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Copyright of Geography Teaching is the property of Geography Teaching Editorial Office, East China Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Modern Educational Technology is the property of Editorial Board of Modern Educational Technology, Tsinghua University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Language Education is the property of Language Education Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Experimental Technology & Management is the property of Experimental Technology & Management Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In order to solve the existing problem of the combination of traffic signs at typical grassland highway intersections, the combination setting of intersection traffic engineering facilities was optimized. Through simulation experiments, the electroencephalogram (EEG) signals of 40 drivers were collected, clustered into 5 (MS1—MS5) microstate topographic maps, and the reaction time and duration, coverage, frequency of occurrence and conversion probability of the drivers were statistically analyzed. The experimental results showed that the default network and the dorsal attention network in the driver's EEG microstate played a major role in the cognitive process of the combination of traffic facilities at the grassland highway intersection. The duration of MS4 and the conversion probability of MS1—MS3 increased with the increase of transportation facilities, which can be used as direct indicators to evaluate driver's cognitive load. Microstate indicators and reaction time trend analysis found that at the information level C, that was, the combination of four traffic engineering facilities, the driver's brain state had the best performance, the strongest cognitive ability, the smaller load and the fastest response. [ABSTRACT FROM AUTHOR]

Copyright of e-Education Research is the property of Northwest Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The tough noise environment in helicopter cockpit can passively influence pilots in mental and physical way, weaken their core competency, and as a result, maybe causing pilot error and even accidents. The current research can evaluate the physical characteristics of noise and its impact on emotion such as noise annoyance, but it ignores the impact of cockpit noise on human competence. Therefore, this paper establishes a noise evaluation and prediction model based on core competence with task performance, cognitive load and eye movement data. Experiment is designed and implemented in three noise levels and three task difficulties to verify the model. The results indicate that: 1) core competency and task accuracy decline in higher noise levels significantly. 2) the noise assessment method based on core competency can accurately predict the influence of noise on human performance. This novel method can quantitatively reflect the impact of noise changes on human performance in emergency condition. It can expand the connotation of noise evaluation, provide the evaluation and control of cockpit noise with theoretical explanations, and provide the optimization design of helicopter cockpit with practical data.

Copyright of Psychological Science is the property of Psychological Science Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of China Medical Education Technology is the property of China Medical Education Technology Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Digital Education is the property of Haiyan Publishing Co. Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

BACKGROUND: Maintaining postural stability during walking is critical for the prevention of falls, and how dynamic stability alters during cognitive dual-task walking remains controversial. OBJECTIVE: To explore the influence of cognitive load factors on posture control performance of dual-task research paradigm by comparing the differences of dynamic stability during walking under four different cognitive loads, and to provide theoretical basis for dynamic stability rehabilitation training. METHODS: The Motion three-dimensional motion capture system was used to collect the kinematic data of 16 male college students during walking under different cognitive loads (zero load, one load, double load and triple load), and the dynamic stability margin was calculated indirectly through the kinematic data. Among them, cognitive single-task walking refers to walking + zero times cognitive load; cognitive dual-task walking refers to walking + one, two, and three times cognitive load. Univariate repeated measure analysis of variance was used to compare the differences of gait parameters and dynamic stability under different cognitive loads. RESULTS AND CONCLUSION: (1) Compared with zero load, walking speed and dynamic stability margin of other cognitive loads were decreased (P < 0.05). (2) Walking speed and step length of double cognitive load were lower than those of one cognitive load (P < 0.05). The step length of double cognitive load was lower than that of zero cognitive load (P < 0.05). (3) Step width parameters had no statistical significance when walking under different cognitive loads (P > 0.05). (4) It is indicated that with the increase of cognitive load, young adults responded to the intervention of cognitive task mainly by decreasing stride speed and stride length and changing gait pattern. During dual-task walking, the intervention of cognitive task did not affect step width parameters, and it is not recommended to use step width parameters as an effective indicator to evaluate the performance of dual-task posture control when evaluating the effectiveness of dual-task rehabilitation training program. When the cognitive load did not exceed the total attention resources of the human body, the intervention of cognitive task increased the dynamic stability of the left and right directions during walking. For young people, different cognitive loads have little influence on postural control, and the setting of cognitive load can be appropriately reduced when implementing dual-task rehabilitation intervention. [ABSTRACT FROM AUTHOR]

