Citation

Maass A, Klöpper KM, Michel F, Lohaus A. J. Media Psychol. 2011; 23(2): 65-76.

Copyright

(Copyright © 2011, American Psychological Association, Publisher Hogrefe Publishing)

DOI

10.1027/1864-1105/a000038

PMID

unavailable

Abstract

It has often been shown that the amount of media use is negatively related to cognitive outcomes. The more time spent on media the poorer cognitive performance is. This association has mainly been found for general-audience, violent, and action-loaded contents but not for educational contents. Typically, long-term-explanations like the time-displacement hypothesis are considered to account for this relation, although this cannot fully explain the association. Additionally short-term explanations should be considered, since it can be expected that media-induced stress can impair information processing. The present study compares short-term effects regarding memory performance and the ability to concentrate, using four different experimental conditions (high- vs. low-arousing films and video games). It was also examined if the experienced level of stress mediates group differences and if habitual media, habitual use of age-restricted contents or the trait sensation seeking moderate this mediation. Participants consisted of N = 117 university students. They were asked to learn written items before media use and to recall these after having used the media. Further, the ability to concentrate was measured. Experimental groups differed with regard to the cognitive outcome measures after media use. A significant univariate difference was found for high- vs. low-arousing contents in general (independent of type of media), the high-arousing content leading to poorer ability to concentrate after media use. The expected mediating and moderating effects are not supported. The study yields evidence that short-term mechanisms might play a role in explaining the negative correlations between media use and cognitive performance.