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Dividing attention impairs metacognitive control more than monitoring
Students consistently report multitasking (e.g., checking social media, texting, watching Netflix) when studying on their own (e.g., Junco & Cotton, Computers & Education, 59[2], 505–514, 2012). Multitasking impairs explicit learning (e.g., Carrier, Rosen, Cheever, & Lim, Developmental R...
Guardat en:
| Publicat a: | Psychon Bull Rev |
|---|---|
| Autors principals: | , |
| Format: | Artigo |
| Idioma: | Inglês |
| Publicat: |
Springer US
2021
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| Matèries: | |
| Accés en línia: | https://ncbi.nlm.nih.gov/pmc/articles/PMC8205317/ https://ncbi.nlm.nih.gov/pubmed/34131889 https://ncbi.nlm.nih.govhttp://dx.doi.org/10.3758/s13423-021-01950-9 |
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