Introduction
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Controlled experiments that demonstrate that interruptions take time to recover from and lead to errors
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Cognitive models that offer a theoretical framework for explaining why and how interruptions are disruptive
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Observational studies that give a rich description of the kinds of interruptions that people experience in the workplace
Controlled Experiments
What Is the Aim of an Experiment?
A Typical Interruptions Experiment
How Is Disruptiveness of an Interruption Measured?
Interruptions Cause Errors
Moving Controlled Experiments Out of the Lab
Summary: Controlled Experiments
Cognitive Models
What Are Cognitive Models?
What Can Cognitive Models Predict About the Impact of Interruptions on Productivity?
Summary: Cognitive Models
Observational Studies
Observational Studies of the Workplace
Benefits and Detriments of Interruptions
Stress, Individual Differences, and Interruptions
Productivity
Strategies for Dealing with Interruptions
Summary: Observational Studies
Key Insights
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Interruptions can take time from which to recover from and can lead to errors.
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Shorter interruptions are less disruptive than longer interruptions.
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Interruptions delivered during a natural break in a task are less disruptive.
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Interruptions that are relevant to the current task are less disruptive.
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Resuming a task too quickly can lead to errors being made.
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All of these characteristics of the resumption lag can be explained by an underlying memory retrieval process.
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People self-interrupt almost as often as being interrupted by external sources.
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People often work on multiple tasks at the same time, and self-interruptions are important for keeping up with these different activities.
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Interruptions can cause stress, particularly e-mail interruptions.
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Interruptions can provide an opportunity for a break to refresh, and people take longer breaks after working on a task for longer.
Key Ideas
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Controlled experiments are designed to test a specific hypothesis, but there are challenges with designing the experiment so that it has ecological validity.
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Cognitive models offer a theoretical framework for explaining why and how things happen (e.g., how interruptions affect productivity), but these models can be complex and difficult to develop.
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Observational studies offer a rich description of situated activity, but these studies are resource intensive and can produce an overwhelming amount of data of which to make sense.
Acknowledgments
References
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