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Wegner's theory of ironic processes of mental control emphasizes how the implementation of cognitive load-induced avoidant instructions can cause inefficient motor cognition in sports, thereby inducing so-called ironic effects where an individual-ironically-does precisely what s(he) intended not to do. This systematic review synthesizes relevant existing research and evaluates the effectiveness of experimental manipulations and cognitive load measurements for investigating ironic effects on motor task performance under pressure conditions. This review identified twenty-four empirical studies published before January 2022, including studies with experimental (21%) and quasi-experimental (79%) within- and between-subject designs. The most common reported pressure (i.e., cognitive load) manipulations fell into two categories: anxiety (77%) and dual-task (33%) techniques. The review also identified positive action-oriented instructional interventions to reduce ironic errors. Although most reported findings supported Wegner's assumptions about ironic performance effects, the review also identified inconclusive evidence (8%), which indicates a need for more research with a greater focus on: robust experimental design; the inclusion of competitive stressors; expert athletes; elite athletes; and intervention-based studies. These additions will clarify the mechanisms of ironic effects and assist in the development of interventional programs to diminish the likelihood of ironic effects in sports performance.

Using standard handheld interfaces for VR locomotion may not provide a believable self-motion experience and can contribute to unwanted side effects such as motion sickness, disorientation, or increased cognitive load. This paper demonstrates how using a seated leaning-based locomotion interface --HeadJoystick-- in VR ground-based navigation affects user experience, usability, and performance. In three within-subject studies, we compared controller (touchpad/thumbstick) with a more embodied interface ("HeadJoystick") where users moved their head and/or leaned in the direction of desired locomotion. In both conditions, users sat on a regular office chair and used it to control virtual rotations. In the first study, 24 participants used HeadJoystick versus Controller in three complementary tasks including reach-the-target, follow-the-path, and racing (dynamic obstacle avoidance). In the second study, 18 participants repeatedly used HeadJoystick versus Controller (8 one-minute trials each) in a reach-the-target task. To evaluate potential benefits of different brake mechanisms, in the third study 18 participants were asked to stop within each target area for one second. All three studies consistently showed advantages of HeadJoystick over Controller: we observed improved performance in all tasks, as well as higher user ratings for enjoyment, spatial presence, immersion, vection intensity, usability, ease of learning, ease of use, and rated potential for daily and long-term use, while reducing motion sickness and task load. Overall, our results suggest that leaning-based interfaces such as HeadJoystick provide an interesting and more embodied alternative to handheld interfaces in driving, reach-the-target, and follow-the-path tasks, and potentially a wider range of scenarios.

Summary Objectives/Hypothesis The purpose of this study was to determine the relationships among cognitive loading, autonomic arousal, and acoustic measures of voice in healthy older adults. Study Design Prospective and observational. Methods Twelve healthy older adults (six females) produced a sentence containing an embedded Stroop task in each of two cognitive load conditions: congruent and incongruent. Three physiologic measures of autonomic arousal (pulse volume amplitude, pulse period, and skin conductance response amplitude) and four acoustic measures of voice (cepstral peak prominence, low-to-high spectral energy ratio, fundamental frequency, and sound pressure level) were analyzed in each cognitive load condition. Results A logistic regression model was used to predict the cognitive load condition using participant as a categorical predictor and the four acoustic measures and three autonomic measures as continuous predictors. Skin conductance response amplitude and pulse volume amplitude were both predictive of cognitive load; however, no acoustic measures of voice were statistically significant predictors of cognitive load for older adults. Conclusions These findings support the idea that increased cognitive load is associated with increased autonomic nervous system activity in older adults. The lack of changes in acoustic measures of voice with increased cognitive load may result from age-related changes in vocal quality and speech subsystems.

In this paper, we address cognitive overload detection from unobtrusive physiological signals for users in dual-tasking scenarios. Anticipating cognitive overload is a pivotal challenge in interactive cognitive systems and could lead to safer shared-control between users and assistance systems. Our framework builds on the assumption that decision mistakes on the cognitive secondary task of dual-tasking users correspond to cognitive overload events, wherein the cognitive resources required to perform the task exceed the ones available to the users. We propose DecNet, an end-to-end sequence-to-sequence deep learning model that infers in real-time the likelihood of user mistakes on the secondary task, i.e., the practical impact of cognitive overload, from eye-gaze and head-pose data. We train and test DecNet on a dataset collected in a simulated driving setup from a cohort of 20 users on two dual-tasking decision-making scenarios, with either visual or auditory decision stimuli. DecNet anticipates cognitive overload events in both scenarios and can perform in time-constrained scenarios, anticipating cognitive overload events up to 2s before they occur. We show that DecNet’s performance gap between audio and visual scenarios is consistent with user perceived difficulty. This suggests that single modality stimulation induces higher cognitive load on users, hindering their decision-making abilities.

Digital Storytelling (DS) is an alternative instructional tool for language teaching to make the relevant process more engaging through the use of technology and to facilitate effective language learning. This single case study explored the impact of DS in an online EFL lesson on speaking and vocabulary achievement in consideration to cognitive load effect. The study utilized mixed-design analysis strategies as quantitative tests (pre-and post-vocabulary test, speaking evaluation rubric, cognitive load scale) with 33 Turkish EFL learners studying at tertiary level who participated in an online English course and interviews with 21 volunteers. Quantitative findings revealed increased vocabulary achievement after DS use and improved English-speaking skills in terms of spoken grammar, vocabulary use, fluency and coherence, and pronunciation after repeated DS use in three stories, despite high level of cognitive load due to technical incompetency of the participants. In addition, the results obtained from the qualitative data match with the results of the quantitative data in terms of positive evaluations on the impact of DS for vocabulary use, error correction, sentence formation, pronunciation, and self-study. DS can also be effectively used in online EFL education by eliminating the drawbacks of students’ digital incompetency at tertiary level. The results of this study are expected to shed light on the practitioners aiming to use DS in online language learning for teaching speaking and improving vocabulary achievement.

