180:, texting, emailing, and web-browsing being used most commonly. Moreover, young adults multitask more than older adults and males multitask more than females for off-task purposes. The results of numerous studies show that high Internet use for off-task purposes is associated with lower GPA. One experimental study compared the impact of using 4 different technologies for off-task purposes including MSN, email, texting, and Facebook, to three control groups during real classroom lectures. The three control groups included one group of students who were free to use any amount of technologies as they wished including any on-task or off-task purposes. The other two groups were on-task note-takers who took notes either on paper, or on a laptop. The results showed that students in the MSN and Facebook conditions scored lower on a memory test than the paper notes control group. When examining the amount of multitasking instead of specific technologies, the results showed that greater levels of multitasking led to progressively lower grades. While all studies show that any kind of off-task multitasking lowers performance, some tasks impair performance more than others. Specifically, social networking is particularly bad for student performance as it leads to higher levels of unfinished assignments and lower GPAs. Moreover, off-task multitasking distracts not only the user but also neighboring students.
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in grade school and high school benefit most from on-task use of technology. This is largely because at the grade school and high school levels, technology is integrated into the design of the course, and teachers provide the necessary structure and supervision. Such conditions allow students to process information more deeply and apply the newly learned information to new contexts, as well as improve collaboration among students. However, university students do not generally benefit from technology. The results of one study showed no benefits to using laptops for improving student GPA (grade point average) in comparison to students who did not use laptops. Two further studies showed that students who did not use laptops outperformed those who did use laptops. Overall, there is a pattern of decreasing the effectiveness of using technology for on-task purposes from the grade school level to the university level. This appears to be due to increased freedom of use of technology, combined with lower levels of integration of specific technology in the design of specific course material. Additionally, younger students and students from financially disadvantaged backgrounds who have high levels of
Internet use are at an especially high risk of under-performing.
125:. There is an overwhelming amount of evidence to show that talking on a phone while driving is very dangerous, often leading to crashes, including those fatal to both drivers and pedestrians. Just one hour of talking on a cellphone per month while driving makes a person between four and nine times more likely to crash. Meanwhile, people who text while driving are 23 times more likely to be involved in some kind of accident. A large review of studies on driving while media multitasking showed that using a hands-free phone while driving is just as dangerous as using a hand-held version, and that both can result in many different driving mistakes including missing stop signs, forgetting to reduce speed when necessary, and following too closely, among many others. Also, media multitasking while driving with other technologies, including MP3 players, voice-based email, a car's music system, and even the GPS, is just as distracting as using a phone. Talking to a person on a cellphone while driving is not the same as having a conversation with a passenger, as adult passengers (but not children) often warn the driver of possible dangers, or at least stop talking when the driving conditions are tough, to let the driver focus on the road.
27:
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ability to multitask. A team of researchers reviewed the extensive literature on multitasking and concluded that hundreds of studies show that slowing will happen when people try to multitask; in fact, many studies that were designed to show that people could multitask without interference in fact indicated the opposite. These researchers warned that when people attempt to multitask, especially when doing complex and potentially dangerous tasks (such as driving and using their cell phones to talk or text), they will always encounter the cognitive bottleneck, causing their performance to suffer in terms of speed or accuracy.
91:
towards juggling among multiple tasks rather than focusing on one task for a long period." The study's author suggests that further research will be necessary as the effects on society become more pronounced: "The new technologies are gearing people, especially young people who grow up with digital technologies and wired networks, toward breadth-biased information processing behavior rather than linear in-depth study behavior. Long-term exposure to media multitasking is expected to produce both positive and negative outcomes on cognitive, emotional, and social development."
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two main reasons: the U.S. students multitask more than
European students and the European students, when engaging in multitasking, were more strategic in their multitasking behavior as they delayed replying to incoming messages. The concept of "digital meta cognition"—awareness of one's usage of and the effects of digital devices—has been proposed as a construct for providing a way to avoid problems with media multitasking while learning.
