Individual difference and task factors related to multitasking success

Abstract

Many aspects of one’s daily life require multitasking in order to accomplish tasks. This study investigated individuals’ multitasking success on two different types of task and the relationship between task performance and specified individual difference factors. The tasks were a study and recall of text task and a simulated making breakfast task. Three questions were addressed: (1) how well do students recall text material studied under different levels of distraction from a competing video; (2) how do individual differences in working memory, GPA, polychronicity, and perceived multitasking ability relate to performance on the study task and the simulated making breakfast task; (3) is there a relation between effective multitasking on the two tasks, and do successful multitaskers on each task share any individual difference characteristics? Results indicated that multitasking leads to performance decrements in the retention and recall of material. Examination of the individual difference factors revealed that working memory, specifically having a higher working memory capacity, was a key factor in successful performance during both experimental tasks.