Aiming at the problem that it is difficult to quantify the cognitive load of users in virtual reality natural interactive system, this paper proposed a multi-channel information fusion model based on probabilistic neural network to quantify the cognitive load. Firstly, it established the framework of "cognition-behavior-environment " based on cognitive theory, and then studied the mathematical re presentation ( method, process, mechanism) of user cognition, and constructed a multi-channel cognitive model. It introduced the multi-channel information fusion method into the virtual reality natural interaction system, and established a cognitive load model for the virtual reality natural interaction system. Finally, through the VR tunnel emergency rescue system experiment, this paper verified the user cognition in the system. The results show that the proposed cognitive load model is feasible to some extent. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Computer-Aided Design & Computer Graphics / Jisuanji Fuzhu Sheji Yu Tuxingxue Xuebao is the property of Gai Kan Bian Wei Hui and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Art Panorama is the property of Art Panorama Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Studying the role of AR technology in promoting science education is helpful to promote the popularization and application of AR in the field of education. A two-factor and two-level experiment was designed to explore the effects of different types of learning materials ( graphic materials, AR materials) on learning performance, cognitive load and motivation of learners with different spatial abilities (low and high). The results show that AR materials can effectively stimulate learning motivation and have a significant impact on academic performance, but they have not played a significant role in reducing cognitive load. The interaction between spatial competence and learning materials leads to differences in academic performance, and low spatial competence learners are more likely to benefit from AR materials . The experiment enlightenment: The follow-up research should focus on the optimization design of AR learning resources, control cognitive load through scientific picture design, and give full play to the advantages of AR in science education. [ABSTRACT FROM AUTHOR]

Objective: To examine the positive effects on emotional memory in the elderly and the relationship between this effect and cognitive load. Methods: Totally 20 young people, 20 middle-aged and 20 senior citizens with high education were recruited in Nanjing. Mixed experimental design were adopted ×3 (age group: youth/mid-dle-aged/elderly) ×3 (emotional valence: positive/neutral/negative) ×2 (cognitive load: low/high)]. The classic paradigm for emotional picture recognition was used, and cognitive load was manipulated by adding point detection tasks. Results: Under the low cognitive load, the recognition scores of positive pictures in the elderly group were significantly higher than that of negative pictures and neutral pictures [0.36 ± 0.23) vs. (0.23 ± 0.21), (0.16 ± 0.24); P<0.05]. Under high cognitive load, there was no significant difference in the recognition rate of the three emotional images in the elderly group [ (0.27 ± 0.21) vs. (0.03 ±0.19) vs. (0.26 ± 0.24), P >0.05]. Conclusion: It suggests that the positive effects on emotional memory in the elderly may not be obvious under higher cognitive load. [ABSTRACT FROM AUTHOR]

The micro-video is more widely used ineducation. Buttheres till exist some problems, the instruction aldesign, the segmentation of knowled gepoints, the analysis of students’ cognitive characteristics and learning needs alllack. Asa result, the learning effectis notideal. We can improve the quality and application effect of micro-video by reducing the internal cognitive load, lowering the external cognitive load and increasing there lated cognitive load. Taking mind map and its making” as the main content, we designed the micro-video according to the rules of cognitive load theory, and carried out a comparative experiment. The results showed that if the design and making of micro-video were based on cognitive load theory, the learner’ slearning effect can be significantly improved, and the learner’s cognitive load can bereduced to acertain extent. [ABSTRACT FROM AUTHOR]