In today’s hyper-connected world, understanding how screens effect our brains is paramount.The constant barrage of digital stimuli,from responding to whatsapp voice messages to engaging in text conversations,raises critical questions about cognitive performance. This “multitasking,” fueled by readily available technology, demands a closer look at its impact on our cognitive abilities.

A new season of the podcast series “Votre cerveau” (Your Brain) delves into this very topic, offering insights into how our brains handle the demands of simultaneous tasks in a screen-filled world. Séverine Erhel, an instructor-researcher in cognitive psychology and ergonomics at Université Rennes 2, a member of the Laboratoire de Psychologie Cognition, Comportement, Interaction, a member of the Conseil scientifique de l’Éducation nationale, and a columnist at l‘Express, guides listeners through these complexities.

The podcast explores the capabilities and limitations of our brains when faced with constant screen stimulation. Erhel uses engaging audio experiments to illustrate how certain screen-related activities can induce a state of intense focus, known as “flow,” where individuals loose track of time and external distractions fade away.This state of “flow” can be both beneficial and potentially problematic.

But is being fully absorbed in a video game truly an addiction? The proliferation of screens and the rise of social networks have led to widespread concerns about social media addiction. The podcast addresses the question of when social media use crosses the line into addiction, exploring how individual vulnerabilities, personalized social media features, and algorithms can amplify these difficulties. Understanding these nuances is crucial for fostering healthy digital habits.

Erhel also examines the nuanced impact of screens on the brain, highlighting both the benefits and drawbacks of digital engagement. While some digital activities, such as online learning and specific digital environments, can enhance cognitive performance, others, like “doomscrolling,” the tendency to endlessly scroll through negative news, can have detrimental effects. Recognizing these differences is key to responsible technology use.

The podcast series seeks to move beyond the moral panic surrounding screens and promote media literacy. The goal is to help individuals understand the potential gains and losses associated with digital systems, encouraging informed and balanced engagement. By providing listeners with the tools to critically assess their screen habits,the podcast aims to empower them to make healthier choices.

The series consists of six episodes, each lasting 10 minutes. The episodes are available on franceculture.fr and the Radio France submission. This accessibility allows a wide audience to benefit from Erhel’s expertise and the podcast’s insightful exploration of the digital age.

Expert Insights on Screen Time and Cognitive Function

Séverine Erhel brings a wealth of expertise to the discussion, drawing from her background in cognitive psychology and ergonomics. Her research at Université Rennes 2 and her involvement with the Conseil scientifique de l’Éducation nationale provide a solid foundation for understanding the complex relationship between screen time and cognitive function. Her diverse roles give her a unique perspective on the issue.

The podcast format allows Erhel to present her findings in an accessible and engaging manner, using audio experiments to illustrate key concepts and encourage listeners to reflect on their own screen-related habits. This interactive approach makes the information more relatable and memorable for the audience.

The series also addresses the growing concern about social media addiction, exploring the factors that contribute to this phenomenon and offering strategies for mitigating its negative effects. By examining the role of algorithms and personalized features, the podcast sheds light on the ways in which social media platforms can exploit individual vulnerabilities. This critical analysis is essential for promoting responsible social media use.

Ultimately, “Votre cerveau” aims to empower listeners to make informed choices about their screen time, promoting a balanced and mindful approach to digital engagement. By providing evidence-based insights and practical strategies, the podcast serves as a valuable resource for navigating the complexities of the digital age.

New research is shedding light on how multitasking affects academic performance,revealing potential drawbacks of juggling multiple tasks concurrently. Studies featured in a collection proposed by Camille renard explore the cognitive impacts of media and technology use, offering valuable insights for students and educators alike. The collection highlights the work of several key individuals, including Séverine Erhel, who served in production, and Charlotte Roux, who handled realization. Camille Renard also took on the role of Responsable des podcasts originaux,while Élodie Piel was the Chargée de programmes. this collaborative effort underscores the importance of understanding the effects of multitasking in an academic setting.

understanding the effects of multitasking is crucial in today’s fast-paced, technology-driven world. With students constantly bombarded with notifications and digital distractions, the ability to focus and concentrate on a single task is becoming increasingly challenging. The research compiled in this collection aims to provide a deeper understanding of these challenges and offer potential strategies for mitigating their negative impacts. By examining the cognitive costs of multitasking, researchers hope to inform educational practices and promote more effective learning strategies.