Conceptual modeling is a learning task essential to students of computer science, software engineering and related programs. Construed as a complex task, surprisingly little is known about the actual act of conceptual modeling, and about modeling difficulties learners experience. Combining complementary modes of observation of learners’ modeling processes, we study modeling difficulties encountered while performing a data modeling task. Using the concept of cognitive breakdown, we analyze audiovisual protocols of the individual modelers’ modeling processes, recordings of their interactions with the employed modeling software tool and survey data of modelers about their perception of encountered modeling difficulties. In an exploratory study and a follow-up study, we identify eight types of modeling difficulties related to modeling entity types, generalization hierarchies, relationship types, attributes and cardinalities. The identified types of modeling difficulties contribute to a better and more complete understanding of data modeling processes intended to inform design science research on modeling assistance for data modelers at different stages of their learning and mastering of conceptual data modeling.

We use laboratory experiments to evaluate the effects of cognitive stress on inventory management decisions in a finite horizon economic order quantity (EOQ) model. We manipulate two sources of cognitive stress. First, we vary individuals’ participation in a 6-digit mixed number and letter memorization task involving their personal identification numbers. This exogenously increases cognitive load. Second, we introduce an intervention to reduce cognitive stress by only allowing participants to order when inventory is depleted. This restricts the order choice set. Increases in cognitive load negatively impact earnings with and without the intervention, with these impacts largely occurring in the first attempt of the task. With repetition, participants’ choices in all treatments trend to near-optimal policy adoption. However, only in the intervention and low cognitive load treatment do the majority of choices reach the optimal policy. We estimate the learning dynamics of order decisions using a Markov learning model. Estimates suggest increased cognitive load reduces the probability of switching to more profitable policies. Choice set complexity increases biases for smaller order size adjustments, leading to greater policy lock-in.

We applied state-space modelling technique to estimate the cognitive workload of a speech-in-noise (SIN) recall task, based on participants’ oculo-motor responses to speech signals. We estimated common latent attention levels in 15 time bins and observed temporal changes between pupillary dilations and saccade frequencies, given that the both conditions were independent. We also compared two speech type factors (natural vs. synthetic) and three levels of signal-to-noise (-1dB, -3dB, and -5dB) using the estimated parameter distribution. The comparison of experimental factors provided us with insights into differences in participants’ processing of spoken information during a SIN recall task.

Background Cognitive load (CL) management is essential in safety-critical fields so that professionals can monitor and control their cognitive resources efficiently to perform and solve scenarios in a timely and safe manner, even in complex and unexpected circumstances. Thus, cognitive load theory (CLT) can be used to design virtual reality (VR) training programmes for professional learning in these fields. Objectives We studied CL management performance through behavioural indicators in authentic VR flight training and explored if and to what extent physiological data was associated with CL management performance. Methods The expert (n = 8) and novice pilots (n = 6) performed three approach and landing scenarios with increasing element interactivity. We used video recordings of the training to assess CL management performance based on the behavioural indicators. Then, we used the heart rate (HR) and heart rate variability (HRV) data to study the associations between the physiological data and CL management performance. Results and Conclusions The pilots performed effectively in CL management. The experience of the pilots did not remarkably explain the variation in CL management performance. The scenario with the highest element interactivity and an increase in the very low-frequency band of HRV were associated with decreased performance in CL management. Takeaways Our study sheds light on the association between physiological indicators and CL management performance, which has traditionally been assessed with behavioural indicators in professional learning in safety-critical fields. Thus, physiological measurements can be used to supplement the assessment of CL management performance, as relying solely on behavioural indicators can be time consuming. peerReviewed

Background Being able to function cognitively is imperative for successful achievement in school, working life, and disease self-management. Diabetes is known to cause changes in brain structure and long-term cognitive dysfunction. This work investigated cystic fibrosis-related diabetes (CFRD) as a mechanism for cognitive impairment in people with CF. It was hypothesised that cognition would be poorer in adults with CFRD than in those with CF without diabetes (CFND) or in healthy controls. Methods Cognitive performance was assessed using the Cambridge Neuropsychological Test Automated Battery which provides a comprehensive cognitive assessment with tests mapping onto specific brain regions. Demographic, clinical and self-reported health data were documented for all participants. CF specific clinical variables were recorded for the two CF groups. Results Ninety-eight people with CF (49CFRD,49CFND) and 49 healthy controls were recruited. People with CF demonstrated deficits in aspects of verbal and spatial memory, processing speed and cognitive flexibility compared with healthy controls, with all areas of the brain implicated. Those with CFRD had additional difficulties with higher-level processes known collectively as ‘executive function’, which demand greater cognitive load and recruit the prefrontal cortex. Compared with healthy controls, those with CFND and CFRD had an estimated 20% and up to 40% reduction in processing speed respectively. Conclusion Managing CF requires higher order executive function. Impairments may be sufficient to interfere with self-care and the ability to perform everyday tasks efficiently. At which point in the CF disease trajectory these difficulties begin, and what may attenuate them, has yet to be determined.

In the current study, we aimed to develop a reliable and valid scale to address individual cognitive load types. Existing scale development studies involved limited number of items without adequate convergent, discriminant and criterion validity checks. Through a multistep correlational study, we proposed a three-factor scale with 13 items to address intrinsic, extraneous and germane cognitive load in computer-based learning environments. A thorough literature search of cognitive load indicators in the literature was followed by expert panels for content and construct validity. The initial item pool was administered to 236 undergraduate students who watched an instructional video on IP address classes. A multiple-choice achievement test was also implemented after the intervention. The exploratory factor analysis with maximum likelihood explained 58 percent of the variance with factor loads above .49, and internal consistency coefficients above .81. Convergent and discriminant validity indices were acceptable. Besides, achievement was related positively with the germane load and negatively with intrinsic and extraneous load. Fifteen percent of the achievement was explained by the three sources of the cognitive load. Then, the developed factor structure was validated with 193 undergraduate students immediately after they participated in online webinars, and with 99 undergraduate students after they participated in face to face classes. The proposed structure was confirmed in both settings so the scale was considered a reliable and valid indicator of cognitive load in both online and face-to-face learning environments.

