Final Exam – Cognitive Psychology (2023)
Milan Daryanani, Tina Hayati Dahlan
Abstract: This descriptive study focuses on investigating the impact of cognitive load and environmental distractions on cognitive performance related to working memory. The research involved four participants pursuing their Masters in Educational Psychology at UPI (Universitas Pendidikan Indonesia) and aimed to explore the relationship between working memory, cognitive load, and environmental factors. Using a qualitative research design, the study examined the influence of different reading scenarios on working memory performance. Four scenarios were analyzed, including reading a favorite book, reading a favorite book while listening to a disliked song, reading an academic book while listening to a memorable song, and reading an academic book while listening to a disliked song and eating a snack. The findings indicate that reading a favorite book enhances working memory performance compared to the other scenarios. However, the presence of distractions has a noticeable impact on working memory efficiency. Reading an academic book while listening to a memorable song shows a moderate decline in working memory performance, while reading an academic book while listening to a disliked song and eating a snack leads to a substantial decrease. These results highlight the importance of managing cognitive load and minimizing environmental distractions to optimize working memory performance. The study aligns with the cognitive load theory, emphasizing how divided attention and external stimuli can affect working memory capacity. The implications of this research extend to educators, individuals engaged in various tasks, and designers of instructional materials. Understanding the influence of cognitive load and environmental distractions allows for the development of interventions that enhance cognitive performance and mitigate the negative effects of distractions on working memory.
Keywords: working memory; cognitive load; environmental distractions; cognitive performance.