Key Contributors and Their Roles

The creation of this insightful collection involved a dedicated team of professionals, each contributing their expertise to ensure its quality and impact:

• Production: Séverine erhel
• Realization: Charlotte Roux
• Responsable des podcasts originaux: Camille Renard
• Chargée de programmes: Élodie piel
• Prise de son: eric Boisset, Bruno Mourlan
• Mixage: Eric Boisset, Allison Ascrizzi
• Voix: Pauline Ziadé

The audio aspects of the project were meticulously handled by Eric Boisset and Bruno Mourlan for sound recording, and Eric Boisset, along with Allison Ascrizzi, for mixing. The narration was provided by Pauline Ziadé, adding another layer to the presentation of the research. The careful attention to detail in the audio production enhances the overall impact and accessibility of the collection.

Featured research and Key Findings

The collection includes a range of articles and book chapters that delve into various aspects of multitasking and its effects on academic outcomes. These studies offer empirical evidence and theoretical frameworks for understanding the complex relationship between media use, cognitive function, and learning. By synthesizing these diverse perspectives,the collection provides a comprehensive overview of the current state of research on multitasking.

One notable study, “No A 4 U: The relationship between multitasking and academic performance” by Reynol Junco and Shelia R. Cotten, published in computers & Education in September 2012, explores the direct correlation between multitasking behaviors and academic results. The research suggests that students who frequently engage in multitasking may experience a decline in their academic performance. This finding highlights the potential costs of dividing attention across multiple tasks.

Another article, “does Persistent Involvement in media and Technology Lead to Lower academic Performance? Evaluating Media and Technology Use in Relation to Multitasking, Self-Regulation and Academic Performance” by Ahmet murat Uzun and Selcan Kilis, published in Computers in human Behavior in January 2019, investigates the impact of persistent media and technology involvement on academic performance. The study evaluates how multitasking and self-regulation skills mediate this relationship. The research suggests that self-regulation plays a crucial role in mitigating the negative effects of media multitasking.

Eric Jamet, Corentin Gonthier, Salomé Cojean, Tiphaine Colliot, and Séverine Erhel contributed to the study “Does multitasking in the classroom affect learning outcomes? A naturalistic study,” published in Computers in human Behavior in May 2020. This research examines the effects of multitasking within the classroom habitat on student learning outcomes, providing insights into real-world scenarios. The study’s naturalistic approach enhances its ecological validity and relevance to educational practice.

Wisnu Wiradhany and Janneke Koerts’s work, “Everyday functioning-related cognitive correlates of media multitasking: a mini meta-analysis,” published in Media Psychology in 2021, offers a meta-analysis of the cognitive correlates of media multitasking, focusing on its impact on everyday functioning. This meta-analysis provides a comprehensive overview of the cognitive costs associated with media multitasking.

Lisa Delalande’s thesis, “Étude des effets de l’entraînement du contrôle inhibiteur sur le développement cognitif et les apprentissages scolaires chez l’enfant : étude comportementale et en IRM,” from the Laboratoire de psychologie du développement et de l’éducation de l’enfant in 2020, explores the effects of inhibitory control training on cognitive advancement and academic learning in children.This research suggests that training inhibitory control may be a promising strategy for improving cognitive function and academic performance.

Hannah S Locke and Todd S Braver’s article, “Motivational influences on cognitive control: behavior, brain activation, and individual differences,” published in Cognitive, Affective, & Behavioral Neuroscience in March 2008, examines the motivational influences on cognitive control, including behavior, brain activation, and individual differences. This study highlights the importance of motivation in understanding cognitive control processes.

The collection also references “Quiet eye training improves aiming accuracy, movement efficiency, and attention control in rifle shooting” by David J Harris, Samuel J Vine, and Mark R Wilson. this research demonstrates the effectiveness of quiet eye training for improving performance in tasks requiring precision and attention control.

Conclusion

The collection proposed by Camille Renard provides a complete overview of the current research on multitasking and its impact on academic performance. By highlighting the contributions of Séverine Erhel, Charlotte Roux, and other researchers, this compilation offers valuable insights for educators, students, and anyone interested in understanding the cognitive effects of multitasking in the digital age. The findings underscore the importance of fostering focus and minimizing distractions to enhance learning outcomes. By promoting awareness of the potential costs of multitasking, this collection aims to empower individuals to make more informed choices about their technology use and learning strategies.

More information is needed to complete this article.

The “flow state,” a mental condition characterized by deep immersion and focused attention, is gaining recognition for its significant influence on various facets of human experience. From enhancing learning and performance to mitigating anxiety and shaping internet usage habits, the flow state’s impact is far-reaching. Recent research is delving into the neurocognitive mechanisms underlying this state and its potential advantages, offering valuable insights into how individuals can harness its power to improve their lives. Studies are exploring how flow affects learning outcomes in educational games, reduces preoperative anxiety in children, and even contributes to problematic internet use.