Modularization in process models is a method to cope with the inherent complexity in such models (e.g., model size reduction). Modularization is capable to increase the quality, the ease of reuse, and the scalability of process models. Prior conducted research studied the effects of modular process models to enhance their comprehension. However, the effects of modularization on cognitive factors during process model comprehension are less understood so far. Therefore, this paper presents the results of two exploratory studies (i.e., a survey research study with N = 95 participants; a follow-up eye tracking study with N = 19 participants), in which three types of modularization (i.e., horizontal, vertical, orthogonal) were applied to process models expressed in terms of the Business Process Model and Notation (BPMN) 2.0. Further, the effects of modularization on the cognitive load, the level of acceptability, and the performance in process model comprehension were investigated. In general, the results revealed that participants were confronted with challenges during the comprehension of modularized process models. Further, performance in the comprehension of modularized process models showed only a few significant differences, however, the results obtained regarding the cognitive load revealed that the complexity and concept of modularization in process models were misjudged initially. The insights unraveled that the attitude towards the application and the behavioral intention to apply modularization in process model is still not clear. In this context, horizontal modularization appeared to be the best comprehensible modularization approach leading to a more fine-grained comprehension of respective process models. The findings indicate that alterations in modular process models (e.g., change in the representation) are important to foster and enable their comprehension. Finally, based on our results, implications for research and practice as well as directions for future work are discussed in this paper.

Refereed/Peer-reviewed This paper presents an Augmented Reality (AR)-based network cabling tutoring system that trains users how to interconnect cables within a Virtual Local Area Network (VLAN) on a physical switching rack. AR arrows combined with text-based instruction and a checklist provided assistance during practical learning. When learners made a mistake, an Intelligent Tutoring System (ITS) identified the source of the mistake and provided real-time feedback using text, AR and text-to-speech mechanisms. The design was motivated by the human-cognitive architecture and its five evolutionary principles (proposed by Sweller and Sweller (2006)). Users performed four consecutive network cabling training tasks with assistance from our ITS. We found that users made fewer errors when the AR cues, text-based instruction and checklist solutions were replaced with summarised information and then removed completely in the final task compared to those who used an identical system with fixed instruction. Cognitive Load Theory (CLT) explains our results by suggesting that the instructional mechanisms become redundant as knowledge increases. Implications of the study are discussed as well as how AR can help facilitate knowledge transfer in the network cabling domain.

The spouting development of Massive Open Online Courses (MOOC) has enabled any learner to obtain abundant resource anytime and anywhere, offered a large-scale and open-access opportunity for learners to gain knowledge with great convenience. However, the surge of both learners and courses is engendering a sequence of issues, such as learner cognitive overload and messy course resources. The existing course resource service is not superior enough to suffice the dynamic and diverse demands of different individuals. Simultaneously, MOOC data suffers from sparsity and imbalance conundrums. To address those issues, we construct a heterogeneous information network (HIN) on MOOC to capture the plentiful heterogeneity between multiple entities and then propose an Attention Collaborative Extended Matrix Factorization Based Model, short as ACMF, for personalized recommendation service on MOOC course. In addition to learner and course subjects, we consider other four types of entities (e.g., knowledge, teacher, university, video) to give in-depth insights into why a learner is likely to enroll one course. Graph Convolutional Network with a novel node sampling algorithm based meta-path is utilized to learn the preserving structures and semantics in the MOOC HIN. Attention Mechanism is leveraged to automatically generate the final joint representation embedding. ACMF incorporates both explicit and implicit relationships via a heterogeneous view, integrates both learner and course embeddings via a specific semantic space. The ultimate personalized course recommendation list can be further adjusted based on learner-related or course-related through two tuning parameters. Experiments results on two real-world datasets collected from XuetangX and Junyi demonstrate the robustness and superiorities of ACMF.

Are heterogeneous customers always good for iterative innovation? To address this question, building on the knowledge-based view and cognitive load theory, we investigate the impact of customer heterogeneity on software products’ iterative innovation and how such relationship changes with firms’ absorptive capacity. Using a dataset on software product iterative innovation of publicly listed firms in China from 2007 to 2019, the findings support our prediction that software products’ iterative innovation follows an inverted U-shape as customer heterogeneity increases, which indicates that a high level of customer heterogeneity impedes software products’ iterative innovation. Moreover, this nonlinear effect is moderated by a firm’s absorptive capacity such that the inflection point of the inverted U-shaped curve is shifted upward in firms with high levels of absorptive capacity, enhancing the impact of customer heterogeneity on software products’ iterative innovation.

Summary Managing a safe and efficient anaesthetic induction within a team involves the challenge of when, if, and how to surface, discuss, and implement the best plan on how to proceed. The Lemke and colleagues study in this issue of the British Journal of Anaesthesia is a unique view into real-world conversations that naturally occur in anaesthesia teams in moments of high task and cognitive load, such as induction of anaesthesia. The study spotlights important small moments of physician, nurse, and trainee team coordination. It illuminates key patterns of conversation in naturally occurring anaesthesia teams, and raises important questions about what the speaking up standard should be and the psychological safety-shaping role consultants play in setting the norms for speaking up.

Abstract. Despite the importance of detecting feigned cognitive impairment, we have a limited understanding of the theoretical foundation of the phenomenon and the factors that affect it. Studies regarding the formation and implementation of feigning strategies during neuropsychological assessments are numbered, though there are indications that they tax cognitive resources. The current study assessed the effect of cognitive load manipulation on feigning strategies. To achieve this aim, we utilized a 2 × 2 experimental design; condition (simulators/honest responders) and cognitive load (load/no load) were manipulated while participants ( N = 154) performed a well-established performance validity test (PVT). The cognitive load manipulation reduced the quantity of feigning strategies, while also affecting their composition (i.e., strategies tended to be more intuitive). This suggests that reduced cognitive resources among those feigning cognitive impairment may impact the use of in-vivo feigning strategies. These findings, though preliminary, will hopefully encourage further research that will uncover the cognitive factors involved in the utilization of feigning strategies in neuropsychological assessments.

