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  • So what I want to talk about today is I think we can all agree the media use is growing.

  • It's an important question why? Well, the first answer is probably obvious.

  • There are new media all the time. Just in the last week

  • we've had Samsung announce a watch,

  • other manufacturers coming in saying we have watches too.

  • We have autonomous cars that will come out by 2020,

  • first announcement we'll be driving. All these different technologies are

  • appearing,

  • so sure that should lead to an increase in media use. There's a second important

  • trend,

  • which is increasingly media are not just producing

  • one stream of information. Their producing multiple streams.

  • We know that computers have many windows, we know that while we're using our

  • phone we can surf the web.

  • Tablets allow for more and more functionality. Almost

  • every device now including a watch can give us

  • many pieces of information at once. So there's one engine of change which is a

  • technological change.

  • Very important, but it's not the only one. There's a second change,

  • which is a change of culture in media use. So let me give you some examples.

  • One of the lovely things to do France,

  • California, throughout the world is to go to the beach.

  • You smell the ocean breeze, you

  • hear the lapping of the waves,you feel the sand on your feet. How could that

  • not but be enhanced

  • by an IiPad. Or another example

  • you go to a wonderful restaurant. Every known culture

  • organizes enormous rituals around food.

  • Food is the time where we rarely eat alone, we eat in

  • groups. We engage, we talk with each other,

  • we see each other in a highly intimate setting.

  • And of course obviously we should have a phone in there is well.

  • With the third example, one of the great joys

  • every culture knows is children at play.

  • Their laughter, their engagement,

  • their excitement, the raw physicality of children

  • playing together. How could we miss out on that?

  • Well in fact there's been a fundamental change.

  • Media had introduce themselves into these activities,

  • which seemed extremely intimate and powerful.

  • That has very important effects. On top of that that there is a

  • third dynamic driving the growth immediate use and not just

  • single media use and that's the process

  • a partial media displacement. Probably one of the most important and least

  • known theories the field of communication. It's very simple one at

  • first,

  • just what happens when the new information product or service appears.

  • Well I think you can all guess the first thing that would happen it would steal

  • time from other information activities.

  • So movies stole time from books,

  • radio stole time for movies, television still time for radio

  • the internet steals time from television, etc. A very obvious process.

  • If that was the whole story would be a very exciting story

  • but what makes media so powerful, so exciting, and so seductive

  • is it not only did they steal time from information activities,

  • they also start stealing time from non information activities.

  • So ever since the middle stages the Industrial Revolution,

  • we've seen year-over-year growth of media use

  • with blips every time a new medium appears.

  • <edia steals time from non-media. However, a

  • third phenomena started to happen, which is media started also stealing time

  • from face to face communication.

  • So all of a sudden now not only

  • are we taking time away for more non

  • human to human relationships, media is now moving in

  • and taking time from our human relationships. You might think there's

  • any answer to that. Here's my

  • day planner. And sure, I'm gonna schedule more and more media time

  • and my day planner may get tighter and tighter and tighter

  • but there's gonna come a moment when I can no longer

  • have media steal time and at that moment, something big has to happen.

  • That happened around the early-1990s

  • for teenagers and has increasingly hit

  • other age group. No more time to steal.

  • At that moment in history, there was an inflection point

  • and society could have gone one of two directions.

  • One direction it could have gone was to say that's it no more trying to steal fair

  • enough.

  • If a new medium comes in, it's gonna take time from other media,

  • end of story, it loses.

  • That could have happened but it didn't happen.

  • Instead would happen was the use

  • of media in parallel with a other activities.

  • We double book media. Just as we were too busy to fit in, what we do we schedule

  • two meetings at the same time in hope one of them will work out.

  • Or three meetings or four. We're doing the same thing with media.

  • We schedule a media,we schedule as many as we can.

  • We cram it in and hope it'll work out. We'll see in a few minutes

  • it doesn't work out so well. In fact what effectively is happening,

  • we're seeing the horizontalization of media use.

  • Our day planners, instead of stealing vertically, are now stealing

  • horizontally.

  • This is a phenomena called multitasking

  • and multitasking is ubiquitous. We see in all these different domains

  • and we can ask the question how ubiquitous is it?

  • Well, the average the inferred student uses three media at the same time,

  • which means for faculty we know that when they're writing a paper,

  • they're listening to music and watching the cat play the piano.

  • Or some other activity because they've gotta use three media at a time.

  • And the top 25 percent of Stanford students are using four or more media

  • at one time when ever their using media. And it's not just writing papers.

  • When they're consuming entertainment, when they're at the movies,

  • a time that used to be a time to be transported into another world,

  • to be totally immersed and absorbed. They are not immersed and absorbed

  • because they're twittering. They're putting themselves back.

  • They won't immerse into media,

  • they're are enormous consequences. There also on top of these dynamics

  • there are corporate policies that dictate multitasking.

