Multi-Tasking

Summary

Ask the Mediatrician – Multi-Tasking

Host: Dr. Michael Rich ("The Mediatrician")
Co-host: Christelle Lavallee
Episode Date: December 31, 2019

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Main Theme

This episode focuses on "multi-tasking" — especially as it relates to how children and teens use media while juggling schoolwork and social life. Dr. Michael Rich and Christelle Lavallee discuss common misconceptions about the teenage ability to multitask, real impacts on learning and cognitive development, and practical advice for parents concerned about their children’s media habits.

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Key Discussion Points and Insights

The Myth of Multitasking (02:13)

• Dr. Michael Rich dives into Philip’s concern: his daughter does homework, listens to music, messages friends, and watches movies, seemingly all at once.
  • Quote: “The human brain is actually incapable of multitasking. What we are actually doing when we believe we are multitasking is rapidly switching from one task to another.” (02:15 - Dr. Rich)
• Laboratory experiments (notably on top students at MIT/Stanford) show that “multitasking” means lower retention and more mistakes.
  • Quote: “While they may be able to cover more territory when doing this, that information is not well retained and they make many more mistakes when they are doing the work.” (02:55 - Dr. Rich)
• True learning and deep thinking require focused, reflective attention — not juggling multiple streams of input.

Evolving Study Habits & The Need for Open Mindedness (03:41)

• Dr. Rich cautions against dismissing all change but reiterates the need for deep, reflective thinking even as environments evolve.
  • Quote: “We don't want to be Luddites and say...because this is not working the way it used to work, it's not the right thing to do...But to say, how can we be the most productive and...do the best work possible?” (04:17 - Dr. Rich)
• The roots of innovation and creativity lie in reflective thought, which multitasking undermines.

Engaging Teens: Owning the Process (05:19)

• Presenting research to teens often fails because of a “third person effect”: “This doesn't affect me, only others.”
  • Quote: “Because that affects other kids, but not me.” (05:29 - Dr. Rich)
• Solution: Get kids to experience the phenomenon.
  • Try simple experiments (see below) to let them see evidence firsthand.

Experiments to Prove the Point (05:50)

1. Alternating Task Experiment (05:56)

• On one side of a paper, write out "I can multitask as much as I want" and then write numbers 1-21 in sequence.
• On the other, alternate: letter from the phrase, then a number, back and forth.
• The second approach, representing multitasking, takes far longer due to constant frame-shifting.
  • Quote: “It actually usually takes people twice or three times as long to do it that way because they have to shift frames between the two.” (06:49 - Dr. Rich)

2. Music & Attention (06:57)

• Comparing study with lyric music (songs you know/understand), instrumental music, or lyrics in a foreign language.
  • “Even songs that you know by heart require cognitive energy to interact with.” (07:31 - Dr. Rich)
• The so-called "Mozart Effect" is misunderstood; kids performed better with Mozart only because it is instrumental, not because it makes them smarter. (07:44 - Dr. Rich)

Shifting from Memorization to Googling (08:21)

• Dr. Rich notes that students increasingly skip basic memorization, assuming they can just look it up later.
  • Quote: “They will say, I don't need to learn that. I can Google it.” (08:49 - Dr. Rich)
• This prevents the building of essential foundational knowledge, which is vital for innovation and problem-solving.

Creating a Better Study Environment (10:17)

• Instead of dictating study conditions, collaborate with teens to design their own ideal workspace.
  • Quote: “Have his daughter design it with him…you can harness her desire to do well, and you can actually have her demonstrate to herself, not to you, how well she does in all these conditions.” (10:17 - Dr. Rich)
• Let her test music, movies, chat, etc., versus focused “monotasking,” and reflect on what works best for her.

Realistic Expectations & Negotiation (11:02)

• Accept that teens may go behind your back if unconvinced by the science; change is most powerful when it comes from intrinsic motivation, not imposed rules.
  • Quote: “If she doesn't believe that she does better in a monotasking situation, she's gonna sneak the other stuff anyway.” (11:02 - Dr. Rich)

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Notable Quotes & Memorable Moments

• On multitasking:
  “The human brain is actually incapable of multitasking.” (02:13 - Dr. Rich)
• On reflective thinking:
  “There's not enough attention given to reflective thinking…and that's really the value…it's the basis of innovation and creativity.” (09:10 - Dr. Rich)
• On teens' “it’s not me” attitude:
  "Violent video games make other kids more aggressive. But it doesn't affect me. Cause I'm smarter and faster and whatever.” (05:36 - Dr. Rich)
• On the persistence of the Mozart Effect:
  "That's a rumor that still persists." (08:16 - Lavallee)
• On designing study spaces:
  “Have his daughter design it with him…you can harness her desire to do well.” (10:17 - Dr. Rich)
• On the reality of rules versus behavior:
  “She will have that English essay front and center when dad walks by. But it's hiding the music she's downloading and the instant messaging windows open underneath it.” (11:16 - Dr. Rich)

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Important Timestamps

• 01:45 – Listener’s question from Philip: How to help his daughter “multitask” better.
• 02:13 – Dr. Rich debunks the myth of multitasking.
• 03:41 – Should we resist or embrace evolving work habits?
• 05:19 – Why presenting research often doesn’t work with teens.
• 05:56 – At-home experiment to illustrate the cost of multitasking.
• 06:57 – Music and attention; the reality behind the Mozart Effect.
• 08:21 – The problem with relying on Google over memorization.
• 10:17 – Collaborative, trial-and-error approach to building a study environment.
• 11:02 – Accepting the limits of parental control and the need for negotiation.

