Lingnan University study shows that multitasking uses multiple cognitive abilities. A research assistant looks at the tasks used in the study.
The research team recruited 224 university students, 93 male and 131 female aged from 18 to 28, to take part in experiments conducted over three weeks and with three laboratory visits.
The experiments tested three distinct multitasking paradigms:
- Concurrent multitasking - Participants were required to respond to auditory and visual stimuli concurrently, performing distinct actions for each.
- Task-switching - Participants had to shift focus rapidly between tasks.
- Complex multitasking - Participants monitored multiple screen-based data sources under high pressure, memorised instructions, made real-time decisions, and prioritised, based on changing information.
During the experiments, the team assessed four core cognitive abilities: response selection speed, inhibition, processing speed, and working memory capacity. Their measurements helped identify which cognitive skills were employed during the multitasking.
The results revealed that all three multitasking paradigms rely on three common cognitive abilities: response selection speed, processing speed, and inhibition, although different tasks require specific cognitive skills. For instance, in task-switching, participants depended primarily on the three shared cognitive abilities, enabling them to select responses quickly, and maintain focus by filtering out distractions. In complex multitasking, participants not only used the three shared cognitive abilities, but also drew on unique skills such as working memory capacity to process and integrate multiple streams of information and instructions, thereby maintaining accurate judgement and effective decision-making under pressure.
The study also identified gender differences in multitasking performance. Males scored higher in the general multitasking ability underlying all three types of multitasking. However, no significant gender differences were observed in abilities specific to concurrent and complex multitasking. The research team suggests that these differences may be linked to the nature of the tasks rather than inherent gender-based ability gaps.
Prof Kelvin Lui Fai-hong, Assistant Professor of the Department of Psychology, said “This study challenges the traditional view of multitasking as a singular ability, offering a scientific perspective on a skill increasingly vital in modern society. Our findings demonstrate that multitasking comprises multiple distinct cognitive functions, providing a clear framework for designing targeted training programmes. By developing practical tools tailored to real-world demands, such training could enhance individuals’ ability to manage concurrent tasks under pressure, and bolster related cognitive skills, ultimately aiding performance in work or study.”
The research team plans to investigate multitasking performances across different age groups, professions, and cultural backgrounds, and to develop assessment tools and simulation-based training resembling actual scenarios, further exploring the possibilities of multitasking in education and the workplace.
