#s $hich o%ten re1uire the&

to 4uggle their li&ited resources in order to acco&plish each o% these tas#s success%ully o sho$this! a study $as conducted in 7889 (y Joshua Ru(instein! Je%%rey


3/19


$ithout learning! it &ay result to struggling &ore $ith &e&ory and learning A particular study

concerning the &ental acti)ity o% the (rain $as carried out $herein participants $ere as#ed to

rest and through the use o% electroencephalography 5


4/19


at a ti&e! $hat #inds o% dual tas#s are achie)a(le and $hich are not! and ho$ he can e.plain this

a(ility 5'ulcher! 788:

2ith the di)ided attention theory! one should allocate one/s attention to the tas#s in order

to (e a(le to pay attention to (oth o% the tas#s at the sa&e ti&e Kanhe&an 59EI: put %or$ard

the capacityGresource allocation &odel o% attentionAccording to Kanhe&an di%%erent tas#sre1uire a di%%erent a&ount o% processing So! easy tas#s $ill re1uire little processing capacity and

lea)e plenty a)aila(le %or carrying out another tas# at the sa&e ti&e! $hereas &ore di%%icult tas#s

re1uire a lot &ore processing capacity! so one tas# &ay only (e carried out si&ultaneously $ithanother tas# $hich doesn@t re1uire so &uch attention 5'ulcher! 788:

his research $ould &a#e use o% the States o% Mind! na&ely Rela.ed and Sti&ulated! as

ndependent Varia(le he 6ependent Varia(le $ould (e the


5/19


Hypothesis:he states o% &ind a%%ect the degree o% e%%iciency o% the tas#-s$itchers A tas#-

s$itcher $ith a rela.ed &ind is &ore e%%icient than a tas#-s$itcher $ith a sti&ulated &ind

According to Joann 6ahl#oetter! "h6! a $ell-#no$n author and e.pert on &ental

training %or athletes! >Rela.ation is an e.perience t@s a state o% physical and &ental stillnesscharacterized (y the a(sence o% tension and an.iety> n addition! studies and anecdotal reports

%ro& elite le)el cyclists and other endurance athletes consistently say one related #ey to %aster

training and racing is learning to stay >in the &o&ent> at all ti&es--e&ptying the &ind o% le%t-

(rain thin#ing! analyzing and 4udging 5Al Ly&an: o relate this $ith the e.peri&ent! the

researchers assu&e that rela.ation o% the &ind $ould &a#e the tas#-s$itcher &ore e%%icient!

especially $hen it in)ol)es &otor s#ills he tas#-s$itcher can per%or& the tas# &ore e%%iciently

since they ha)e less tension and an.iety as co&pared to $hen the &ind is sti&ulated 'or

e.a&ple! thin# a(out ho$ &any ti&es one has hurriedly reached to %lip a light s$itch as one

passed (y it $ithout slo$ing one/s stride ;ecause one #ne$ that one had one short opportunity

to hit the s$itch! one pro(a(ly e&phasized speed and in so&e cases &issed the s$itch

co&pletely 2hat is interesting a(out this particular situation is ho$ people percei)e the need toact as %ast as o%ten as one initiate a cycle o% se)eral reaches and &isses! $hich ends up ta#ing %ar

longer than i% one had si&ply slo$ed do$n in the %irst place 5'air(rother:

As %ra&e$or# to the a(o)e 1uestions! the research paradig& shall (e?

he )aria(les identi%ied in the theoretical %ra&e$or# $ill (e directly related to the research

1uestions proposed in the preceding section

METHODS AND $ROCEDURES

$o)*latio" o# the St*'(

n this research! a total o% F8 participants $ere incidentally selected %ro& the students

enrolled in second se&ester o% acade&ic year 7897- 789 in Saint Louis =ni)ersity! ;aguio City

