Capacity models acknowledge individual differences in attentional resources and the ability to allocate these resources between multiple tasks. In addition, and according to the capacity model, some individuals have greater attentional resources than others to begin with (Kane & Engle, 2002).

distraction in its various forms impairs learning and subsequent recall of information

The top of the figure represents posttest scores in the no-distraction condition, and thus the bars reflect the amount of impairment from a student’s normal level of performance. Conversation had the largest negative effect, impairing performance by 30% from baseline, followed by high-arousal video, video game, and texting/social media. Unexpectedly, folding laundry impaired posttest performance by over 20%, which is equivalent to two full letter grades. Least impairing was the low-arousal video, yet this condition still lowered scores by 15%, or one and a half letter grades. These results indicate that the presence of distraction during learning can lower subsequent test scores by multiple letter grades.

Older students tended to do better than younger students in the distraction conditions (r[109] = .21, p = .003). However, there was no significant relationship between age and performance on the baseline posttest (r[109] = .08, p = .24), indicating that age may play specifically a role in the level of impairment caused by distraction during learning

One notable exception to the agreement between objective and subjective measures of learning was the high-arousal video, which was an exciting sword-fighting scene. Although students did not feel distracted by the high-arousal video, their performance was very poor. This indicates that students are unaware of how certain TV programs can capture attention and induce deficits in learning