ArticleFrontiers in psychology2024
The relationship between media multitasking and creativity: a multi-test, multi-method analysis.
Article in Frontiers in psychology, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed.
- Media multitasking and the aesthetic brain: neural sensitivity to abstraction in the digital age.Experimental brain research · 2026Article
- Executive Functioning as Mediator in the Longitudinal Relationship Between Media Multitasking and Divergent Thinking in Adolescents.PsyCh journal · 2025Article
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Authors and funding
5 authors.
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Abstract
Media multitasking is widespread, yet its relationship with creativity remains unclear. This study employs a combination of measures, including the media multitasking questionnaire, alternative uses task (AUT) for divergent thinking, Chinese compound remote association task (CCRAT) for convergent thinking, and a creative problem-solving task, to examine the relationship between media multitasking and creativity. Extreme values grouping [one standard deviation above or below the mean of the media multitasking index (MMI)], median value grouping, and regression analysis were used to explore the relationship between media multitasking and creativity. The results revealed the following findings: (1) across the three analysis methods, there was no significant relationship between media multitasking and performance on the AUT task. However, within the range of one standard deviation above or below the mean of the MMI, media multitasking showed a significant positive correlation with fluency, flexibility, and total scores on the AUT task. (2) Media multitasking significantly predicted the accuracy of responses on the CCRAT task positively. (3) Media multitasking significantly predicted lower scores on the applicability of creative problem-solving tasks.
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