62. A student is playing the guitar and thinking about an upcoming exam. They have practiced what they are playing for many years. What does Schneider and Shiffrins research on divided attention suggest about the students ability to think about the exam?
Answer: B
The student will be able to think more clearly about the exam compared to a guitar beginner.
Schneider and Shiffrin's research on divided attention suggests that individuals who have extensive practice in a task, such as playing the guitar, can perform that task with less cognitive load, allowing them to allocate more mental resources to other activities, like thinking about an exam.
A) They will be able to think more clearly about the exam only if the student is familiar with the exam.
This option incorrectly implies that familiarity with the exam is the only factor that affects the student's ability to think clearly. While familiarity can aid performance, the student’s extensive experience in playing guitar allows for better divided attention, regardless of their familiarity with the exam itself.
B) They will be able to think more clearly about the exam compared to a guitar beginner.
This option accurately reflects the findings of Schneider and Shiffrin. A student who has practiced guitar for many years can perform the task with automaticity, freeing up cognitive resources to focus on thinking about the exam, which is not the case for a beginner who is still learning to coordinate their motor skills.
C) They will have more difficulty thinking about the exam compared to a guitar novice.
This statement is incorrect, as it contradicts the principle of automaticity. A guitar novice would require more cognitive effort to play, thus hindering their ability to think clearly about the exam, whereas the experienced student can manage both tasks more effectively.
D) They will be able to think just as clearly about the exam compared to a guitar novice.
This option is misleading because it suggests parity in cognitive load between the experienced student and the novice. The experienced student, due to their practice, can manage the guitar without much cognitive effort, allowing them to think more clearly about the exam, unlike the novice.
Conclusion
Option B is the only choice that correctly aligns with Schneider and Shiffrin's findings regarding divided attention and automaticity. The experienced student's ability to perform the guitar task automatically allows them to allocate their cognitive resources to thinking about the exam more effectively than a beginner, who would struggle to balance both tasks. All other options fail to recognize the advantages conferred by practice and experience.