For Phase 2, you’ll do the first draft of your 500-word summary.

Again, here is the Format for 500 word summary

  • Briefly, you’ll use the memo format for your document’s header, followed by an APA formatted bibliographic entry, and finally the body of your document, which includes an executive summary/abstract of the article (100-200 words) and lengthier summary (300-400 words). The body of your document should be as close to 500 words without going over as possible. Remember, the word count is an important requirement for this document.
  • When you finish your draft, print out a copy and bring it to class/swap with a neighbor or two. Give each other feedback on both the quality of the writing and the successful completing of the layout and style requirements for this document.
  • Take your draft and feedback home, and revise your 500-word summary.

Once you’ve done that, compile the summary and the bibliography of the five potential articles you generated in Phase 1, and print them out and bring them to class next week.

One thought on “Summary_2

  1. nahid arman

    TO: Professor Blain
    FROM: Nahid Arman
    DATE: 9/19/2017
    SUBJECT: 500-word summary of “In-class distractions: The role of Facebook and the primary learning task.”

    Gupta Natasha , Irwin Julia D.( Feb2016). In-class distractions: The role of Facebook and the primary learning task. Computers in Human Behavior. Vol. 55, p1165-1178.

    In this article the author draws a conclusion between social network and learning processes. Here she depicts that social networking ie (FB) is a big distraction for the primary learning of the students. She uses many different methods and references from researches to conclude her statement.

    The article focuses on the destruction students have from usage of Facebook. The author tried to depict a clear picture between their studies and Facebook resulting a variance in their performance. The attentional destruction that students get from Facebook is questioned in three different way. One is How the Facebook instructions destructs students. Second which features of Facebook are the most noticeable multitask distractor. And finally does Facebook being the external interruption have any effect on performance of learning?
    The author defined the key words interruption, multitask and destructions. She referred interruption as diversion of attention due to external factors i.e. Facebook (FB) sound alert, notification and the newsfeed that is automatically refreshed. Sometimes these interruptions can be self-generated and self-initiated. Students sometimes switch their goals from learning activity to Socializing in Facebook (FB) and goal she defined as “a mental representation of an intention to accomplish a task or take some mental of physical action.
    Multitasking is showed as divided attention between two or more concurrent event. She also mentions multitasking as an imperfect form of attention that results in slowdown of both the tasks. Destructions are to be ignored in order to improve the primary learning activity. Keeping the FB Open in back ground and ignoring certain stimuli in FB can definitely improve performance. In her article she tried to draw a clear picture through different theory and models. The attention which is one of the primal factor of the study is allocated in many different way. It is sometimes affected by novelty events that trigger an automatic novelty detection response. While cognitive needs vs priority is another factor that can contribute to attention destruction. Author also keeps contradict between goals and salience which plays a dominant role in determining the attention sustainability. She also drew some points from Value driven mechanism which refers to maximizing profit and minimizing the loss. Or in other words reward driven manner. A recent study showed the reward anticipation area of the brain functions much better and lowers the error when there is a reward involved.
    Article also tried to define the key features of the FB that particularly destructing. A recent study depicted that pictorials are much more preferred when it comes to hogging attention than plan text. But also Pictorials with text in catching up when it comes to attracting attention.
    Author tried to find the relativity between FB usage and learning performance. Different studies showed that when it comes to usage of FB for different hours and different time effects the learning curve in different level. Theories of dual task performance have two theories such as multiple resource theory vs Threaded cognition Theory. They contradict each other. Article also focused on practice effects and Task interest against performance. And she finally concluded the study with three findings. One is how goal irrelevant FB destructions are contradicted with primary learning. Second is which FB stimuli are selected by attentional mechanism and finally how goal relevance interruption on memory and basic focal point i.e. study.
    Finally the article was concluded that students are more susceptible to FB destructions when they are not pressured or lenient in their primary studies.

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