Several studies have warranted the need to explore the relationship between pedagogical agents in the learning environment and the cognitive load on the learners, specifically, to study the influence on learner populations with different learning and motivation needs. The present work investigates the effects of the presence of a pedagogical agent in the learning environment on intrinsic, extraneous, and germane cognitive load for the dyscalculia and non- learner population. The proposed system intelligently investigates the learner, recommends an exclusive learning dyscalculia path and after tutoring assesses learning gain, and retention. Learner experience and effects of the pedagogical agent on types of cognitive loads are discussed on basis of post tutoring analysis. Samples of 82 learners have been studied, experimental findings based on research questions have been reported and conclusions discussed. Our assumption that ‘a well-articulated and well-designed instructional design exerts a minimal extraneous cognitive load on learners and facilitates learning gain and retention’ is consistent with the obtained results. The result concludes that pedagogical agent does not add to intrinsic and extraneous cognitive load. An improved Germane Cognitive load and a good amount of knowledge retention are noticed post learning.

Objectives The interaction between pain and cognition includes a concurrent negative effect of pain on cognitive performance and an analgesic effect of cognitive distraction on pain experience. The purpose of this exploratory study was to investigate the role of pain intensity and task complexity on this interaction. Methods Two experiments were conducted in healthy volunteers. In both experiments, participants completed 3 conditions: a pain only condition (consisting of the cold pressor test), a cognition only condition (consisting of the cognitive task) and a combined condition (concurrent administration of the cold pressor and cognitive task). In experiment I, participants performed one out of three possible tasks that differed in cognitive load (low, medium, high). In experiment II the parameters of the pain stimulus, induced by a cold pressor test, were adapted and only the high load cognitive task was employed. Pain scores, reaction times, and accuracy rates were recorded. Results In experiment I, cognitive distraction significantly decreased pain scores, irrespective of the cognitive load of the task. Pain did not affect cognitive performance. In experiment II, pain diminished accuracy rates. No effect of cognitive distraction on pain was observed. Individual characteristics did not noticeably influence the interaction between pain and cognition. Conclusions The results of this study suggest a two-way interaction, however no evidence for a simultaneous bidirectional relationship was found. Cognitive distraction successfully reduces pain, up until a certain point where this relationship is reversed, and pain starts to interfere with cognitive performance. This may imply that priorities shift at a certain pain-threshold, however further research should confirm this hypothesis. This study could contribute to further understanding of cognitive mechanisms related to pain perception.

Improving clinical reasoning in order to reduce frequency of diagnostic errors is an important area of study. The authors discuss dual process theory as a model of clinical reasoning and explore the role that cognitive load plays in clinical reasoning in the intensive care unit environment.

Textbook is one of the media used in English language learning. A great number of EFL textbook evaluation have been done to find the most suitable textbook for English language teaching. The present study aimed to determine the cognitive load involved in the textbook for Al-Azhar secondary school students. Therefore, a content analysis instrument has been designed to analyze the second-year of secondary English textbook. The instrument has been distributed on the first participants in this study, (100) secondary EFL students selected out of (1143) secondary EFL students of (13) public secondary schools in Juhaina to be the purposeful sample in this study. The second participants in this study are (20) secondary EFL teachers selected out of (52) secondary English language teachers working in (13) public secondary schools in Juhaina to be the purposeful sample in this study. The results showed high levels of cognitive load in the EFL current textbook. In general, most of teachers and students think that the current EFL textbook involves high levels of cognitive load. Implications for foreign language instruction in this regard are provided.

Classroom videos are a viable means to implement evidence-informed reasoning in teacher education in order to establish an evidence-informed teaching practice. Although learning with videos relieves pre-service teachers from acting in parallel and might reduce complexity, the material still poses higher cognitive load than written text vignettes or other traditionally used static material. In particular, the information they deliver is transient and can, therefore, easily be missed. Signaling can guide learners’ attention to central aspects of a video, thereby reducing cognitive load and enhancing learning outcomes. In the current project, pre-service teachers acquired scientific knowledge about learning strategies and their promotion in a computer-based learning environment. We explored the effect of different arrangements of signaling in classroom video-examples on conceptual knowledge and the reasoning-component of professional vision. Therefore, we conducted a set of two studies with 100 student teachers including two signal arrangements in order to investigate how signaling can help learning to reason about classroom videos. In addition, we varied if participants received information on the use of signals in advance (informed) or not (uninformed). We measured conceptual knowledge by asking participants what they knew about self-regulation strategies. Additionally, we assessed reasoning by asking participants to notice sequences in a video where teachers induced learning strategies, and to reason in what respect the observed behavior was useful to induce the strategy. Uninformed signaling did not affect the acquisition of conceptual knowledge and reasoning. Informed signaling led to significantly better conceptual knowledge than uninformed signaling. It is argued that the signal-induced extraneous load exceeded the load reduction due to the signal’s selection advantage in the uninformed conditions. In a third, exploratory study, nine participants were interviewed on the perception of different signals and indicated that spotlight and zoom-in signals foster processing of classroom videos.

