Distracted and Feeling Guilty about it? Maybe it’s Not as Bad as You Think
Do you believe that you’ll get ahead in life by focusing on, absorbing, and recalling the most facts and hacks?
If you’re a worker or entrepreneur, or parent, pandemic life may have you racing to develop more skills, whether they’re for your photography job, yoga practice, preparing healthy meals with staple ingredients, or homeschooling. At the same time, it’s easy to get digitally distracted. The next thing you know, you’re scrolling your feed again. You start feeling worthless when you, or your kids, can’t recall important facts, complete to-do lists, or focus for any amount of time. So, you compensate by using noise-cancelling headphones, setting calendar reminders, and having accountability buddies keep you on track.
Why is this?
What if distraction isn’t as bad as you make it out to be? Let’s look at the science to find out more.
How Undesirable is distraction?
While the pandemic shut down traditional classes and conferences, we internalized the system of learning and productivity that was championed. On a fundamental level, “basic models of information processing propose that to effectively encode information to long-term memory, an individual must first process sensory information from the environment (e.g., a lecture) and then selectively pay attention to the target information (key concepts) while ignoring distractions (e.g., cellphone notifications) in that environment.” [1] It seems memory, and ultimately learning, suffer when there is distraction or confusion. Indeed, “texting has been shown to be cognitively distracting for students in lecture settings.” [2] Such distraction can even be dangerous. For instance, when texting and driving. One study “indicates that the distraction and subsequent elevated crash risk of texting while driving linger even after the texting event has ceased.” [3] Much of our day is taken up by tasks like driving, checking off to-do lists, or learning that require focus to either keep us safe or get the most out of the experiences. Focus uses our mind’s ability to convergently think. “Convergent thinking demands information that is directly related to the selected idea or the context in which that idea will be implemented, rendering information transmitted by unexpected distractions mostly irrelevant.” [4]
Because of how prominent convergent thinking is, “recess is currently being left out of daily routine for sake of more instructional time in a classroom.” [5] Since No Child Left Behind was enacted, followed by The Every Student Succeeds Act in America, “Many administrators and teachers felt that more instructional time was needed to increase their test scores” [6] Similarly, in the corporate world, “organizations consider surfing the Internet for personal purposes and having many smoking breaks per day as main reasons for poor productivity.” [7] As such, there have been many rules and regulations restricting such behavior.
While convergent thinking may take up most of our time in school and work, such thinking occurs only in the left side of our brains. The other half of our brain is made for a different type of thinking, though.
Divergent Thinking
This second type of thinking is divergent thinking. “Divergent thinking is the process of generating many novel ideas whereas convergent thinking is the process of deriving the single best idea.” [8] The key to balancing convergent and divergent thinking is to understand that “focused deliberation on problems can undermine creativity, whereas distraction can enhance creativity” [9] Use focus and convergent thinking when getting the grades in school, striving for professional accolades, or just not trying to walk into a wall. But instead of believing the same thinking can apply to larger work projects, or our own life’s plans and dreams, switch to divergent thinking. “For instance, an employee could work in a coffee shop or an open space as he or she brainstorms ideas, but in a library as he or she fine tunes the best idea to respond to specific needs.” [10]
When you’re overwhelmed by a big project, you can also utilize the Pomodoro Technique, where you work in chunks of convergent thinking, focusing on a task, throughout the day, giving yourself occasional breaks and divergent thinking sessions between. Keep in mind when clumping, though, that rest breaks shouldn’t extend for too long. “Breaks that consistently exceed 30 minutes risk interrupting the rhythm between sets of pomodoros.” [11] While it’s fine to scroll for 5–10 minutes, or take a short meditation session while working through tasks, a Netflix binge for the whole day, or extending your meditation into a 3-day silent retreat are likely not going to lead to productively finishing your task at hand. The only exception to this would be if your break still somehow relates to what you’re trying to focus on. Distraction “can disrupt cognitive performance when incongruent with the task at hand, but it can facilitate performance when congruent.”. [12] For instance, listening to a podcast that discusses the information related to research while you’re washing dishes.
While it can be tempting, especially when you’re in a flow state, to go all out and try to complete complex tasks in one go, clumping will prevent you from accumulating internal stress you may not know you even have. On the other hand, the reality of life often doesn’t allow you free reign to uninterruptedly complete a task all day. You have to eat at the very least. But also messages, calls, family time, and countless other ‘distractions’ always happen. Instead of getting needlessly overwhelmed from these natural interruptions, practicing clumping will help you take these moments in stride. There are many ways a balance can be achieved.
But divergent thinking is stigmatized in today’s hustle and bustle world, associated with a slew of negative connotations like mind wandering and distraction. Despite these associations, divergent thinking is critical when it comes to creativity and pattern recognition. For instance, “individuals with attention-deficit/hyperactivity disorder (which is known to be associated with mind wandering) tend to score higher than individuals without ADHD on laboratory measures of creativity and on questionnaire-based assessments of achievement in creative areas.” [13] This could explain how another study’s “results showed that use of technology has a direct positive relationship with students’ engagement and self-directed learning, however, no significant direct effect was found between technology use and academic performance.” [14] Divergent thinking can also improve health and wellbeing. One study showed “clear indications that artistic engagement has significantly positive effects on health.” [15]
As it turns out, one place divergent thinking manifests most is on the playground. In primary school, “recall is improved when learning is spaced rather than presented all at once.” [16] An additional study “Indicated that… 43 children, who were used as their own controls, differed on recess and nonrecess days, becoming more on task and less fidgety when they had recess.” [17]
But it’s not just in the classroom where constantly stuffing yourself with more input turned out to not be the best approach to learning and efficiency.