189:
task-switching did so more often and with more technologies in comparison to students who preferred to focus on a single learning task, and who therefore did not have as many technologies readily available. Consistent with previous studies, students with a preference for focusing and those who used proper study strategies had higher
109:
organizational productivity is increasing at a high rate nonetheless. Concurrent with increased multitasking in the workforce and the subsequent rise in productivity and multitasking in general, literature has witnessed progressively more reports of increased stress, loss of focus, symptoms resembling
108:
Multitasking behavior in the workforce has been increasing steadily since the 1990s as people have easier, and therefore faster, access to information and communication through smart technologies that have become cheaper over time. Although multitasking behavior harms performance, the paradox is that
78:
The researchers concluded that heavy media multitaskers are distracted by the multiple streams of media they are consuming, and that not multitasking can help with concentration. In the "bottleneck theory" of cognitive performance, the slowing down seen when people multitask is called "interference."
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than students who preferred to task-switch. Karpinski and colleagues (2013) compared multitasking behaviors of students from Europe to those of students from the U.S. They found that only the students from the U.S. were distracted by multitasking to the point that their GPA suffered. This was due to
90:
A related article, "Breadth-biased versus focused cognitive control in media multitasking behaviors," notes that the prevalence of this phenomenon leads "to a question about the required skills and expertise to function in society. A society with its ever-increasing complexity appears to move people
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Researchers tried to disprove this theory over several decades, and although they found a handful of activities that people can do simultaneously without slowing, these activities are relatively simple and so far removed from everyday human activities—that they cannot be used as support for people's
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friends to ask questions about course material. Outside of the classroom, students frequently use technology such as instant messaging to communicate with other students, coordinate group work, share important files and homework, and form peer support groups to vent and improve motivation. Students
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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,
141:
to the
Internet. Students can use technologies in the classroom to multi-task in two specific ways when given the choice: For on-task purposes that supplement learning and ease the learning task, or for off-task purposes such as entertainment or social interaction. Overall, research shows that
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An observational study of how students study at home examined their study habits and strategies. The results showed that most students prefer to task-switch a lot and focus for only approximately 6 minutes before reaching for their favorite digital device. Moreover, the students who enjoyed
45:
In many cases, media multitasking is made up of experiences that are not necessarily intended to be combined or coordinated. For example, a user may be browsing the Web, listening to music, playing video games, using e-mail, and/or talking on the phone while watching TV. More intentionally
37:
is the concurrent use of multiple digital media streams. Media multitasking has been associated with depressive symptoms and social anxiety by a study involving 318 participants. A 2018 review found that while the literature is sparse and inconclusive, people who do a heavy amount of media
79:
According to this theory, people have only a limited amount of cognitive resources, which allow them to focus and complete one task at a time. When people try to do several things at once or multitask, their performance suffers a slowdown because of a "cognitive bottleneck," like a
38:
multitasking have worse performance in several cognitive domains. One of the authors commented that while the data does not "unambiguously show that media multitasking causes a change in attention and memory," media multitasking is an inefficient practice that requires "
762:
Rosen, L. D. (2007). "Me, MySpace, and I: Parenting the net generation. In
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listening to music while doing homework, or even all three things at once). By contrast, members of older generations often openly admit that they are not very good at multitasking, finding it difficult, and therefore, do not do it as often as young people.
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digital technologies can enhance learning when used as educational tools, as they are affordable and extremely portable. However, research consistently shows that inappropriate multitasking with digital technologies is harmful to student performance.
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In a longer-term memory test that invited participants to recall specific elements from earlier experiments, the high multitaskers more often falsely identified the elements that had been used most frequently as intentional
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Students use technology for many diverse on-task purposes including taking notes, conducting literature searches, viewing video/audio files, creating and viewing spreadsheets and PowerPoint slides, completing
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In the presence of distracting elements, high multitaskers were 0.4 seconds slower than their counterparts to switch to new activities and 0.3 seconds slower to engage in a new section of the same activity.