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Conclusion and Advice

Dr. Michael Rich’s closing thought:

“Enjoy your media and use them wisely, preferably one at a time, and enjoy your daughter and help her to study wisely.” (12:01)

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Summary Takeaways

• Multitasking is largely a myth; humans are monotaskers at heart.
• Juggling multiple media activities reduces learning quality and increases mistakes.
• Teens learn best by experiencing and evaluating focus strategies themselves.
• Parents should partner with kids in shaping good habits, not simply impose rules.
• Deep, reflective engagement (not Googling and skimming) is crucial for real learning and creativity.

For more information or to submit a question, visit askthemediatrician.org.

Transcript

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[Dr. Michael Rich]

Hey, it's Dr. Michael Rich, the mediatrician. I'm a practicing pediatrician, a child health researcher, and a lifelong filmmaker who understands how powerfully screens can engage and change us. As a doctor who sees and works with kids every day, I see how they struggle with the screens, from the smartphones in their pockets to the televisions on the walls, the computers throughout their schools. And I also see the concern many parents have for for the way the media these kids use and how they use them may be affecting their physical, mental and social health. Mediatrix educator Christelle Lavallee joins me here each week to address your questions.

[Christelle Lavallee]

Yes, I do. Happy to be here. Thanks, Michael. So this next question comes to us from Philip. He's a dad who lives in Connecticut and he writes. My high schooler is in her junior year and has a lot of homework. She enjoys music and movies and messaging her friends. And I know she's working hard, but I can't help but feel that she's overloading herself when she does all of these things at the same time. How can I help her better multitask with media?

[Dr. Michael Rich]

Great question, Philip, because it directly addresses what I call the myth of multitasking. The human brain is actually incapable of multitasking. What we are actually doing when we believe we are multitasking is rapidly switching from one task to another. And there are many experiments that have been done with this, often with very smart students such as those at MIT or Stanford. And what they've done is they've had them do a homework problem basically in different conditions. And what they find is that while when multitasking, between say, writing an essay, reading a story, doing math problems, and going on instant messaging and having Mute Music running, et cetera, is that while they may be able to cover more territory when doing this, that that information is not well retained and they make many more mistakes when they are doing the work. So what we're seeing is that they are trying to do many things quite superficially and they are covering more ground, but they're not thinking about it in deep, reflective ways, which is what it really takes to do good homework.

[Christelle Lavallee]

That must have been very humbling for those Stanford and MIT students to realize it was.

[Dr. Michael Rich]

And some of them realized it and some of them discounted it and didn't believe it. Right. They said, I'm still going on in my own merry way. And this brings up an interesting question, which is, should we be worried that we are not doing things the same way, or should we accept that our way of thinking and approaching problems is actually evolving? We don't want to be Luddites and say, because this is not working the way it used to work, it's not the right thing to do. So we have to remain open to the fact that we need to really negotiate these new environments of information that we are in in ways that allow us to produce the new and to understand and be creative with that. Now, admittedly, a lot of that does require the kind of deep reflective thinking that is not happening when we think we are multitasking. So maybe what we need to do is acknowledge that we are monotasking and do that in ways that allow us to cover territory, but to cover it in ways that we retain and that we don't make mistakes so much.

[Christelle Lavallee]

Okay, so how can Phil help his daughter with that? You know, he sees her, she's working on her homework, but she's got all of this other stuff going on, which, as you're saying, is probably taking away her attention from her monotasking, which should be on her homework. What can he say to his daughter to help her kind of recenter and focus and maybe turn off the movies and the music?

[Dr. Michael Rich]

Well, one interesting thing, particularly with teenagers, is that presenting them with the research that was done usually doesn't convince them.

[Christelle Lavallee]

Because I'm not shocked.

[Dr. Michael Rich]

Because that affects other kids, but not me.

[Christelle Lavallee]

Of course, that was in a lab. That has nothing to do with her in her bedroom.

[Dr. Michael Rich]

Well, it's also the third person syndrome, which is, you know, violent video games make other kids more aggressive. But it doesn't affect me. Cause I'm smarter and faster and whatever,

[Christelle Lavallee]

I can do it all. I can do it all. I'm a teen.

[Dr. Michael Rich]

But have her do an experiment.

[Christelle Lavallee]

Oh, I like where this is going.

[Podcast Narrator]

Okay.

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[Dr. Michael Rich]

And one experiment you can do, and this is a fun one to do, is have her take a plain piece of paper, draw a line through the middle of it, and on the top to write out the words, I can multitask as much as I want. And then on the second half, to write 1 through 21, the numerals.