The flow state, often described as being “in the zone,” is a highly focused mental state conducive to optimal performance. Understanding the factors that facilitate and hinder this state is crucial for maximizing its benefits and minimizing potential drawbacks.

Goal Specificity and Learning Outcomes

Séverine Erhel and Eric Jamet,in their 2019 study published in Computers in human Behavior,investigated the impact of goal specificity on flow experience and learning outcomes in educational computer games.Their research, titled “Improving instructions in educational computer games: Exploring the relations between goal specificity, flow experience and learning outcomes,” underscores the importance of clear and well-defined objectives in fostering a state of flow during gameplay.

Improving instructions in educational computer games: exploring the relations between goal specificity, flow experience and learning outcomes
Séverine Erhel and Eric Jamet, Computers in Human Behavior, 2019.

The study suggests that when learners have a clear understanding of what they need to achieve, they are more likely to become fully engaged in the task, leading to a more immersive and effective learning experience. This highlights the importance of instructional design in creating engaging and educational games that can promote flow and enhance learning.Clear goals provide a roadmap for engagement, allowing individuals to focus their attention and immerse themselves in the task at hand.

Flow as a Preoperative Anxiety Reducer

Beyond the realm of education, the flow state has also been found to have therapeutic applications. A 2025 study by Camille Tordet,Séverine Erhel,Virginie dodeler,Corentin Gonthier,Eric Jamet,Nicolas Nardi,Géraldine Rouxel,and Eric Wodey,published in Psychology & Health,explored the benefits of experiencing flow through distracting activities in reducing preoperative anxiety in children.The research, titled “The benefits of experiencing flow through distracting activities: flow reduces preoperative anxiety in children before surgery, but not postoperative difficulties,” reveals that engaging children in activities that induce flow can significantly alleviate their anxiety before surgery.

The benefits of experiencing flow through distracting activities: flow reduces preoperative anxiety in children before surgery, but not postoperative difficulties
Camille tordet, Séverine Erhel, Virginie Dodeler, Corentin Gonthier, Eric Jamet, Nicolas Nardi, Géraldine Rouxel, and Eric Wodey, Psychology & Health, 2025.

The study indicates that the focused attention and sense of control associated with the flow state can definitely help children to temporarily detach from their worries and fears, providing a valuable coping mechanism in a stressful situation. Though, the study also notes that flow did not reduce postoperative difficulties, suggesting that its benefits are primarily limited to the preoperative period. This suggests that while flow can be a powerful tool for managing immediate anxiety, it may not address the underlying causes or long-term effects of stressful experiences.

The Dark Side of flow: Problematic Internet Use

While flow is frequently associated with positive outcomes, research also suggests that it can play a role in problematic internet use. A 2024 study by Séverine Erhel, Joeffrey Drouard, Florence Jacob, Marianne Lumeau, Raphaël Suire, and Corentin Gonthier, published in Computers in Human Behavior, examined the predictors of problematic internet use in a French representative sample. The study, titled “Predictors of problematic internet use in the everyday internet activities of a French representative sample: The importance of psychological traits,” found that certain psychological traits, such as a tendency to seek flow experiences, can increase the risk of developing problematic internet use habits.

Predictors of problematic internet use in the everyday internet activities of a French representative sample: The importance of psychological traits
Séverine Erhel, Joeffrey Drouard, Florence Jacob, Marianne Lumeau, Raphaël Suire, and Corentin Gonthier, Computers in Human Behavior, 2024.

The researchers suggest that individuals who are highly motivated to experience flow might potentially be more likely to engage in excessive internet use as a means of achieving this state. This highlights the importance of understanding the potential downsides of flow and developing strategies to promote healthy internet usage habits. The ease with which flow can be achieved through internet activities, coupled with the potential for addiction, underscores the need for mindful internet use and self-regulation.

Further research, such as the 2024 study by bilal Kaya and Mark D. Griffiths in Behavior & Information Technology, titled “Intolerance of uncertainty and mental wellbeing: the mediating and moderating role of doomscrolling,” and the 2025 study by Tuğba Türk-Kurtça and Metin Kocatürk in Personality and Individual Differences, titled “Beyond the Scroll: Exploring How Intolerance of Uncertainty and Psychological Resilience Explain the Association Between Trait Anxiety and Doomscrolling,” shed light on the relationship between intolerance of uncertainty, anxiety, and the tendency to engage in “doomscrolling,” a behavior characterized by excessive consumption of negative news online.