The continuous assessment of pedestrians’ cognitive load during a naturalistic mobile map-assisted navigation task is challenging because of limited experimental control over stimulus presentation, human-map-interactions, and other participant responses. To overcome this challenge, the present study takes advantage of navigators’ spontaneous eye blinks during navigation to serve as event markers in continuously recorded electroencephalography (EEG) data to assess cognitive load in a mobile map-assisted navigation task. We examined if and how displaying different numbers of landmarks (3 vs. 5 vs. 7) on mobile maps along a given route would influence navigators’ cognitive load during navigation in virtual urban environments. Cognitive load was assessed by the peak amplitudes of the blink-related fronto-central N2 and parieto-occipital P3. Our results show increased parieto-occipital P3 amplitude indicating higher cognitive load in the 7-landmark condition, compared to showing 3 or 5 landmarks. Our prior research already demonstrated that participants acquire more spatial knowledge in the 5- and 7-landmark conditions compared to the 3-landmark condition. Together with the current study, we find that showing 5 landmarks, compared to 3 or 7 landmarks, improved spatial learning without overtaxing cognitive load during navigation in different urban environments. Our findings also indicate a possible cognitive load spillover effect during map-assisted wayfinding whereby cognitive load during map viewing might have affected cognitive load during goal-directed locomotion in the environment or vice versa. Our research demonstrates that users’ cognitive load and spatial learning should be considered together when designing the display of future navigation aids and that navigators’ eye blinks can serve as useful event makers to parse continuous human brain dynamics reflecting cognitive load in naturalistic settings.

Tallennetaan OA-artikkeli, kun julkaistu Momentum theory suggests that acquisition experience leads to acquisition momentum in the form of a higher likelihood of subsequent acquisitions of the same type. However, this argument has been challenged theoretically and empirically. We reconcile conflicting predictions and findings of prior research and extend momentum theory by incorporating activity load as a novel causal mechanism to both replicate the base finding and explain deviations from it. We find that a high activity load due to increased acquisition activity acts as a counterforce to momentum, decreasing the likelihood of subsequent acquisitions of the same type. Moreover, we also find that the interplay of routines, cognitive frames, and activity load causes companies to alternate between different types of acquisitions - from small to large and from large to small - as management engages in attention modulation to preserve momentum. Taken together, our arguments and findings contribute to an improved understanding of temporal patterns of acquisition behaviour.

Diabetes education material enables patients to carry out appropriate disease management, thus helping to overcome disease-related challenges. Since type 1 diabetes is a chronic and severe condition, some educational content may be considered emotionally aversive. The personalization principle postulates that multimedia instruction in conversation style is more effective for learning (Moreno & Mayer, 2000). However, whether this principle also applies to emotionally aversive content is unclear. Recent research suggests a possible inverted personalization effect for threatening topics (e.g., Kühl & Münzer, 2021; Kühl & Zander, 2017; Zander et al., 2017). This study investigates how personalization (vs. non-personalization) affects the learning of emotionally aversive content (vs. neutral content) of diabetes multimedia instructional material. Two learning modules addressing the topics (1) definition, treatment, and diabetes-related technologies (neutral) and (2) emergencies, consequential diseases, and complications (aversive) were conceived as stimuli for a laboratory experiment. The instructional material was pre-tested in an online study. Threat, avoidance, disgust, and depressive feelings were significantly higher after the aversive module than after the neutral module. Anxiety scores were significantly higher after the aversive module than after the neutral module. Furthermore, there was no difference in anxiety state scores at baseline and after the presentation of the neutral module. A laboratory experiment will be conducted with a mixed design: all participants will learn the contents of both natures (within factor) in a personalized or non-personalized version (between factor). We expect a positive effect of personalization on transfer learning for neutral content and a negative effect for aversive content. State anxiety, extraneous cognitive load, motivation, and learning time will be measured after each learning module and tested exploratory as mediating variables.

Applying and violating Mayer principles on educational multimedia, and see the effect on EEG, eye data and behavioral data.

The aim of the study is to learn more about people's decision-making behavior and how it is influenced by environmental conditions with additional cognitive load.

Level 3 (or conditionally) automated driving involves the continuous performance of an automated driving system of the entire driving task within a specific operational design domain, or the exact environmental conditions with which it can successfully navigate. Level 3 automation requires the driver to remain ready to resume control of the vehicle in response to takeover requests, which are issued when the system encounters a scenario outside of its operational design domain. With increasing vehicle automation, drivers are given greater freedom to engage in non-driving-related tasks (NDRTs), which can have a potentially detrimental effect on the driver's ability to fulfil takeover requests. Exploration of psychological and cognitive factors relevant to L3 automation, such as increasing cognitive load due to NDRT engagement, is critical to the development of driver monitoring systems which can track driver state changes and intervene when necessary. Physiological data collection offers a promising means of realising this goal, however much remains uncertain with respect to the effect of NDRT performance on drivers' physiological responses. Furthermore, even less is known regarding how the type of NDRT influences performance. Previous work has indicated that NDRTs which overlap with the driving task (i.e., visual and manual tasks) have a greater impact on performance, but this hypothesis has yet to be tested on physiological outcome measures.

Moral dumbfounding occurs when people defend a moral judgment, without reasons in support of this judgment. The phenomenon has been influential in moral psychology, however, despite its influence, it remains poorly understood. Based on the notion that cognitive load enhances biases and shortcomings in human judgment when elaboration is beneficial, we hypothesized that under cognitive load, people would be less likely to provide reasons for a judgment and more likely to be dumbfounded (or to change their judgment). In a pre-registered study (N = 1686) we tested this prediction. Our findings suggest that cognitive load reduces reason-giving, and increases dumbfounding (but does not lead to changes in judgments). Our results provide new insights into the phenomenon of moral dumbfounding while also advancing theory in moral psychology

Social prioritization in scene viewing, a work by Martinez-Cedillo, Dent & Foulsham (2023).

IHMC/CMU (TA2) hypotheses registration about Joint activity interdependence and Cognitive load.

In this project, we have investigated whether the common practice of measuring cognitive load after learning has taken place reflect the dynamic changes of cognitive load. Taking into account primacy and recency effects, we examined whether the serial position of differently complex learning units influences the overall cognitive load assessment after learning.

A project investigating how to detect deception with a response conflict-based cognitive load manipulation.

