Multitasking Induced Contextual Blindness.

Abstract

Objective: To examine the impact of secondary task performance on contextual blindness arising from the suppression and masking of temporal and spatial sequence learning.

Background: Dual-task scenarios can lead to a diminished ability to use environmental cues to guide attention, a phenomenon that is related to multitasking-induced inattentional blindness. This research aims to extend the theoretical understanding of how secondary tasks can impair attention and memory processes in sequence learning and access.

Method: We conducted three experiments. In Experiment 1, we used a serial reaction time task to investigate the impact of a secondary tone counting task on temporal sequence learning. In Experiment 2, we used a contextual cueing task to examine the effects of dual-task performance on spatial cueing. In Experiment 3, we integrated and extended these concepts to a simulated driving task.

Results: Across the experiments, the performance of a secondary task consistently suppressed (all experiments) and masked task learning (experiments 1 and 3). In the serial response and spatial search tasks, dual-task conditions reduced the accrual of sequence knowledge and impaired knowledge expression. In the driving simulation, similar patterns of learning suppression from multitasking were also observed.

Conclusion: The findings suggest that secondary tasks can significantly suppress and mask sequence learning in complex tasks, leading to a form of contextual blindness characterized by impairments in the ability to use environmental cues to guide attention and anticipate future events.

Application: These findings have implications for both skill acquisition and skilled performance in complex domains such as driving, aviation, manufacturing, and human-computer interaction.