Intolerance of uncertainty and mental wellbeing: the mediating and moderating role of doomscrolling
Bilal Kaya and Mark D. Griffiths, Behavior & Information Technology, 2024.

Beyond the Scroll: Exploring How Intolerance of Uncertainty and Psychological Resilience Explain the Association Between Trait Anxiety and Doomscrolling
Tuğba Türk-kurtça and Metin Kocatürk, Personality and Individual Differences, 2025.

These studies suggest that individuals who are highly intolerant of uncertainty may be more likely to engage in doomscrolling as a way of seeking information and reducing their anxiety, even though this behavior can ultimately be detrimental to their mental well-being. The constant influx of negative information can create a cycle of anxiety and dependence, highlighting the importance of developing coping mechanisms for managing uncertainty and limiting exposure to distressing content.

The Broader Context: Social Media and Mental Health

It’s crucial to note that the relationship between social media use and mental health is complex and multifaceted. A 2025 meta-analysis by C.J. Ferguson, L.K. Kaye, D. Branley-Bell, and P. Markey, published in Professional Psychology: Research and Practice, found “there is no evidence that time spent on social media is correlated with adolescent mental health problems.” This suggests that simply spending time on social media is not necessarily harmful to adolescents’ mental health.

there is no evidence that time spent on social media is correlated with adolescent mental health problems
C.J. Ferguson, L.K. kaye, D. Branley-Bell, and P. Markey,Professional Psychology: Research and Practice,2025.

Though, other factors, such as the content that individuals consume and the way they interact with others online, can play a notable role in shaping their mental well-being. The “Interaction of Person-Affect-Cognition-Execution (I-PACE) model for addictive behaviors,” as described by Matthias Brand, Elisa Wegmann, Rudolf Stark, Astrid Müller, Klaus Wölfling, Trevor W.robbins, and Marc N. Potenza in their 2019 Neuroscience & Biobehavioral reviews article, provides a framework for understanding the complex interplay of factors that contribute to addictive behaviors, including problematic internet use.

Interaction of Person-affect-cognition-Execution (I-PACE) model for addictive behaviors
Matthias Brand, Elisa Wegmann, Rudolf Stark, Astrid Müller, Klaus Wölfling, Trevor W. Robbins, and Marc N. Potenza, Neuroscience & Biobehavioral Reviews, 2019.

Conclusion

the flow state presents a double-edged sword. While it offers significant benefits in terms of learning, performance, and anxiety reduction, it also carries the potential for problematic internet use and other negative consequences. Understanding the factors that influence the flow state, both positive and negative, is crucial for harnessing its power responsibly and promoting healthy habits. Further research is needed to fully elucidate the complex interplay between flow, technology, and mental well-being.

“Votre cerveau” Podcast Explores Screen Time Effects

Séverine Erhel’s podcast series, “Votre cerveau” (Your Brain), delves into the multifaceted effects of screen usage on cognitive performance. The podcast, available on franceculture.fr and the Radio France application, consists of six 10-minute episodes. It examines both the positive and negative impacts of screen time, from the immersive “flow states” experienced during engaging online activities to the potential pitfalls of “doomscrolling” and social media addiction.

Erhel employs audio experiments to illustrate key concepts, encouraging listeners to reflect on their own screen habits. The podcast aims to promote media literacy, empowering individuals to make informed choices about their screen time and digital consumption.

Multitasking and Academic Performance: A Deep Dive

A collection of research,to which Séverine Erhel contributed,explores the impact of multitasking on academic performance. These studies highlight the complex relationship between media use, cognitive function, and learning outcomes. Several key studies are included in this collection.

Junco & Cotten’s research examines the direct correlation between multitasking and academic results. Uzun & Kilis explore the broader impact of media involvement on academic performance.Jamet et al. focus specifically on multitasking within the classroom setting. wiradhany & Koerts investigate the cognitive correlates of media multitasking, seeking to understand the underlying cognitive processes involved.

Furthermore, the collection includes research on interventions aimed at mitigating the negative impacts of multitasking. Delalande’s work explores inhibitory control training, while Locke & Braver examine motivational influences on cognitive control. Harris et al. investigate the effectiveness of “quiet eye training” in improving focus and reducing distractions.

Unlocking the Secrets of “Flow”: focused Engagement and Its Impact

the concept of “flow state,” a state of deep immersion and focused engagement, is explored in relation to learning, well-being, and internet usage.Research by Erhel & jamet (2019) examines how flow influences learning outcomes in educational games. Tordet et al. (2025) investigate the potential of flow to reduce preoperative anxiety in children. Erhel et al. (2024) explore the connection between flow and problematic internet use, highlighting the potential downsides of excessive immersion.