International audience; The inattentional blindness phenomenon refers to situations where a visible but unexpected stimulus remains consciously unnoticed by observers. This phenomenon is classically explained as the consequence of insufficient attention, because attentional resources are already engaged elsewhere or vary between individuals. However, this attentional-resources view is broad and often imprecise regarding the variety of attentional models, the different pools of resources that can be involved in attentional tasks and the heterogeneity of the experimental paradigms. Our aim was to investigate whether a classic theoretical model of attention, namely the Load Theory, could account for a large range of empirical findings in this field by distinguishing the role of perceptual and cognitive resources in attentional selection and attentional capture by irrelevant stimuli. Since this model has been mostly built on implicit measures of distractor interference, it is unclear whether its predictions also hold when explicit and subjective awareness of an unexpected stimulus is concerned. Therefore, we conducted a systematic review and meta-analyses of inattentional blindness studies investigating the role of perceptual and/or cognitive resources. The results reveal that, in line with the perceptual account of the Load Theory, inattentional blindness significantly increases with the perceptual load of the task. However, the cognitive account of this theory is not clearly supported by the empirical findings analyzed here. Furthermore, the interaction between perceptual and cognitive load on inattentional blindness remains understudied. Theoretical implications for the Load Theory are discussed, notably regarding the difference between attentional capture and subjective awareness paradigms, and further research directions are provided.

Sequence learning is a ubiquitous facet of human and animal cognition. Here, using a common sequence reproduction task, we investigated whether and how the ordinal and relational structures linking consecutive elements are acquired by human adults, children, and macaque monkeys. While children and monkeys exhibited significantly lower precision than adults for spatial location and temporal order information, only monkeys appeared to exceedingly focus on the first item. Most importantly, only humans, regardless of age, spontaneously extracted the spatial relations between consecutive items and used a chunking strategy to compress sequences in working memory. Monkeys did not detect such relational structures, even after extensive training. Monkey behavior was captured by a conjunctive coding model, whereas a chunk-based conjunctive model explained more variance in humans. These age- and species-related differences are indicative of developmental and evolutionary mechanisms of sequence encoding and may provide novel insights into the uniquely human cognitive capacities.SIGNIFICANCE STATEMENTSequence learning, the ability to encode the order of discrete elements and their relationships presented within a sequence, is a ubiquitous facet of cognition among humans and animals. By exploring sequence-processing abilities at different human developmental stages and in nonhuman primates, we found that only humans, regardless of age, spontaneously extracted the spatial relations between consecutive items and used an internal language to compress sequences in working memory. The findings provided insights into understanding the origins of sequence capabilities in humans and how they evolve through development to identify the unique aspects of human cognitive capacity, which includes the comprehension, learning, and production of sequences, and perhaps, above all, language processing.

Based on sensory conflict theory, motion sickness is strongly related to the information processing capacity or resources of the brain to cope with the multi-sensory stimuli experienced by watching virtual reality (VR) content. The purpose of this research was to develop a method of measuring motion sickness using the heart-evoked potential (HEP) phenomenon and propose new indicators for evaluating motion sickness. Twenty-eight undergraduate volunteers of both genders (14 females) participated in this study by watching VR content on both 2D and head-mounted devices (HMD) for 15 min. The responses of HEP measures such as alpha power, latency, and amplitude of first and second HEP components were compared using paired t-tests and ANCOVA. This study confirmed that motion sickness leads to a decline in cognitive processing, as demonstrated by increasing in alpha power of HEP. Also, the proposed indicators such as latency and amplitude of the HEP waveform showed significant differences during the experience of motion sickness and exhibited high correlations with alpha power measures. Latencies of the first HEP component, in particular, are recommended as better quantitative evaluators of motion sickness than other measures, following the multitrait-multimethod matrix. The proposed model for motion sickness was implemented in a support vector machine with a radial basis function kernel, and validated on twenty new participants. The accuracy, F1 score, precision, recall, and area under the curve (AUC) of the motion-sickness classification results were 0.875, 0.865, 0.941, 0.8, and 0.962, respectively.

The working environment of translators has changed significantly in recent decades, with post-editing (PE) emerging as a new trend in the human translation workflow, particularly following the advent of neural machine translation (NMT) and the improvement of the quality of the machine translation (MT) raw output especially at the level of fluency. In addition, the directionality axiom is increasingly being questioned with translators working from and into their first language both in the context of translation (Buchweitz and Alves 2006; Pavlović and Jensen 2009; Fonseca and Barbosa 2015; Hunziker Heeb 2015; Ferreira 2013, 2014; Ferreira et al. 2016; Feng 2017) and in the context of PE (Garcia 2011; Sánchez-Gijón and Torres-Hostench 2014; da Silva et al. 2017; Toledo Báez 2018). In this study we employ product- and process-oriented approaches to investigate directionality in PE in the English-Greek language pair. In particular, we compare the cognitive, temporal, and technical effort expended by translators for the full PE of NMT output in L1 (Greek) with the effort required for the full PE of NMT output in L2 (English), while we also analyze the quality of the final translation product. Our findings reveal that PE in L2, i.e., inverse PE, is less demanding than PE in L1, i.e., direct PE, in terms of the time and keystrokes required, and the cognitive load exerted on translators. Finally, our research shows that directionality does not imply differences in quality.