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When intentionally distracting elements were added to experiments, heavy media multitaskers were on average 0.08 seconds slower than their lighter media multitasking counterparts at identifying changes in
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Carrier, L. M.; Cheever, N. A.; Rosen, L. D.; Benitez, S.; Chang, J. (2009). "Multitasking across generations: Multitasking choices and difficulty ratings in three generations of
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coordinated forms of media multitasking are emerging in the form of "co-active media" and particularly "
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Research in media multitasking in real-world settings focused mostly on using
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544:10.1073/pnas.0903620106
308:10.1073/pnas.1611612115
244:10.1089/cyber.2012.0291
2496:Television terminology
2418:Fascination with death
2281:Political polarization
2209:Availability heuristic
2174:Television consumption
31:
2381:Criticism of Facebook
2261:Social influence bias
2149:Information pollution
2139:Information explosion
2122:Texting while driving
2078:Low information voter
1976:Pink-slime journalism
164:Off-task multitasking
54:Cognitive distraction
29:
2398:Criticism of Netflix
2204:Availability cascade
2144:Information overload
2053:Attention management
2048:Attention inequality
1944:Human-interest story
1886:Behavioral modernity
1871:Cognitive psychology
1804:Developmental Review
184:Student multitasking
146:On-task multitasking
19:For other uses, see
2311:Post-truth politics
2241:Mean world syndrome
1357:10.1155/2012/697357
784:Management Decision
686:2009PNAS..10615521L
537:(37): 15583–15587.
299:2018PNAS..115.9889U
2129:Influence-for-hire
2107:Media multitasking
2102:Human multitasking
2020:Tabloid television
1971:Media manipulation
1304:10.1007/bf02940852
1179:10.1007/bf02504551
35:Media multitasking
32:
2483:
2482:
2306:Fake news website
2266:Spiral of silence
2219:Confirmation bias
2043:Attention economy
2025:Yellow journalism
1913:Social psychology
1040:10.2190/ec.44.3.f
880:(7514): 428–430.
840:(1): 54–62, 116.
668:Lin, Lin (2009).
600:Acta Psychologica
293:(40): 9889–9896.
178:instant messaging
170:social networking
60:cognitive control
2508:
2328:Knowledge divide
2224:Crowd psychology
2214:Bandwagon effect
1986:Public relations
1903:Media psychology
1849:
1842:
1835:
1826:
1825:
1820:
1819:
1799:
1793:
1792:
1775:(3): 1182–1192.
1763:
1757:
1756:
1728:
1722:
1721:
1685:
1676:
1675:
1666:(6): 2117–2127.
1655:
1649:
1648:
1638:
1621:(6): 1237–1245.
1606:
1600:
1599:
1571:
1565:
1564:
1544:
1538:
1537:
1509:
1500:
1499:
1487:
1481:
1480:
1471:(6): 2236–2243.
1460:
1454:
1453:
1441:
1435:
1434:
1432:
1408:
1402:
1399:
1390:
1389:
1368:
1362:
1361:
1359:
1335:
1329:
1322:
1316:
1315:
1287:
1281:
1280:
1271:(4): 1766–1783.
1259:
1253:
1252:
1232:
1226:
1225:
1197:
1191:
1190:
1162:
1156:
1155:
1135:
1129:
1128:
1126:
1102:
1091:
1090:
1058:
1052:
1051:
1023:
1014:
1013:
993:
987:
986:
958:
952:
951:
934:(4): 1282–1293.
923:
917:
914:
908:
907:
897:
865:
859:
856:
850:
849:
829:
823:
822:
814:
808:
807:
790:(9): 1313–1325.
779:
773:
772:
759:
753:
752:
724:
718:
717:
707:
697:
665:
659:
658:
630:
624:
623:
595:
589:
588:
581:
575:
574:
564:
546:
522:
516:
515:
513:
511:
506:on June 14, 2006
502:. Archived from
491:
485:
484:
482:
481:
466:
460:
459:
449:
425:
419:
418:
386:
380:
379:
369:
345:
339:
338:
328:
310:
278:
272:
271:
227:
104:In the workforce
2516:
2515:
2511:
2510:
2509:
2507:
2506:
2505:
2486:
2485:
2484:
2479:
2364:
2279:
2270:
2246:Negativity bias
2194:
2185:
2073:Cognitive miser
2029:
1922:Media practices
1917:
1862:
1853:
1823:
1800:
1796:
1764:
1760:
1729:
1725:
1686:
1679:
1656:
1652:
1607:
1603:
1572:
1568:
1545:
1541:
1510:
1503:
1488:
1484:
1461:
1457:
1442:
1438:
1409:
1405:
1400:
1393:
1369:
1365:
1336:
1332:
1323:
1319:
1288:
1284:
1260:
1256:
1233:
1229:
1198:
1194:
1163:
1159:
1136:
1132:
1103:
1094:
1059:
1055:
1024:
1017:
994:
990:
959:
955:
924:
920:
915:
911:
866:
862:
857:
853:
830:
826:
815:
811:
780:
776:
760:
756:
725:
721:
666:
662:
631:
627:
596:
592:
583:
582:
578:
523:
519:
509:
507:
492:
488:
479:
477:
467:
463:
426:
422:
387:
383:
346:
342:
279:
275:
228:
224:
220:
214:
200:
186:
166:
148:
139:wireless access
131:
119:
106:
97:
56:
24:
17:
12:
11:
5:
2514:
2504:
2503:
2498:
2481:
2480:
2478:
2477:
2472:
2467:
2466:
2465:
2455:
2450:
2445:
2440:
2435:
2430:
2425:
2420:
2415:
2410:
2405:
2400:
2395:
2394:
2393:
2388:
2378:
2372:
2370:
2369:Related topics
2366:
2365:
2363:
2362:
2361:
2360:
2355:
2350:
2340:
2335:
2330:
2325:
2320:
2319:
2318:
2313:
2303:
2298:
2297:
2296:
2285:
2283:
2276:Digital divide
2272:
2271:
2269:
2268:
2263:
2258:
2253:
2248:
2243:
2238:
2237:
2236:
2231:
2221:
2216:
2211:
2206:
2200:
2198:
2191:Cognitive bias
2187:
2186:
2184:
2183:
2181:Sticky content
2178:
2177:
2176:
2171:
2169:Binge-watching
2161:
2156:
2151:
2146:
2141:
2136:
2131:
2126:
2125:
2124:
2119:
2114:
2109:
2099:
2094:
2093:
2092:
2085:Digital zombie
2082:
2081:
2080:
2070:
2065:
2060:
2058:Attention span
2055:
2050:
2045:
2039:
2037:
2031:
2030:
2028:
2027:
2022:
2017:
2012:
2011:
2010:
2003:Sensationalism
2000:
1995:
1990:
1989:
1988:
1983:
1978:
1968:
1963:
1962:
1961:
1956:
1951:
1949:Junk food news
1946:
1936:
1931:
1925:
1923:
1919:
1918:
1916:
1915:
1910:
1905:
1900:
1899:
1898:
1893:
1888:
1878:
1873:
1867:
1864:
1863:
1852:
1851:
1844:
1837:
1829:
1822:
1821:
1794:
1758:
1739:(3): 906–914.
1723:
1677:
1650:
1601:
1582:(2): 505–514.
1566:
1555:(2): 370–378.
1539:
1501:
1482:
1455:
1436:
1403:
1391:
1363:
1330:
1317:
1282:
1254:
1227:
1192:
1157:
1130:
1092:
1053:
1034:(3): 361–380.
1015:
1010:10.1002/tl.181
988:
969:(5): 877–884.
953:
918:
909:
860:
851:
824:
809:
774:
754:
735:(2): 483–489.
719:
660:
625:
590:
576:
517:
486:
461:
420:
381:
340:
273:
238:(2): 132–135.
221:
219:
216:
212:
211:
206:
199:
196:
185:
182:
165:
162:
147:
144:
130:
127:
118:
115:
105:
102:
96:
93:
83:in the brain.