  • You increasingly see companies say email should be answered next minutes,

  • but what does that mean? That means you're checking your email at least

  • every

  • X minutes. Were told to keep our chat windows open

  • so that other team members can reach us at any time

  • and distract us from what we're doing. And of course

  • our cell phone is not just something we can use for personal use,

  • it's become a work phone, which means work, time with friends,

  • time with family have all become blurred. Media stealing time

  • from other media. Now what the cognitive consequences that?

  • Well we can ask the question does at the moment multitasking

  • impede performance? And if you talk with Stanford students, they will say they do

  • have the superpower,

  • which is using many media at one time. However,

  • sadly, it's a lie. In fact, you're more likely to be able to fly or be invisible

  • then use many media at one time. It turns out the brain just can't do it,

  • at least in respect media, and in fact performances impeded.

  • Everything from the little runner at the bottom of CNN or

  • ESPN or the others channels. Turns out

  • you actually learn less from both with the person speaking is saying

  • and the little runner at the bottom. You just can't do it.

  • But in some sense it couldn't be any other way because the brain is not built

  • that way.

  • We only have about three bits for short for working memory

  • and three but is not whole heck of a lot to do stuff.

  • What we want to talk about is actually two more pernicious effect,

  • the least appreciated effect, which is the effect of chronic multitask.

  • So here, I lived for the past seven years in a freshman dorm a resident fellow

  • in Otero, if any of you lived in Otero, I'd love to hear from you,

  • and at Otero I would see the kids multitasking all the time.

  • And I say, well, what's going on here? Don't you think there's going to be a problem. THey

  • would tell me things like this:

  • When it really matters I don't multitask.

  • Or multitasking doesn't bother me because I do it so often.

  • Or a favorite of every professor who gets older as freshman stay 18,

  • young brains were able to multitask, Prof. Nass,

  • you dot dot dot can fill in whatever blank you wish.

  • Well, I was jealous of those students and wanted to know whether in fact they

  • could really do something I couldn't do. I wanted to know their secret

  • to success. So we actually did a number of tests with them, which will talk about

  • no breakout session, but i just give you one example.

  • This is a task you'd think the average seven-year-old would be able to navigate

  • without difficulty and certainly

  • a Stanford student. But I'll ask you to do a real quickly.

  • I'm gonna show you a group of rectangles twice.

  • I want you to ignore the blue rectangles. All I want you to do is pay attention

  • to the red rectangles.

  • And make it easy for you, there'll only be two red rectangles.

  • And to make it even easier they're not going to even move their location.

  • All that's gonna happen is between the first and second picture

  • one of the rectangles is gonna rotate and I want to know whether

  • red rectangle rotated or not. Does that make sense? Couldn't imagine a simpler task, only two

  • red ones, just pay attention,

  • ignore the blue. It's very easy, okay. So here's what it would look like>

  • They would see this for 200 milliseconds then for 100 milliseconds they'd see

  • picture 1.

  • Then there would be a clearing of the retina and then

  • you would see the second picture. So how many of you thought a red rectangle rotated?

  • How many thought a red rectangle didn't rotate?

  • Well turns out a red rectangle did rotate and it turns out is what happens with

  • the students.

  • the students who do not multitask were unfazed by the number of blue rectangles

  • it was 0, 2, 4, 6 made no difference whatsoever.

  • But the high multitaskers got lost

  • in the world the blue it was. There were so many distractions and so few things to really

  • worth paying attention to,

  • how could they not but be seduced.

  • So that is enormous implications and we'll talk about some the other effects of

  • that.

  • But, um, just real briefly multitaskers too many other problems.

  • They can pay attention even when they want to. They

  • are actually very poor at managing working memory and they find it very difficult to

  • focus on writing

  • and they don't even multitask very well. Turns out people multitask all the time a

  • worse at it than people who never do it.

  • That made me wonder what the heck is going on? What is their problem?

  • Well the problem lies in the brain

  • this is a fMRI, functional magnetic resonance imaging scan.

  • of high and low multitaskers, doing

  • the task of switching from one task to another. That little white dot

  • in the left prefrontal cortex is what we saw

  • in everyone 20 years ago and what we see in low multitaskers now.

  • That's a part of the brain used for stopping decision-making, etc.

  • Okay, the yellow is what we see among

  • high multitaskers, the extra brainpower

  • used by them when they are doing the same task.

  • That actually is the visual cortex. And what's remarkable about this

  • literally these people are in a dark metal tube

  • strapped down there, their head braced, there's no where to look. other than the

  • screen.

  • Yet they're asked to multitask, they immediately start scanning the

  • environment.

  • And as a result, do much worse in their thinking.

  • So this becomes a very powerful suggestion that chronic multitasking is

  • rewiring

  • the brain of kids, increasingly adults,

  • and has consequences.

So what I want to talk about today is I think we can all agree the media use is growing.

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B1 中級

Clifford Nass,"多任務如何影響你的思考方式" (Clifford Nass, "How Multitasking Is Affecting the Way You Think")

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    阿多賓 發佈於 2021 年 01 月 14 日
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