The aim of this study is to instrumentally explore the cognitive and emotional load behind deception. According to literature, the cognitive and emotional load comprises of cognitive-, and emotional-related variables that are in association with the probability of lies. This study is a milestone of the Lie Research group at Karoli Gaspar University of the Reformed Church in Hungary. Acquaintances, friends, and other university students who were invited to our thoroughly organised interactive games. This research makes use of an interactive role-playing game called Mafia (also known as Werewolf). However, this version of the game also featured an interrogation session that was conducted by professionals who are familiar with the voice analysing software LVA-650. In order to establish the two-factor model, it was essential to carry out a confirmatory factor analysis. The voice segments (n = 969) collected from the interrogations served as the basis for the statistical investigation (research license: 278/2016/P). The confirmatory factor analysis showed significant correlations among the variables (Fig. 1). The model fit indices confirmed the hypothesised model (RMSEA: .043; SRMR: .035; TLI: .975; CFI: .987). During deception both emotional and cognitive load have various components, and they may appear in similar channels (e.g. micro-expressions, movements, changes in the voice). However, our aim was the explore the possibilities of the LVA-650, which can divide these two types of loads among algorithms. Our results suggest that both emotion and cognition play a major role in deception. These findings help researchers and professionals better understand deception and may alleviate the process of detecting lies. Thus far, this may be the first study in Hungary that documents instrumental methods about the cognitive and emotional background of deception.

PurposeThis paper reports on how micro-learning design principles are being trialled in an Australian and a Malaysian university to make online courses more accessible and attractive, and a more positive experience, with the aim of increasing student success. Central to this approach is segmenting materials into “bite-size” instalments by way of short micro-lecture presentations and reducing other content. The aim of this “less is more” strategy is to reduce unnecessary cognitive load as an impediment to learning so that focus can shift to prioritising the most essential skills and content. The purpose of this trial is to explore the efficacy of micro-learning as a means for increasing student engagement and learning.Design/methodology/approachThe trials involved a mixed mode methodology drawing on qualitative and ratings data from course satisfaction surveys and records on grades and completion.FindingsTo date, results have shown significant increases in student engagement and satisfaction, and also performance. Our application of micro-learning included reducing volume of content based on its practical value, use of novelty (e.g. infusing guest presenter input) and design of practical and collaborative student activities.Research limitations/implicationsEarly results are encouraging regarding apparent utility for engaging learners and ease of application, i.e. implementability and transference potential. However, the rapidly expanding area of online learning requires further research to establish a well-validated evidence base for effective online teaching practices.Practical implicationsThe findings are relevant to universities involved in online and blended learning. Micro-learning design methods show promise in being able to address major engagement barriers including cognitive overload.Social implicationsMore students are struggling with learning in today's social environment brought about with the massification of higher education. Micro-learning seeks to address major barriers these learners face with methods that go beyond traditional teaching practices.Originality/valueFindings here are encouraging and contribute to existing understanding on ways to increase learner engagement in the competitive and fast-growing area of online learning for universities globally.

Interprofessional Education and Collaborative Practice (IPECP) is a field of study suggested to improve team functioning and patient safety. However, even interprofessional teams are susceptible to group pressures which may inhibit speaking up (positive deviance). Obedience is one group pressure that can inhibit positive deviance leading to negative patient outcomes. To examine the influence of obedience to authority in an interprofessional setting, an experimental simulated clinical scenario was conducted with Respiratory Therapy (RT) (n = 40) and Advanced Care Paramedic (ACP) (n = 20) students. In an airway management scenario, it was necessary for students to challenge an authority, a senior anesthesiologist, to prevent patient harm. In a 2 × 2 design cognitive load and an interventional writing task designed to increase positive deviance were tested. The effect of individual characteristics, including Moral Foundations, and displacement of responsibility were also examined. There was a significant effect for profession and cognitive load: RT students demonstrated lower levels of positive deviance in the low cognitive load scenario than students in other conditions. The writing task did not have a significant effect on RT or ACP students’ behaviour. The influence of Moral Foundations differed from expectations, In Group Loyalty was selected as a negative predictor of positive deviance while Respect for Authority was not. Displacement of responsibility was influential for some participants thought not for all. Other individual variables were identified for further investigation. Observational analysis of the simulation videos was conducted to obtain further insight into student behaviour in a compliance scenario. Individual differences, including experience, should be considered when providing education and training for positive deviance. Simulation provides an ideal setting to use compliance scenarios to train for positive deviance and for experimentation to study interprofessional team behaviour.

In order to examine whether syntactic processing is a necessary prerequisite for semantic integration in Japanese, cortical activation was monitored while participants engaged in silent reading task. Congruous sentences (CON), semantic violation sentences (V-SEM), and syntactic violation sentences (V-SYN) were presented in the experiment. The participants' oxygenated hemoglobin concentration changes during the reading task were measured using functional near-infrared spectroscopy. The results suggest that the CON sentences did not require additional cognitive load on syntactic processing or semantic processing. The V-SEM sentences demanded great cognitive load on semantic processing. Besides, it also elicited great cognitive load on syntactic processing. The V-SYN sentences induced great cognitive load on syntactic processing, but it did not induce additional load on semantic processing. These evidence demonstrates that, in Japanese language processing, the difficultness of semantic processing could influence the difficultness of syntactic processing, while the difficultness of syntactic processing would not influence the difficultness of semantic processing. Our findings are suggestive of the possibility that in Japanese language reading, semantic processing precedes syntactic processing, or semantic processing and syntactic processing are in parallel.

Cognitive load theory is an instructional design theory based on our knowledge of human cognitive architecture and evolutionary educational psychology. The theory assumes that curriculum areas covered in educational institutions are concerned with domain-specific, biologically secondary information that we have not specifically evolved to acquire rather than generic-cognitive, biologically primary skills that we have specifically evolved to acquire. There is a cognitive architecture associated with the acquisition, processing and use of domain-specific, biologically secondary information. That cognitive architecture can be specified by a series of principles. Those principles also apply to the information processing characteristics of evolution by natural selection and constitute a natural information processing system. The principles provide the core of cognitive load theory and have been used to generate instructional guidelines that facilitate knowledge acquisition. Using those guidelines, implications for practitioners are derived that indicate effective instructional procedures. Most of those procedures are concerned with reducing unnecessary cognitive load.

