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Multiple Media Use and Multitasking with Media Among High School and College Students
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Multiple Media Use and Multitasking with Media
Among High School and College Students
ICA Paper Submission; November 1, 2004
Introduction
Researchers estimate that youth spend over six hours a day with media (Roberts, 2000;
Woodard, 2000). Given the significant role media play in the lives of younger populations, the
effect of media messages on children and adolescents is of great concern to parents, policy
makers, and public health advocates. Despite this concern, researchers have traditionally used a
single measure of media exposure (e.g. television viewing) to study children’s time with media
and their attention to the messages that bombard them. A single measure, however, is not
necessarily appropriate for media studies with youth. The significant amount of time youth
devote to television viewing, as well as listening to audio media, reading print media, and
watching movies, using the Internet, and playing video games, either independently or in some
combination, underscores the need for measures that consider the realities of a multimedia
environment.
Media effects studies usually assess only “time spent with the media” as the main
independent variable (Bartels, 1993; Anderson, Crespo, Bartlett, Cheskin, and Pratt, 1998;
Bissell and Zhou, 2004; Larson and Verma, 1999; Roberts, 2000). The measurement of time
spent with media is referred to in the literature as “media use” (Larson and Verma, 1999;
Mastronardi, 2003) or “media exposure” (Bissell and Zhou, 2004; Bartels, L.M, 1993; Hofstetter,
Schultze, and Mulvihill, 1992). Consistent with this approach, estimating the aggregate
influence of media by summing the total amount of media use based on the time spent with each
individual medium would appear to be a reasonable procedure. However, measurement of media
use is complicated by the use of two or more media at the same time. Roberts (2000) calls
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| | Authors: Jeong, Se Hoon., Zhang, Weiyu., Davis, Elisabeth., Jordan, Amy., Fishbein, Martin., Hennessy, Michael. and martin, suzanne. |
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Multiple Media Use and Multitasking with Media
Among High School and College Students
ICA Paper Submission; November 1, 2004
Introduction
Researchers estimate that youth spend over six hours a day with media (Roberts, 2000;
Woodard, 2000). Given the significant role media play in the lives of younger populations, the
effect of media messages on children and adolescents is of great concern to parents, policy
makers, and public health advocates. Despite this concern, researchers have traditionally used a
single measure of media exposure (e.g. television viewing) to study children’s time with media
and their attention to the messages that bombard them. A single measure, however, is not
necessarily appropriate for media studies with youth. The significant amount of time youth
devote to television viewing, as well as listening to audio media, reading print media, and
watching movies, using the Internet, and playing video games, either independently or in some
combination, underscores the need for measures that consider the realities of a multimedia
environment.
Media effects studies usually assess only “time spent with the media” as the main
independent variable (Bartels, 1993; Anderson, Crespo, Bartlett, Cheskin, and Pratt, 1998;
Bissell and Zhou, 2004; Larson and Verma, 1999; Roberts, 2000). The measurement of time
spent with media is referred to in the literature as “media use” (Larson and Verma, 1999;
Mastronardi, 2003) or “media exposure” (Bissell and Zhou, 2004; Bartels, L.M, 1993; Hofstetter,
Schultze, and Mulvihill, 1992). Consistent with this approach, estimating the aggregate
influence of media by summing the total amount of media use based on the time spent with each
individual medium would appear to be a reasonable procedure. However, measurement of media
use is complicated by the use of two or more media at the same time. Roberts (2000) calls
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