The pervasive use of smartphones has raised concerns about their impact on cognitive functions, particularly learning and memory. This study investigates how the mere presence of a cell phone affects memory performance and explores the mediating roles of smartphone addiction and phone-conscious thought.
Research consistently demonstrates the detrimental effects of smartphone use on cognitive performance, including working memory, attention, and visual-spatial search. Increased attachment to one’s phone has also been linked to decreased cognitive abilities. While the negative consequences of active phone use during learning are well-documented, the impact of a phone’s mere presence remains less explored. This study aims to address this gap by examining the effects of smartphone presence on memory recall accuracy. Additionally, the study explores the potential influence of mood on cognitive performance in the context of smartphone presence.
This experimental study involved participants randomly assigned to two conditions: a high salience (HS) group with their phones placed beside them and a low salience (LS) group with their phones in a separate room. Both groups completed a series of memory tasks. Prior to and following the tasks, participants’ positive and negative affect were assessed using the Positive and Negative Affect Scale (PANAS). Smartphone addiction was measured using the Smartphone Addiction Scale (SAS), and phone-conscious thought was assessed by asking participants how often they thought about their smartphones during the memory test.
Results revealed that participants in the LS group, without their phones present, exhibited significantly higher memory accuracy compared to those in the HS group. A negative correlation was observed between memory accuracy and phone-conscious thought, indicating that participants who reported thinking about their phones more frequently performed worse on the memory tasks. While no significant relationship was found between overall smartphone addiction and memory accuracy, the specific sub-factor of withdrawal within the SAS showed a trend towards significance.
Analysis of mood data revealed a significant decrease in positive affect for both groups after completing the tasks. While both groups experienced this decline, it is plausible that the prohibited usage (HS) or separation from their phones (LS) contributed to the reduction in positive affect. This aligns with previous research indicating increased anxiety when individuals are separated from their smartphones.
This study highlights the subtle yet significant impact of smartphone presence on learning and memory. Even without active use, the mere presence of a phone can serve as a distraction, reducing cognitive resources available for learning. The findings underscore the importance of minimizing distractions in learning environments. Future research could explore the effectiveness of strategies for managing smartphone presence in educational settings to promote optimal learning outcomes. Furthermore, investigating the interplay between smartphone-related behaviors and workplace productivity among young adults entering the workforce warrants attention. The pervasive nature of smartphones necessitates a deeper understanding of their impact on various aspects of cognitive function and daily life.
