Summary: A new study reveals that multitasking isn’t a single, universal skill, but a combination of broad cognitive abilities and task-specific skills. Researchers tested 224 participants across nine different multitasking challenges, including concurrent tasks, task-switching, and complex multitasking.
They found that while task-switching relies mostly on general multitasking ability, concurrent and complex multitasking also depend on unique, situation-specific skills like working memory. These findings help clarify conflicting results in past research, including inconsistent gender differences in multitasking performance.
Key Facts:
- Three Multitasking Types: The study distinguishes between concurrent multitasking, task-switching, and complex multitasking.
- Split Skill Set: Task-switching draws on general cognitive ability, while concurrent and complex multitasking require task-specific skills.
- Gender Confusion Explained: Conflicting gender results in past studies may be due to the type of multitasking being tested, not inherent differences.
Source: University of Surrey
From checking emails while on a call to cooking dinner and helping with homework, we all operate through multitasking. But new research suggests that our ability to juggle multiple tasks isn’t a single, universal skill.
Instead, it is a combination of general abilities (applying across different situations) with more specific abilities (unique to particular multitasking situations).
This helps explain why past studies have reported conflicting gender differences in multitasking – often depending on the specific type of task used.
The study, led by the University of Surrey and published in the Journal of Experimental Psychology: Human Perception and Performance, brought together 224 university students who tackled nine different multitasking challenges.
These challenges were carefully chosen to represent three main types of multitasking: concurrent multitasking, like talking on the phone while driving. Involves doing two things at once; task switching, such as replying to emails while attending to notifications, requires rapid shifts between two tasks; and complex multitasking, like managing a busy kitchen, demands prioritisation and flexible planning.
By analysing individual differences in how participants performed on these varied tasks, the researchers discovered that no single multitasking ability explains performance across all tasks.
Instead, they found that task-switching performance is largely driven by a general multitasking ability that applies broadly across different situations. However, concurrent multitasking and complex multitasking involve both this general ability and specific skills unique to those types of multitasking. For example, complex multitasking often demands more “working memory capacity” – the brain’s ability to hold and manipulate information temporarily.
This helps explain why previous studies have produced conflicting results – often due to focusing on just one type of multitasking. For example, some research suggested women were better multitaskers (often based on task-switching tests), while other studies hinted men were superior (often based on concurrent multitasking tests).
This new study suggests these differences might be due to the specific type of multitasking being measured, rather than a universal gender difference.
Dr Alan Wong, Senior Lecturer and Programme Lead, MSc Psychology in Game Design & Digital Innovation at the University of Surrey, says:
“These findings show that 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 specialised skills needed for specific situations.”
Dr Yetta Kwailing Wong, Lecturer at the University of Surrey, 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 specific skills needed for particular scenarios.”
About this neuroscience research news
Author: Georgina Gould
Source: University of Surrey
Contact: Georgina Gould – University of Surrey
Image: The image is credited to Neuroscience News
Original Research: Closed access.
“Bridging concurrent multitasking, task switching, and complex multitasking: The general and specific skills involved” by Alan Wong et al. Journal of Experimental Psychology
Abstract
Bridging concurrent multitasking, task switching, and complex multitasking: The general and specific skills involved
Research on multitasking has adopted a diverse range of simple paradigms covering concurrent multitasking and task-switching scenarios, alongside more complex paradigms simulating real-life situations more closely.
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.
We 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 required to capture individual differences in performance.
Specifically, individual differences in task switching performance can be explained by a general ability shared with the other two types of paradigms, whereas both general and specific abilities were involved in concurrent multitasking and complex multitasking.
These results help reconcile conflicting findings in previous studies of group differences in multitasking and highlight the limitation 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.