[Christelle Lavallee]

Okay.

[Dr. Michael Rich]

And to time that, see how long it takes her to write that, flip the paper over, cut it in half, draw a line through the middle, and at the top, write, I can multitask as much as I want and do the numbers 1 through 21. But to do it alternating from I to 1, C to 2.

[Christelle Lavallee]

Oh, I'm totally following that.

[Dr. Michael Rich]

And time how long it takes her to do it.

[Christelle Lavallee]

Guessing it takes longer, you think?

[Dr. Michael Rich]

It actually usually takes people twice or three times as long to do it that way because they have to shift frames between the two.

[Christelle Lavallee]

Yeah, your focus.

[Dr. Michael Rich]

Another experiment you can do, which is to duplicate one that's been done in the lab, which is to have her be writing an essay and listen to music that has words to lyric, Lyric music, lyric music in her own language, and listen to instrumental music or with words in a language she does not understand, and see the difference. Because what we have found. Because a lot of kids. A lot of kids say, I can't study without music on.

[Shopify Business Owner]

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[Christelle Lavallee]

Every kid I talk to says that.

[Dr. Michael Rich]

And what we find is that even songs that you know by heart require cognitive energy to interact with because you're,

[Christelle Lavallee]

like, singing along, you've got it, you know, it's coming up, you like it.

[Dr. Michael Rich]

Absolutely. Absolutely. And we actually had an interesting sort of point in science where people believed the Mozart effect. In other words, when kids were listening to Mozart, their mathematical skills were better. Yeah, right. And what actually they were measuring was the fact that Mozart did not have words. And so they were basically performing at their best, but they were not performing better because of the Mozart.

[Christelle Lavallee]

Gotcha.

[Dr. Michael Rich]

Right.

[Christelle Lavallee]

Yeah.

[Dr. Michael Rich]

Okay.

[Christelle Lavallee]

Wow, that's so interesting. I feel like that's a rumor that still persists.

[Dr. Michael Rich]

Oh, of course, of course. Because it sells records anyway. But no, I think that we need to really think exactly about what we're doing and do it in a way that is not caught in the past, in the sense of the way I did homework was the way it always has to be done. But to say, how can we be the most productive and how can we do the best work possible? And I think there's not enough attention given to reflective thinking and here's another thing that's slightly related to this that I'm hearing a lot from educators, and that is that kids are not bothering to memorize things to really understand and basically integrate into their knowledge base how photosynthesis works or what the Civil War was, et cetera. And what they find is that they will say, I don't need to learn that. I can Google it. Oh, but what they don't have as a result is the building blocks to put together ideas in new ways. And so they are not exactly. They're not putting together those elements that allow them to reconfigure and think about things in a new way. And so that's really the value of reflective thinking because it's the basis of innovation and creativity.

[Christelle Lavallee]

That's so good. So after. After Phil has kind of created this lab in his daughter's bedroom and shown her, okay, you're not so great at multitasking like you think you are. Also, we know that it's really important for his daughter to have that reflective thought. What can he recommend? How can he give his daughter a really good study space or homework space?

[Dr. Michael Rich]

Well, rather than giving his daughter a homework space, have his daughter design it with him.

[Shopify Business Owner]

Oh.

[Christelle Lavallee]

In other words, I think she'll like that too.

[Dr. Michael Rich]

Right. Because again, if you can give her ownership over this, you can harness her desire to do well, and you can actually have her demonstrate to herself, not to you, how well she does in all these conditions with music, without music, with music, with words, with other screens going on, et cetera.

[Christelle Lavallee]

Okay. Because I feel like she'll say, okay, this is my perfect setup. And it's got the music, it's got the movies, it's got the phone out, all of that. So this is going to be almost like a trial and error type situation, a negotiation between her and dad about, you know.

[Dr. Michael Rich]

Yeah. And let's face facts. Regardless of what she says she's going to do to dad, if she doesn't believe that she does better in a monotasking situation, she's gonna sneak the other stuff in anyway.

[Christelle Lavallee]

Right.

[Dr. Michael Rich]

I mean, she will have that English essay front and center on her computer screen when dad walks by. But it's hiding the music she's downloading and the videos she's looking in, the instant messaging windows that are open underneath it.

[Christelle Lavallee]

Thank you so much, Philip, for writing in and sharing your experience. I hope this advice was helpful for you. For our listeners out there who are interested in more subjects like this, as well as the science behind them, you can find all of our [e-mail] you can also connect with our Mediatrician on Twitter Mediatrician and submit your own [e-mail] thank you so much for listening and please make sure that you subscribe and share this podcast.

[Dr. Michael Rich]

Enjoy your media and use them wisely, preferably one at a time, and enjoy your daughter and help her to study wisely.

[Podcast Narrator]

Ask the Mediatrician is hosted by Dr. Michael Richard, joined by Mediatrix educator Christelle Lavallee. Jill R. Kavanagh is our Chief Knowledge Officer. Original music composed by Christopher Cerf Podcast and music recorded, mixed and edited at Saturn Sound Studios Executive Producer Alicia Haywood.

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