“The results of correlation tests and multiple linear regression models indicated that there was no relationship between Internet surfing, smoking breaks, and employee productivity. Therefore, the employee productivity was not affected by the time employees spend on Internet surfing at work or in smoking breaks during work time.” [18]
There is more to learning and being productive than excess instruction, training, and information cramming.
Why it matters
On the one hand, the way school and work culture have been approaching learning and productivity for years has cost not only maximizing learning and productivity, but also healthy human growth. Students first miss out on much developmental play, free-association, and creative endeavors that can enrich their lives because of less recess and more instructional time. Then, the moment they’re free of the school system, they’re inculcated into jobs that squeezes them out from even more of their time. On top of it all, the world is shifting away from the need to be productive and know and learn facts in the first place. One study found that “the demand for higher cognitive skills such as creativity, critical thinking and decision making, as well as complex information processing will grow through 2030 at cumulative double-digit rates” [19]
But the new normal provides us an opportunity. As parents take on the role of primary educators for their childrens’ foreseeable future, they can help structure days in a more well-rounded time of play and instruction, for instance. If you’re an entrepreneur or working from home, you can also give yourself breathing room each day (a grown-up recess, as it were), instead of constantly stressing yourself out on deadlines and squeezing more tasks into each day. But how exactly to structure your day?
Conclusion
While we all wait for the culture at large to shift, there are a few things we have the control over on an individual level. Understand first that confusion and distraction are completely normal feelings. Next, make a habit of associating distraction and confusion with the scientifically verifiable boosting of creativity, health, productivity, and learning. Seeing the up-side of these uncomfortable feelings can help you pinpoint the situations where they can be of benefit.
Have you felt the strain and overwhelm of convergent thinking, focus, and over-production in your life? If so, what do you do to balance things out? Comment below your thoughts.
REFERENCES
[1] Mendoza, Jessica & Pody, Benjamin & Lee, Seungyeon & Kim, Minsung & Mcdonough, Ian. (2018). The effect of cellphones on attention and learning: The influences of time, distraction, and nomophobia. Computers in Human Behavior. 86. 10.1016/j.chb.2018.04.027. P. 53.
[2] Dietz, S., & Henrich, C. (2014). Texting as a distraction to learning in college students. Computers in Human Behavior, 36, 163–167. https://doi.org/10.1016/ j.chb.2014.03.045. p. 163. 2.7
[3] Thapa, R., Codjoe, J., Ishak, S., & McCarter, K. S. (2015). Post and during event effect of cellphone talking and texting on driving performanceda driving simulator study. Traffic Injury Prevention, 16, 461- 467. https://doi.org/10.1080/ 15389588.2014.969803. p. 461.
[4] Wiruchnipawan, Wannawiruch. 2015. Unexpected Distractions: Stimulation or Disruption to Creativity. Doctoral dissertation, Harvard University, Graduate School of Arts & Sciences. P. iii.
[5] Grevengoed, Grace, “EXPLORING THE EFFECTS OF RECESS ON ACADEMIC PERFORMANCE” (2017). Selected Honors Theses. 87. P. iv.
[6] Findley, Jill. (2017). Effects of recess on student engagement. Northwestern College NWCommons master project. Orange City, Ia. p. 3.
[7] Mashal, Huda Mahmoud. “Uncontrolled Workplace Breaks and Productivity.” (2017).P. 1.
[8] Wiruchnipawan, Wannawiruch. 2015. Unexpected Distractions: Stimulation or Disruption to Creativity. Doctoral dissertation, Harvard University, Graduate School of Arts & Sciences. P. 6.
[9] Baird B, Smallwood J, Mrazek MD, Kam JW, Franklin MS, Schooler JW. Inspired by distraction: mind wandering facilitates creative incubation. Psychol Sci. 2012;23(10):1117–1122. p. 1117.
[10] Wiruchnipawan, Wannawiruch. 2015. Unexpected Distractions: Stimulation or Disruption to Creativity. Doctoral dissertation, Harvard University, Graduate School of Arts & Sciences. P. 101.
[11] Cirillocompany.de. 2017. The Pomodoro Technique® — Proudly Developed By Francesco Cirillo | Cirillo Company. P. 25.
[12] Weeks, Jennifer & Hasher, Lynn. (2014). The disruptive — and beneficial — effects of distraction on older adults’ cognitive performance. Frontiers in psychology. 5. 133. 10.3389/fpsyg.2014.00133. P. 4.
[13] Baird B, Smallwood J, Mrazek MD, Kam JW, Franklin MS, Schooler JW. Inspired by distraction: mind wandering facilitates creative incubation. Psychol Sci. 2012;23(10):1117–1122. P. 1117.
[14] Rashid, T., & Asghar, H. M. (2016). Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations. Computers in Human Behavior, 63, 604–612. https://doi.org/10.1016/ j.chb.2016.05.084 p. 604.
[15] ] Stuckey HL, Nobel J (2010) The connection between art, healing, and public health: A review of current literature. Am J Public Health 100, 254–263. P. 261.
[16] Jarrett, O. S. (2002). Recess in elementary school: What does the research say? ERIC digest. 1–7. P. 2.
[17] Jarrett, O. S., Maxwell, D. M., Dickerson, C., Hoge, P., Davies, G., & Yetley, A. (1998). The impact of recess on classroom behavior: Group effects and individual differences. JOURNAL OF EDUCATIONAL RESEARCH, 92(2), 121–126. P. 121.
[18] Mashal, Huda Mahmoud. “Uncontrolled Workplace Breaks and Productivity.” (2017).P. 73.
[19] Coberly-Holt, Patricia and Kemi Elufiede. “Preparing for the Fourth Industrial Revolution with Creative and Critical Thinking.” (2019). pp. 21–22.