The article also addresses the phenomenon of “doomscrolling,” the tendency to endlessly scroll through negative news and social media content. Studies by Kaya & Griffiths (2024) and Türk-Kurtça & Kocatürk (2025) link doomscrolling to intolerance of uncertainty and anxiety, suggesting that it can be a maladaptive coping mechanism for dealing with stress and uncertainty.

Landmark Meta-Analysis Reveals Patterns in the Flynn Effect Over 70 Years

A comprehensive new meta-analysis, spanning seven decades of research into the Flynn effect, has shed light on the intricate patterns of cognitive change across generations. The study, a monumental effort encompassing 1,000 samples and 300,000 standard Progressive Matrices (SPM) scores, was recently published in the journal *Intelligence*. Authored by Robin G. Morris and Veena Kumari, the research delves into the nuances of how intelligence test scores have evolved over time, offering valuable insights into the factors driving these shifts.

Unprecedented Scope of Analysis

the sheer scale of this meta-analysis sets it apart.By aggregating data from a vast number of studies conducted over 70 years, Morris and Kumari were able to identify trends and patterns that might have been obscured in smaller, individual investigations. The inclusion of 300,000 SPM scores provides a robust statistical foundation for their conclusions, enhancing the reliability and generalizability of the findings. The study appears in *Intelligence, volume 98, May–June 2023, 101750*.

The Flynn Effect: A Continuing Enigma

The flynn effect, named after James R.Flynn, refers to the observed increase in intelligence test scores over time. While the phenomenon has been well-documented, the underlying causes remain a subject of ongoing debate. This new meta-analysis contributes to the discussion by providing a detailed examination of how the effect manifests across different populations and time periods.

Authors and Publication Details

The meta-analysis, titled “Seventy years, 1000 samples, and 300,000 SPM scores: A new meta-analysis of Flynn effect patterns,” was authored by robin G. Morris and Veena Kumari. It was published in *Intelligence, Volume 98, May–june 2023, 101750*.

Implications for Understanding Cognitive Change

The findings of this meta-analysis have significant implications for our understanding of cognitive change. by identifying specific patterns in the Flynn effect, researchers can gain insights into the environmental, social, and educational factors that influence intellectual progress. This knowledge can be used to inform interventions and policies aimed at promoting cognitive growth and reducing disparities in educational outcomes.

Future Research Directions

While this meta-analysis provides a valuable contribution to the field, it also raises new questions for future research. Further investigation is needed to explore the specific mechanisms driving the observed patterns in the Flynn effect.Additionally, researchers should examine how these patterns may vary across different cultural contexts and demographic groups.

This meta-analysis by Robin G. Morris and Veena Kumari represents a significant advancement in our understanding of the Flynn effect. By synthesizing data from a vast number of studies, the researchers have provided a comprehensive overview of how intelligence test scores have changed over time. The findings have vital implications for education, policy, and our understanding of human cognition.

Contrasting perspectives on the Flynn Effect in France

The debate surrounding the Flynn effect, which refers to the observed increase in intelligence test scores over time, adds another layer of complexity to the discussion. While some studies, such as the 2015 research by Edward dutton and Richard lynn in *Intelligence*, Volume 51, July–August, Pages 67-70, titled “A negative Flynn Effect in France, 1999 to 2008–9,” have suggested a negative trend in certain populations, others, like the 2021 study by Corentin Gonthier, Jacques Grégoire, and Maud Besançon in *Intelligence*, Volume 84, January–February, 101512, titled “No negative Flynn effect in France: Why variations of intelligence should not be assessed using tests based on cultural knowledge,” offer contrasting perspectives. These conflicting findings underscore the challenges of accurately measuring and interpreting changes in cognitive abilities over time.

A negative Flynn Effect in France,1999 to 2008–9
edward Dutton,Richard Lynn,Intelligence, Volume 51,July–August 2015,Pages 67-70.

No negative Flynn effect in France: Why variations of intelligence should not be assessed using tests based on cultural knowledge
Corentin Gonthier, Jacques Grégoire, Maud Besançon, Intelligence, Volume 84, january–February 2021, 101512.

Conclusion

The relationship between screen time and cognitive development is complex and multifaceted. While excessive screen time, particularly passive consumption of negative content, may pose risks to psychological well-being and cognitive skills, certain types of screen-based activities, such as action video games and interactive learning platforms, may offer potential benefits. Further research is needed to fully understand the long-term effects of screen time on cognitive development and to develop evidence-based guidelines for promoting healthy digital media consumption habits.