A motivated reader who is not in a place where they have no distractions may not be able to acquire as much memory input as someone who does not have those distractions. This would be really important for college students who experience roommate, dormitory, or home/family distractions that they are not able to avoid. These external distractions will harm any intrinsic motivational reading a person may desire or have.
Hello,
You have broached up a very interesting question. Most probably, the factors you have enumerated as external distractions are part of a student's normal life and they are unavoidable. Since they have a negative influence on memory input , they greatly impair or reduce the quality of one's reading. The reason is that external distractions decrease productivity of the current activity because the energy it takes to regain the loss of concentration is higher than the result of the distraction. To compensate for such a loss, the students should learn certain coping strategies in order to optimize the quality of current activity. The following links can hopefully provide you with targeted information:
1) https://www.thoughtco.com › ... › For Students & Parents › Test Prep › Study Skills
2) asbbs.org/files/ASBBS2012V1/PDF/D/DrozdenkoR.pdf
3) https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3660663/
Best regards,
R. Biria
I'd like to put the "destruction situation" in a certain context and conduct a mind experiment based on that. The context I am talking about is a philosophy text. If you read Aristotle, Kant, Hegel, others you encounter some notes on the "margins" about certain destructive ideas and / or thinkers who are mistaken, naive, limited, etc. However, if you juxtapose these "destructive" ideas and the main text you realise that the author responds to destructive content by the author's "right" ideas. That logically means the destructive ideas were necessary to develop the main text or philosophy as such.
Now, you may ask how far the described in-text relationships are from the problem of reading within a destructive environment? We can try to move it closer. Say, I am reading and you come up with a totally unrelated question. I can say something in response and follow up with my reading related question right away. A further conversation may develop in several different scenarios and the great majority of them will definitely be beneficial for the reading. I can see that rather clearly. To sum the solution up: you need to turn destructions into contently challenges to your studies.
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