76:
75:
72:
68:
55:
52:
40:task switching
15:
9:
6:
4:
3:
2:
2513:
2502:
2499:
2497:
2494:
2493:
2491:
2476:
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2468:
2464:
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2431:
2429:
2426:
2424:
2421:
2419:
2416:
2414:
2411:
2409:
2406:
2404:
2401:
2399:
2396:
2392:
2389:
2387:
2384:
2383:
2382:
2379:
2377:
2376:Computer rage
2374:
2373:
2371:
2367:
2359:
2356:
2354:
2351:
2349:
2348:United States
2346:
2345:
2344:
2341:
2339:
2336:
2334:
2331:
2329:
2326:
2324:
2323:Filter bubble
2321:
2317:
2316:United States
2314:
2312:
2309:
2308:
2307:
2304:
2302:
2299:
2295:
2292:
2291:
2290:
2287:
2286:
2284:
2282:
2277:
2273:
2267:
2264:
2262:
2259:
2257:
2254:
2252:
2251:Peer pressure
2249:
2247:
2244:
2242:
2239:
2235:
2232:
2230:
2227:
2226:
2225:
2222:
2220:
2217:
2215:
2212:
2210:
2207:
2205:
2202:
2201:
2199:
2197:
2192:
2188:
2182:
2179:
2175:
2172:
2170:
2167:
2166:
2165:
2162:
2160:
2157:
2155:
2152:
2150:
2147:
2145:
2142:
2140:
2137:
2135:
2132:
2130:
2127:
2123:
2120:
2118:
2115:
2113:
2110:
2108:
2105:
2104:
2103:
2100:
2098:
2097:Doomscrolling
2095:
2091:
2088:
2087:
2086:
2083:
2079:
2076:
2075:
2074:
2071:
2069:
2066:
2064:
2061:
2059:
2056:
2054:
2051:
2049:
2046:
2044:
2041:
2040:
2038:
2036:
2032:
2026:
2023:
2021:
2018:
2016:
2013:
2009:
2006:
2005:
2004:
2001:
1999:
1996:
1994:
1991:
1987:
1984:
1982:
1979:
1977:
1974:
1973:
1972:
1969:
1967:
1964:
1960:
1957:
1955:
1952:
1950:
1947:
1945:
1942:
1941:
1940:
1937:
1935:
1932:
1930:
1927:
1926:
1924:
1920:
1914:
1911:
1909:
1908:Media studies
1906:
1904:
1901:
1897:
1894:
1892:
1889:
1887:
1884:
1883:
1882:
1879:
1877:
1874:
1872:
1869:
1868:
1865:
1861:
1860:human factors
1857:
1850:
1845:
1843:
1838:
1836:
1831:
1830:
1827:
1817:
1813:
1809:
1805:
1798:
1790:
1786:
1782:
1778:
1774:
1770:
1762:
1754:
1750:
1746:
1742:
1738:
1734:
1727:
1719:
1715:
1711:
1707:
1703:
1699:
1695:
1691:
1684:
1682:
1673:
1669:
1665:
1661:
1654:
1646:
1642:
1637:
1632:
1628:
1624:
1620:
1616:
1612:
1605:
1597:
1593:
1589:
1585:
1581:
1577:
1570:
1562:
1558:
1554:
1550:
1543:
1535:
1531:
1527:
1523:
1519:
1515:
1508:
1506:
1498:(2): 241–251.
1497:
1493:
1486:
1478:
1474:
1470:
1466:
1459:
1451:
1447:
1440:
1431:
1426:
1422:
1418:
1414:
1407:
1398:
1396:
1387:
1383:
1380:: 1417–1429.
1379:
1375:
1367:
1358:
1353:
1349:
1345:
1341:
1334:
1327:
1321:
1313:
1309:
1305:
1301:
1297:
1293:
1286:
1278:
1274:
1270:
1266:
1258:
1250:
1246:
1242:
1238:
1231:
1223:
1219:
1215:
1211:
1207:
1203:
1196:
1188:
1184:
1180:
1176:
1172:
1168:
1161:
1153:
1149:
1145:
1141:
1134:
1125:
1124:10.28945/1316
1120:
1116:
1112:
1108:
1101:
1099:
1097:
1088:
1084:
1080:
1076:
1072:
1068:
1064:
1057:
1049:
1045:
1041:
1037:
1033:
1029:
1022:
1020:
1011:
1007:
1004:(101): 3–13.
1003:
999:
992:
984:
980:
976:
972:
968:
964:
957:
949:
945:
941:
937:
933:
929:
922:
913:
905:
901:
896:
891:
887:
883:
879:
875:
871:
864:
855:
847:
843:
839:
835:
828:
820:
813:
805:
801:
797:
793:
789:
785:
778:
770:
766:
758:
750:
746:
742:
738:
734:
730:
723:
715:
711:
706:
701:
696:
691:
687:
683:
679:
675:
671:
664:
656:
652:
648:
644:
640:
636:
629:
621:
617:
613:
609:
605:
601:
594:
586:
580:
572:
568:
563:
558:
554:
550:
545:
540:
536:
532:
528:
521:
505:
501:
500:Time Magazine
497:
490:
476:
472:
465:
457:
453:
448:
443:
439:
435:
431:
424:
416:
412:
408:
404:
400:
396:
392:
385:
377:
373:
368:
363:
359:
355:
351:
344:
336:
332:
327:
322:
318:
314:
309:
304:
300:
296:
292:
288:
284:
277:
269:
265:
261:
257:
253:
249:
245:
241:
237:
233:
226:
222:
215:
210:
209:Second screen
207:
205:
202:
201:
195:
192:
181:
179:
175:
171:
161:
158:
154:
143:
140:
136:
126:
124:
117:While driving
114:
112:
101:
95:By generation
92:
88:
84:
82:
73:
69:
65:
64:
63:
61:
51:
49:
43:
41:
36:
28:
22:
2470:Technophobia
2458:Technophilia
2301:Echo chamber
2159:Rage farming
2106:
1939:Infotainment
1807:
1803:
1797:
1772:
1768:
1761:
1736:
1732:
1726:
1693:
1689:
1663:
1659:
1653:
1618:
1614:
1604:
1579:
1575:
1569:
1552:
1548:
1542:
1517:
1513:
1495:
1491:
1485:
1468:
1464:
1458:
1452:(3): 95–107.