Re&earch De&i+" a"' Metho'olo+(

Dependent

Variable

Efciency

Accracy!n"#er o

correct

answers$ S%eed

!n"#er o

Independent

Variable

States o Mind

&e'a(ed Mind Sti"'ated

Mind


6/19

Efect o State o Mind on Task-SwitchersEciency |)

o gather data in this study! the researchers used the e.peri&ental &ethod he e.peri&ental

&ethod is one &ethod o% research that can test hypotheses concerning cause and e%%ect

relationships n psychological e.peri&ents! researchers try to #eep all )aria(les o% the situationconstant e.cept one the 6ependent Varia(le 56V:

n order to control all conditions! the researchers &ade use o% incidental sa&pling o% su(4ectsMoreo)er! there $as no pre-inter)ie$! an act $hich $ould indicate that the su(4ects &ay (e %ro&

di%%erent courses! %ro& a higher year or a lo$er year! %a&iliar $ith the tas# or not! or $ith a(o)e

a)erage! a)erage! or (elo$ a)erage D

he incidentally selected participants $ere (rought to a roo& %ree %ro& noise and other

e.traneous )aria(les

hirty participants $ere under the Sti&ulated Mind Broup he participants under$ent an

acti)ity that sti&ulated their &inds (e%ore they $ent through the actual e.peri&ent his acti)ity

$as to sol)e a tangra& puzzle in the span o% &inutes he participants $ere as#ed to try to

%or& as &any %igures as possi(le angra& is an ancient Chinese puzzle consisting o% se)enshapes that can (e put together and (uild di%%erent %igures

hirty participants $ere under the Rela.ed Mind Broup he participants under$ent an

acti)ity that rela.ed their &ind (e%ore they $ent through the actual e.peri&ent his acti)ity

re1uired participants to listen to a piece o% classical &usic %or &inutes 2hile doing so! they$ere as#ed to clear their &inds as &uch as possi(le

'or the actual e.peri&ent! the su(4ects $ere as#ed to create a )ertical list o% the letters o% the

alpha(et and the nu&(ers one to 7F he participants $ere as#ed to alternate the t$o sets o%characters? A! 9! ;! 7! C! and so on n case they ha)e co&&itted an error! they $ere not

allo$ed to go (ac# and erase to &a#e changes in their lists hey had to proceed and %inish the

list he e.peri&enter recorded the nu&(er o% seconds the su(4ect too# in doing the e.peri&enthe nu&(er o% correct ans$ers or the accuracy $ere counted e)ery a%ter the list has (een &ade

he e%%iciency $as &easured (y di)iding the nu&(er o% correct ans$ers 5accuracy: o)er the

nu&(er o% seconds 5speed: it too# to %inish the tas#

Treatme"t o# the Data

o ans$er pro(le& 9! the -test? $o Sa&ple Assu&ing


7/19

Efect o State o Mind on Task-SwitchersEciency |*

Re&*lt&

Accuracy

a(le 9 sho$s the co&putations &ade %or the accuracy o% Rela.ed Mind Broup and Sti&ulated

Mind Broup

Gro*) N*m%er o# Correct Re&)o"&e&

Mea"& , X

-

Sta"'ar' De.iatio"&

,SD-

Rela/e' Mi"' Gro*) 01234 35264

Stim*late' Mi"' Gro*) 74257 8056251

t9 &tat .al*e: 724; ,SIGNIFICANT-

t Critical to9tail .al*e: 7266

he o(tained t 5: 7 %alls (eyond the critical region o% 788 at 8 he +8, $hich

says that there is no signi%icant di%%erence in the accuracy o% the Rela.ed Mind Broup andSti&ulated Mind Broup is re4ected he Rela.ed Mind Broup is &ore accurate than the

Sti&ulated Mind Broup

Speed

a(le 7 sho$s the co&putations &ade %or the speed o% Rela.ed Mind Broup and Sti&ulated

Mind Broup

Gro*) Mea"& , X

- i" &eco"'& Sta"'ar' De.iatio"&

,SD-

Rela/e' Mi"' Gro*) 08263 3;23

effect of state of mind on task switcher's efficiency

Documents