The development of multitasking in children aged 7-12years: Evidence from cross-sectional and longitudinal data

Tian-Xiao Yang; Weizhen Xie; Chu-Sheng Chen; Mareike Altgassen; Ya Wang; Eric F C Cheung; Raymond C K Chan

doi:10.1016/j.jecp.2017.04.003

The development of multitasking in children aged 7-12years: Evidence from cross-sectional and longitudinal data

J Exp Child Psychol. 2017 Sep:161:63-80. doi: 10.1016/j.jecp.2017.04.003. Epub 2017 May 5.

Authors

Tian-Xiao Yang¹, Weizhen Xie², Chu-Sheng Chen³, Mareike Altgassen⁴, Ya Wang¹, Eric F C Cheung⁵, Raymond C K Chan⁶

Affiliations

¹ Neuropsychology and Applied Cognitive Neuroscience Laboratory, CAS Key Laboratory of Mental Health, Institute of Psychology, Beijing 100101, China; Department of Psychology, University of Chinese Academy of Sciences, Beijing 100101, China.
² Department of Psychology, University of California, Riverside, Riverside, CA 92521, USA.
³ Department of Psychology, Sun Yat-Sen University, Guangzhou 510275, China.
⁴ Donders Institute for Brain, Cognition and Behaviour, Radboud University, 6525 EN Nijmegen, The Netherlands.
⁵ Castle Peak Hospital, Hong Kong Special Administrative Region.
⁶ Neuropsychology and Applied Cognitive Neuroscience Laboratory, CAS Key Laboratory of Mental Health, Institute of Psychology, Beijing 100101, China; Department of Psychology, University of Chinese Academy of Sciences, Beijing 100101, China. Electronic address: rckchan@psych.ac.cn.

PMID: 28482180
DOI: 10.1016/j.jecp.2017.04.003

Abstract

This study investigated the development of multitasking ability across childhood. A sample of 65 typically developing children aged 7, 9, and 11years completed two multitasking tests across three time points within a year. Cross-sectional and longitudinal data consistently indicated continuous linear growth in children's multitasking ability. By the age of 12years, children could effectively perform a simple multitasking scenario comprising six equally important tasks, although their ability to strategically organize assorted tasks with varied values and priorities in a complex multitasking setting had not reached proficiency yet. Cognitive functions underlying a complex multitasking scenario varied in their developmental trajectories. Retrospective memory developed continuously from 7 to 12years of age, suggesting its supporting role in the development of multitasking. Planning skills developed slowly and showed practice effects for older children but not for younger children. The ability to adhere to plans also developed slowly, and children of all age groups benefited from practice. This study offers a preliminary benchmark for future comparison with clinical populations and may help to inform the development of targeted interventions.

Keywords: Battersea Multitask Paradigm; Children; Cross-sectional; Development; Longitudinal; Multitasking; Six Element Test for Children.

MeSH terms

Child
Child Development*
Cognition*
Cross-Sectional Studies
Female
Humans
Longitudinal Studies
Male
Memory*
Multitasking Behavior*