學習時不要玩手機
Studying? Don't answer that text
學習中？別理那條短信
Cell phone use and texting are increasingly comMon, especially among teens. And that could be a problem. Texting affects learning and performing on tests, a new study finds. On average, students who responded to texts while working got lower scores. This trend held even for teens who felt they could multitask effectively.
手機的使用以及發短信變得日益普遍，尤其是在青少年中。這是一個嚴重的問題。新研究發現收發短信會影響學習及考試時正常水平的發揮，通常學生在學習時收發短信會導致低分。這一定義也適用於年輕人認爲他們能有效率的兼顧多項工作這一情況。
Many students think that multitasking has no effect on how they perform in school, says Colter Norick, 17. (Multitasking is when a person tries to do more than one thing at the same time.) So the Montana teen and his 16-year-old brother Colin decided to test that notion.
許多學生認爲多重任務不會影響他們在學校的表現，17歲的Colter Norick表示。（多重工作指的是一個人同時兼做多項事情）。因此蒙大拿州這一青年和他16歲的弟弟Colin打算對這一定義進行驗證。
They recruited 47 classmates to take part in a two-phase experiment. The goal was to gauge how well these students understood written material. Each participant had to read a paragraph or two about a certain topic, then answer a question about it.
他們召集了47名同學來進行兩個階段的測試。目標是測評這些學生對書面材料理解程度。每個參與者都將針對一個特定的話題閱讀一到兩篇文章，然後根據文章回答問題。
In the first phase, the teen participants had 15 minutes to digest and then answer questions about six readings. Throughout this testing, the volunteers encountered no distractions.
在第一階段，參與者用15分鐘去理解並回答六篇閱讀，整個測試過程中參與者無一分心。
A little later, Colter and Colin had their recruits tackle a new set of readings. This time, the brothers used a computer program to send texts to the volunteers' cell phones every 90 seconds. In each text, a fictional character named "Bob" asked questions that required a reply. One example: What's your favorite type of music?
然後Colter和Colin讓他們的參與者開始進行下一輪的閱讀測試，這次，兩兄弟使用電腦程序給參與者的手機每隔90秒發一條信息，在該信息中，一個叫"Bob"的虛擬人物對參與者提出問題並要求回答，比如說他會問：你最喜歡什麼類型的音樂？
Results were telling, the Norick brothers found. In theory, volunteers should have scored better, not worse, on the second test because it was slightly easier. In fact, the recruits scored 9 percent worse overall when distracted by incoming texts asking for some response. Only a few students scored as well when replying to texts as they did when undistracted. But importantly, Colter and Colin say, nobody performed better during the texting phase.
Colter和Colin的結果顯示從理論上來講，參與者本應該在第二次相對來說較容易的測試中取得更好而不是更糟的成績，而事實上，當測試者收到要求回覆的短信並被分散注意力時，他們的成績整體下降了9%，只有幾個人的成績沒有下滑，而他們也收到了短信，並沒有分心。Colter和Colin表示最關鍵的是在短信測試過程中沒有一個人的表現是更好的。