This study takes as its basis a recognition that task-based learning is now recognized as having major benefits in promoting L2 learning, and how cognitive load affects speech production. In addition, there has been a recent examination of the impact of task complexity, real-world meaning, and the overall cognitive load needed to be expended by students. Different task types have been evaluated in terms of how they improve aspects of language. However, less consideration has been given to the effect on the cognitive load of different task types with the speech production processes (conceptualization, input, output identification, monitoring, and reformulations). Drawing on data collected from 112 participants (56 Native Speakers, 56 Non-Native Speakers) who completed a series of tests of varying complexity and were asked to evaluate on a rating scale, the level of mental effort expended. The results indicated that complexity increases mental effort and thus cognitive load, and that conceptualization appears to be one area where greater effort is required before being able to problems solving. Formulation comments suggest that there was a high level of hesitation, self-checking, and assessment as the level of task complexity increased. The implications for teaching and syllabus design are also considered.

Objective The Surgical Skills and Technology Elective Program (SSTEP) is a one-week, simulation-based procedural skills bootcamp for preclinical medical students. Using cognitive load (CL) as a useful framework for understanding simulation in medical education, our aims were to (1) examine the ability of SSTEP to decrease medical students’ CL during procedural skills training and (2) determine the impact of SSTEP on secondary learning. Methods In this prospective cohort study, twenty SSTEP participants and twenty controls were recruited. CL was assessed during a simple suturing task and a clinical vignette multitasking activity, where participants were required to suture and concurrently listen to a clinical vignette. CL was measured using the validated Subjective Rating of Mental Effort (SRME) and its impact on working memory was assessed using a knowledge test about the clinical vignette. Results Participants reported lower SRME scores while suturing following SSTEP, which persisted at 3 months (p = 0.002) and were significantly lower than controls (p = 0.031). Participants also reported lower SRME scores during the clinical vignette multitasking activity (p = 0.011), despite no improvement among controls (p = 0.63). Participants significantly outperformed controls on the clinical vignette knowledge test (p = 0.02). Conclusions Surgical skills training through SSTEP was associated with lower reports of mental effort and increased performance on secondary learning tasks. Procedural skills bootcamps may better prepare students for the complex learning environments encountered during clinical clerkship.

Insect is one of subject matter that has many concepts. In addition, the lack of teaching materials in the form of practicum worksheet that can make learning more meaningful and provide special skills for students. This will cause the emergence of cognitive load for students. Efforts to reduce the cognitive load on students is by developing a worksheet based on Vee diagram. The purpose of this research is to develop insect practicum worksheet based on Vee diagram to reduce the cognitive load of class X high school students, analyze the cognitive load and analyze the responses of teachers and students to insect practicum worksheet based on Vee diagram. This study uses a 4-D model (define, design, develop, and disseminate). The sampling technique of this study used purposive random sampling. Data collection techniques, including: tests, readability and feasibility rubrics, and questionnaire techniques. The study was conducted in SMA NU Widasari Indramayu. The percentage of overall validation is 96.09%, which means that insects practicum worksheet based on Vee diagram are very feasible to be used in the learning process. There is a decrease in cognitive load and positive student responses after developing the insects practicum worksheet.

Avalanche warning services publish avalanche condition reports, often called avalanche bulletins, to help backcountry recreationists make informed risk management decisions about when and where to travel in avalanche terrain. To be successful, the information presented in bulletins must be properly understood and applied prior to entering avalanche terrain. However, few avalanche bulletin elements have been empirically tested for their efficacy in communicating hazard information. The objective of this study is to explicitly test the effectiveness of three different graphics representing the aspect and elevation of avalanche problems on users’ ability to apply the information. To address this question, we conducted an online survey that presented participants with one of three graphic renderings of avalanche problem information and asked them to rank a series of route options in order of their exposure to the described hazard. Following completion of route ranking tasks, users were presented with all three graphics and asked to rate how effective they thought the graphics were. Our analysis dataset included responses from 3,056 backcountry recreationists with a variety of backgrounds and avalanche safety training levels. Using a series of generalized linear mixed effects models, our analysis shows that a graphic format that combines the aspect and elevation information for each avalanche problem is the most effective graphic for helping users understand the avalanche hazard conditions because it resulted in higher success in picking the correct exposure ranking, faster completion times, and was rated by users to be the most effective. These results are consistent with existing research on the impact of graphics on cognitive load and can be applied by avalanche warning services to improve the communication of avalanche hazard to readers of their avalanche bulletins.

Purpose Consultation is crucial for patient care and a primary responsibility of fellows. Understanding the cognitive load associated with the complex skill of consultation would enhance fellow learning. The authors aimed to determine themes describing the fellow experience during inpatient consults specifically, align these themes with Consult Cognitive Load (CCL) scores, and identify strategies to manage cognitive load to enhance fellow education and performance, and, consequently, patient care. Method The authors studied 16 fellows using mixed methods. Fellows who accepted an invitation completed an inpatient consult followed by the CCL, a measure of cognitive load during consults, and an interview. Three authors conducted a thematic analysis. Member checks and triangulation supported theme trustworthiness. Subsequently, 3 authors rated the extent and cognitive demand of each theme expressed in each transcript. The authors measured interrater reliability and used Spearman correlation to describe the association of these ratings with CCL scores. The authors examined themes to identify strategies that educators might use. Results Analysis revealed four themes: "nature and scope," which conceptually aligned with intrinsic cognitive load (IL); "leveraging resources," which had elements of both IL and extraneous cognitive load (EL); "extraneous factors," which aligned with EL; and "drivers," which aligned with germane cognitive load (GL). Interrater reliability for extent and demand ratings ranged from 0.57 to 0.79. The correlation between "nature and scope" and IL was 0.37, "extraneous factors" and EL 0.71, and "drivers" and GL 0.32. "Leveraging resources" did not correlate with IL (0.06) or EL (-0.09). Potential strategies based on themes included offering level-appropriate assistance to match IL, focusing the fellow's attention to reduce EL, and providing succinct teaching to promote GL. Conclusions This study provided deep insight into the fellow consult experience and suggested strategies for educators to guide consult learning. The theme "leveraging resources" merits further exploration.