Current Research - Dr. Larry Rosen

At the present time, Dr. Rosen and colleagues and are working on the following research projects:

THE IMPACT OF TECHNOLOGY ON THE BRAIN

Using an fNIR device–which assesses the activity in the all-important prefrontal cortex, the seat of working memory, attention, impulse control, etc.–we are looking at how those college students who use technology all the time and college students who are more “light users” of technology compare on both their ability to solve executive functioning tasks (those requiring the prefrontal cortex) and also how their prefrontal cortex functions during those tasks.
We will be using the fNIR device to examine the impact of transcranial direct current stimulation (tDCS), a new technique to enhance brain functioning with a very small current applied to the scalp.
We are using the fNIR device to examine cognitive flexibility and other cognitive functions.

Hundreds of students completed a series of measurement tools and then installed an app on their phone called Moment (for iOS) or Instant Quantified Self (Android) that tallies the number of times you unlock your phone and the number of minutes spent with your phone unlocked
This measurement will be used as a potential predictor of course performance along with measures of executive functioning, anxiety about missing out on technology use, Internet addiction and a new measure of classroom digital metacognition to predict course performance.

Several studies were run where millennials and teens completed measurement instruments and then used an app (Moment/Instant Quantified Self) to monitor smartphone use in 2019 and 2020 before, during and after the pandemic forced them to learn from a distance rather than in-person.
Data are being analyzed to determine if and how they modified their smartphone behavior over several months for the teens and a semester for the millennials

Using the iPhone’s Screen Time and Android’s Digital Well-Being, millennials submitted weekly screenshots of their smartphone activities
Data are currently being analyzed looking at time spent on apps, notifications and “pickups” across and 8-week period.

Currently there are four or maybe five or six generations of children, teens and adults. The iGeneration — those born after 2000 — and Generation “C” — those born in the new millennium — form the newest generations of techno-savvy, media rich, multitasking children. This study (in process) is examining members of the Baby Boomer generation, Generation X, the Net Generation, iGeneration and Generation C and comparing their attitudes and values and use of media and technology.
A study was run examining the different values and beliefs between generations and was published as part of the “Handbook of Psychology, Technology and Society” (Wiley Blackwell, 2015)

Study 1 examined the impact of media on the physical and emotional health of children, teens and young adults (see publications page for a copy of this study)
Study 2 examined the relationship between media and technology usage and signs and symptoms of psychiatric disorders (see publications page for a copy of this study)

This study looked at the impact of technology and media use in the last hour before bedtime (see publication page for a copy of this study).

Study 1 (published) examined the impact of text message interruptions during a university lecture.
Study 2 (published) examined the ability of teens and young adults to study amidst potential distractions.
Study 3 (currently in progress) examines “everyday” multitasking.

This study examined the amount and impact of multitasking in children, adolescents, and adults. In addition, we are investigating the impact of multitasking and the use of language shortcuts such as acronyms (LOL) and the removal of apostrophes (dont) on English literacy (expressive and receptive).