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    • Journal of Advanced Student Science (JASS)
    • 2016
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    •   MINDS@UW Home
    • MINDS@UW Madison
    • School of Education, UW-Madison
    • Journal of Advanced Student Science (JASS)
    • 2016
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    Effects of Personally Relevant Distractions Versus Generalized Distractions on Physiological Measures and Reading Comprehension

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    Effects of Personally Relevant Distractions Versus Generalized Distractions on Physiological Measures and Reading Comprehension.pdf (462.0Kb)
    Date
    2016-05-03
    Author
    Muir, Cassidy
    Witchell, Lucy
    McKeever, Tyler
    Kamath, Esha
    Publisher
    Journal of Advanced Student Sciences (JASS)
    Metadata
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    Abstract
    Multitasking is increasingly prominent in the daily life of a college student. Technology plays a vital role in this as students regularly use laptops and cell phones. This study seeks to evaluate any significant differences in physiological responses to personally-relevant and external distractions via cellphones, and the effects of these distractions on reading comprehension. The hypothesized result of this study was that the personally-relevant distraction would have an increased effect on physiological reactions, while also correlating with lower reading comprehension scores. Thirty participants completed four reading comprehension tests, each with a different treatment: no distraction, participant-proctor conversation, personal phone call, and background phone call. During each of these tests, participants’ electrodermal activity, eye movement, and heart rate were measured. The results of this study were not statistically significant, so no conclusion can be drawn regarding whether distractions elicit strong physiological responses in the context of reading comprehension.
    Subject
    distraction
    cell phone
    focus
    comprehension
    EOG
    EDA
    heart rate
    Permanent Link
    http://digital.library.wisc.edu/1793/81586
    Description
    An article that appeared in JASS, issue 2016
    Part of
    • 2016

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