Multitasking Habits and Students' Text Calibration and Comprehension (Poster 10)

• In Event: AERA Poster Session Eight
  In Poster Session: Literacy Poster Session Three

Abstract

Much of what we know about the relationship between multitasking and text comprehension comes from studies that assess the consequences of multitasking during a reading episode. Less is known about the relation between multitasking habits and text comprehension, in reading situations where no multitasking takes place. The goal of this study was to fill in this gap. 43 undergraduates read two lengthy expository texts without any distraction, predicted their comprehension and answered text comprehension questions. Our results extend previous evidence by showing that, after controlling for relevant individual differences, students’ multitasking reading habits related negatively to text comprehension performance, and positively with overconfidence. We discuss potential mechanisms for such relationships, and suggest the need to reduce multitasking practices during reading.

Authors

• Mario Romero, University of Valencia
  Non-Presenting Author

• Lidia Altamura, University of Valencia
  Non-Presenting Author

• Pablo Delgado, University of Valencia
  Non-Presenting Author

• Ladislao Salmerón, University of Valencia
  Presenting Author