Y11W10WR The multitasking story

Evidence Mapping
The writing prompt

Map the state of the multitasking research, distinguishing what held up from Nass’s work to what may not transfer to today’s students.

1Retrieval check

Q1.What did Clifford Nass’s research on heavy media-multitaskers find?

  • AThey were better at task-switching
  • BThey performed worse on task-switching, working memory, and sustained attention — the opposite of the skill they thought they were practising
  • CThey were more focused than others
  • DThey suffered no cognitive effects

Q2.What is the article’s counter-thread about multitasking?

  • AAll multitasking is equally costly
  • BSome tasks genuinely parallelise (walking and listening); the problem is claiming to parallelise tasks that demand comparable cognitive attention
  • CMultitasking is always productive
  • DYounger brains can multitask better than older ones
Show answer key

Q1 → B. They performed worse on task-switching, working memory, and sustained attention — the opposite of the skill they thought they were practising.Heavy multitaskers performed worse on the very skills they believed they were training — rapid task-switching carries real cognitive cost.

Q2 → B. Some tasks genuinely parallelise (walking and listening); the problem is claiming to parallelise tasks that demand comparable cognitive attention.The issue isn’t ‘doing two things at once’ — it’s doing two things that both require full attention, which can’t actually be done at once.

2Prompt deconstruction

Command verb
MAP — categorise the article’s claims by evidential strength
You pick
specific claims to place in each category
Goal
distinguish the underlying cognitive finding from generational extrapolation; end with what a current-day replication would need
Must reference
Nass’s findings AND the article’s honest acknowledgement of population/time-specificity

3Pick nudge

Which parts of the multitasking evidence are solid, limited or overextended?

Robust core
Task-switching costs across populations
Nass-specific
Heavy-multitasker skill profiles
Generational claim
Today’s students differ (unproven)
Going beyond
Popular claims not supported by any of it

4Planner — categorise the claims

Robust core finding
What cognitive claim is stable across populations and years?
Nass-specific finding
What held for Nass’s participants but has not been cleanly replicated?
Unproven generational claim
What popular claim about ‘kids today’ goes beyond the data?
Claims beyond the evidence
Which popular statements about multitasking ‘rewiring’ the brain are unsupported?
Current-day replication needed
What design and sample would make a modern replication conclusive, and why has it not been done?

5Sentence stems

  • The claim that ___ is robustly supported, because ___.
  • The claim that ___ replicates only partially — specifically, when ___.
  • The popular version of ___ has been walked back; the careful version is ___.
  • The genuinely open question is ___.
  • A study that would resolve this would ___.
  • On the weight of evidence, the article’s own position is ___.

6Exemplar paragraph (not about this article)

(1) The robust core finding is that task-switching carries cognitive cost: this replicates across populations and years. (2) The Nass-specific finding — that heavy media-multitaskers have worse working memory than light users — is less cleanly replicated and may reflect Nass’s specific 2009 university sample. (3) The claim that today’s students are categorically different because of phones is unproven either way; no clean study has compared matched cohorts across decades. (4) Claims that multitasking ‘rewires’ the brain go beyond any of this. (5) A conclusive modern replication would need longitudinal tracking of a large, diverse cohort with pre-registered measures; it has not been done because running such a study is expensive and slow.

What this paragraph does, move by move

  1. Robust claim with scope.
  2. Specific claim flagged as sample-bound.
  3. Generational extrapolation named as unproven.
  4. Over-reach identified.
  5. Specifies what a resolving study would require.