Efficiently Juggling Various Tasks: Skills in Plural, Not Singular

Efficiently Juggling Various Tasks: Skills in Plural, Not Singular

In the modern world, we're all juggling multiple tasks, from chatting on the phone while checking emails to cooking dinner and helping with homework. But a new study by the University of Surrey suggests that our ability to multitask isn't a one-size-fits-all skill.

Instead, it's a blend of general abilities that apply across different situations and more specialized skills that are unique to specific multitasking scenarios. This helps explain why past studies have shown inconsistent gender differences in multitasking performance.

For their research, the team brought together 224 university students who tackled nine different multitasking challenges designed to represent three main types of multitasking: concurrent, task-switching, and complex multitasking.

Concurrent multitasking involves doing two things at once, like talking on the phone while driving. Task-switching requires rapid shifts between two tasks, such as replying to emails while attending to notifications. On the other hand, complex multitasking demands planning and flexible thinking, like managing a busy kitchen.

The researchers found that no single multitasking ability explains performance across all tasks. Instead, they discovered that task-switching largely draws on a general multitasking ability that applies broadly. However, concurrent and complex multitasking require both this general ability and unique, situation-specific skills.

For example, complex multitasking often necessitates more "working memory capacity," which is the brain's ability to hold and manipulate information temporarily.

This new study helps clarify conflicting results in past research, including inconsistent gender differences in multitasking performance. Dr. Alan Wong, the lead researcher, says, "Multitasking is not a one-size-fits-all skill. To understand and improve multitasking, we need to consider both the broad capabilities that apply across tasks and the specialized skills needed for specific situations."

Dr. Yetta Kwailing Wong, another researcher involved in the study, adds, "Training to improve multitasking abilities shouldn't focus on just one type of task. Instead, a variety of challenges is required to build both general multitasking ability and the specific skills needed for particular scenarios."

About this neuroscience research news

Author: Georgina GouldSource: University of SurreyContact: Georgina Gould - University of SurreyImage: Courtesy of our website

Original Research: Closed access.

Abstract

This new research builds on previous studies that have adopted diverse paradigms for concurrent multitasking, task-switching, and complex multitasking. Investigating the relationships among them is essential for uncovering shared cognitive mechanisms, advancing a unified theory of multitasking, and exploring the link of multitasking to other cognitive functions.

The researchers adopted an individual-difference approach to examine the unity and separability of multitasking ability. Nine paradigms were completed by 224 university students, with three paradigms each for concurrent multitasking, task switching, and complex multitasking.

Confirmatory factor analyses showed both general and specific factors essential to capture individual differences in performance. Specifically, general cognitive abilities shared across different multitasking paradigms play a significant role in task-switching. On the other hand, both general and specific abilities are involved in concurrent and complex multitasking.

These findings help reconcile conflicting results in previous studies of group differences in multitasking and highlight the limitations in the generalizability of claims based solely on performance in a single paradigm. Given the multifaceted nature of multitasking, it is recommended that assessment and intervention of multitasking encompass a comprehensive array of paradigm types to cover both general and specific abilities.

1. The new study by the University of Surrey indicates that the ability to multitask is not universally consistent, but instead, a blend of general and situation-specific skills.
2. According to the research, task-switching predominantly draws on a general multitasking ability, while concurrent and complex multitasking rely on both this general ability and unique, context-specific skills.
3. The researchers discovered that complex multitasking often necessitates more "working memory capacity," a brain function that allows for the temporary holding and manipulation of information.
4. Dr. Yetta Kwailing Wong, one of the researchers involved in the study, suggests that training to improve multitasking abilities should include a variety of challenges to build both general multitasking ability and specific skills for particular situations.
5. This neuroscience research news contributes to the understanding of multitasking by exploring the relationships among different types of multitasking, such as concurrent, task-switching, and complex multitasking, and by uncovering shared cognitive mechanisms that can aid in developing a unified theory of multitasking.

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