Not wanting to be a downer, but ....
I'm inclined to agree with David Wees, who
left the following comment on that page:
"Is this a separate effect or is this
explainable with the way the memory of
A, B, C, ... and 1, 2, 3, ... are arranged
in memory?
I know many people who need to recite the
entire alphabet, sometimes with a little
song, in order to remember that N goes after
M. And my five year old son still needs to
recite the entire list of counting numbers to
recall that 15 is after 14.
So does this experiment measure the cost of
switching tasks or is it measuring something
else?"
In addition, I'm not sure those of us who
teach technical content should be making
value judgment pronouncements about how those
we teach should be arranging their professional
time.
For example, it's very easy to go deep into
programming for many hours at a stretch,
rarely coming up for air.
Which is great -- unless you have other
responsibilities that are time critical, like
responding to researchers who need your help.
Completely ignoring e-mail for 8 hours at a
stretch may be a good way to get the coding
done in less total time, but it may not be
the preferred approach in practice, depending
on the nature of someone's job responsibilities.
Henry Neeman ([email protected])
----------
On Sun, 1 Oct 2017, Greg Wilson wrote:
>http://www.learningscientists.org/blog/2017/7/28-1
>
>describes a very cool classroom exercise to
>demonstrate the cost of task switching that
>I'm going to use in my next workshop to
>explain why we should encourage people to
>shut down ancillary activities (email,
>Twitter, etc.) while coding.
>
>Cheers,
>
>Greg
>
>--
>If you cannot be brave – and it is often
>hard to be brave – be kind.
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