Abstract: The use of smart devices intensifies the possibility of learners’ divided attention, but the results on the effects of divided attention on cognitive processing are varied. To explore the effects of divided attention on memory and to examine the boundary conditions of divided attention, a meta-analysis of 45 retrieved articles was performed by using a random effects model. On the results of recognition, cue recall and free recall, 17(1816), 12(1642), and 29(3802) independent effects were generated, respectively. The results showed that divided attention significantly reduced the performance on recognition (g = -0.52), cued recall (g = -0.50), and free recall (g = -0.87). Moderator analysis found that participants performed better in picture-learning than in text-learning on cue-recall, scored higher in retrieval-initiating divided attention than encoding-initiating divided attention on free recall, and were superior on explicit memory in both cue-recall and free recall. The results indicate that the effect of divided attention reduces memory, however, it is moderated by divided-attention initiated phase, material type and memory type.

Key words: divided attention, dual task, memory, meta-analysis

摘要： 智能设备的普及增加了学习者注意分散的机率，但有关注意分散影响认知加工的研究结果不尽相同。为探讨注意分散对记忆效果的影响，考察注意分散的边界条件，对检索到的45篇文献使用随机效应模型进行元分析。在再认、线索和自由回忆的成绩上，分别生成了17个(1816人)、12个(1642人)和29个(3802人)独立效应量。结果发现，注意分散显著降低了再认(g=-0.52)、线索回忆(g=-0.50)和自由回忆成绩(g=-0.87)。调节效应分析发现：线索回忆上，文本材料和内隐记忆的注意分散分别低于图片材料和外显记忆的影响；自由回忆上，编码阶段、内隐记忆的注意分散分别低于提取阶段和外显记忆的影响。研究表明，注意分散降低记忆效果，但受注意分散阶段、材料类型和记忆类型等因素的调节。

关键词: 注意分散, 双任务, 记忆, 元分析