In “You Say Multitasking Like It’s a Good Thing,” Charles J. Abaté, analyzes the socially accepted concept of multitasking among young college students and academic professionals. Abaté draws from different experiments that refute the positive attribution multitasking has in academia. According to Abaté, the term multitasking he is referring to has to do with individual’s attempts at doing more than one task, one being of conceptual learning, in a linear manner. The three groups Abaté focuses on that practice multitasking are career professionals with overwhelming job expectations, young students, and academic administrators and humanities educators. In order to understand how the human brain works at grasping information and being able to …show more content…
Microprocessors are able to store the information of one task and do the next task, and when returning to the first task, still remember where it left off. Our brains, however, have to rewire back to the original task and remember where exactly we left off in the present task in order to continue once again, doing it. Jumping back and forth, cause us to take longer at completing just one task. Abaté provides further information on the misconceptions of multitasking by discussing three myths. The first myth, “multitasking saves time,” mentions Joshua Rubinstein, David Meyer, and Jeffery Poldrack’s experiment that multitasking is more inefficient than just doing one task. They summed up that the stop-and-go process makes us become less familiar with one task and takes longer the longer the switching period to become re-familiar with a task. Myth two addresses Karin Foerde, Barbara J. Knowlton, and Russell Poldrack’s discovery of the two types of learning. Declarative learning takes place in the hippocampus of the brain that acquires conceptual learning that can easily be remembered and used in whatever