1449:
1445:
1439:
1423:(1): 71–83.
1420:
1416:
1406:
1377:
1373:
1366:
1347:
1343:
1333:
1325:
1320:
1298:(1): 46–64.
1295:
1291:
1285:
1268:
1264:
1257:
1240:
1236:
1230:
1208:(1): 29–37.
1205:
1201:
1195:
1173:(3): 23–44.
1170:
1166:
1160:
1143:
1139:
1133:
1114:
1110:
1070:
1066:
1056:
1031:
1027:
1001:
997:
991:
966:
962:
956:
931:
927:
921:
912:
877:
873:
863:
854:
837:
833:
827:
818:
812:
787:
783:
777:
768:
764:
757:
732:
728:
722:
677:
673:
663:
638:
634:
628:
603:
599:
593:
579:
534:
530:
520:
508:. Retrieved
504:the original
499:
489:
478:. Retrieved
474:
464:
437:
433:
423:
398:
394:
384:
357:
353:
343:
290:
286:
276:
235:
231:
225:
213:
187:
172:(especially
167:
153:online tests
149:
132:
120:
107:
98:
89:
85:
77:
71:distractors;
57:
48:co-active TV
44:
34:
33:
2234:Moral panic
2164:Screen time
1998:News values
1934:Gatekeeping
1876:Externality
1636:10818/20216
1520:: 365–374.
1243:: 465–489.
1146:(1): 3–18.
1117:: 293–304.
1073:: 286–291.
401:: 286–291.
135:smartphones
81:traffic jam
2490:Categories
2448:Social bot
2438:Sealioning
2196:Conformity
1981:Propaganda
1966:Media bias
1959:Soft media
771:: 483–489.
480:2019-05-31
440:: 101981.
360:: 101981.
218:References
2134:Infodemic
2068:Clickbait
2035:Attention
1891:Cognition
1810:: 64–78.
1710:0747-5632
1645:206611975
1534:206927604
1222:220273635
1087:0747-5632
1048:145162115
641:: 89–93.
553:0027-8424
456:0736-5853
415:0747-5632
376:0736-5853
317:1091-6490
252:2152-2715
67:patterns;
2463:Neophile
2090:Phubbing
2008:Hot take
1896:Mismatch
1789:28695992
1350:: 1–13.
1187:55497617
983:15203365
948:18606257
904:16012176
846:15697113
804:17882403
714:19805207
655:30360032
606:: 5–22.
571:19706386
335:30275312
268:15469576
260:23126438
198:See also
174:Facebook
129:Learning
2423:Griefer
2229:Mobbing
2063:Chumbox
2015:Spiking
1753:2904689
1718:4643981
1596:9271176
1312:1853680
895:1188107
749:2446494
705:2747151
682:Bibcode
620:4863177
562:2747164
326:6176627
295:Bibcode
157:texting
1787:
1751:
1716:
1708:
1643:
1594:
1532:
1310:
1220:
1185:
1085:
1046:
981:
946:
902:
892:
844:
802:
747:
712:
702:
653:
618:
569:
559:
551:
510:15 May
454:
413:
374:
333:
323:
315:
266:
258:
250:
2294:Youth
1856:Media
1785:S2CID
1749:S2CID
1714:S2CID
1641:S2CID
1592:S2CID
1530:S2CID
1417:ALT-J
1308:S2CID
1218:S2CID
1183:S2CID
1044:S2CID
800:S2CID
745:S2CID
651:S2CID
475:Scope
264:S2CID
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