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The present study was designed to understand and optimize self-assessment accuracy in cognitive skill acquisition through example-based learning. We focused on the initial problem-solving phase, which follows after studying worked examples. At the end of this phase, it is important that learners are aware whether they have already understood the solution procedure. In Experiment 1, we tested whether self-assessment accuracy depended on whether learners were prompted to infer their self-assessments from explanation-based cues (ability to explain the problems’ solutions) or from performance-based cues (problem-solving performance) and on whether learners were informed about the to-be-monitored cue before or only after the problem-solving phase. We found that performance-based cues resulted in better self-assessment accuracy and that informing learners about the to-be-monitored cue before problem-solving enhanced self-assessment accuracy. In Experiment 2, we again tested whether self-assessment accuracy depended on whether learners were prompted to infer their self-assessments from explanation- or performance-based cues. We furthermore varied whether learners received instruction on criteria for interpreting the cues and whether learners were prompted to self-explain during problem-solving. When learners received no further instructional support, like in Experiment 1, performance-based cues yielded better self-assessment accuracy. Only when learners who were prompted to infer their self-assessments from explanation-based cues received both cue criteria instruction and prompts to engage in self-explaining during problem-solving did they show similar self-assessment accuracy as learners who utilized performance-based cues. Overall, we conclude that it is more efficient to prompt learners to monitor performance-based rather than explanation-based cues in the initial problem-solving phase. [ABSTRACT FROM AUTHOR]

Accurately monitoring one’s learning processes during self-regulated learning depends on using the right cues, one of which could be perceived mental effort. A meta-analysis by Baars et al. (2020) found a negative association between mental effort and monitoring judgments (r = -.35), suggesting that the amount of mental effort experienced during a learning task is usually negatively correlated with learners’ perception of learning. However, it is unclear how monitoring judgments and perceptions of mental effort relate to learning outcomes. To examine if perceived mental effort is a diagnostic cue for learning outcomes, and whether monitoring judgments mediate this relationship, we employed a meta-analytic structural equation model. Results indicated a negative, moderate association between perceived mental effort and monitoring judgments (β = -.19), a positive, large association between monitoring judgments and learning outcomes (β =.29), and a negative, moderate indirect association between perceived mental effort and learning outcomes (β = -.05), which was mediated by monitoring judgments. Our subgroup analysis did not reveal any significant differences across moderators potentially due to the limited number of studies included per moderator category. Findings suggest that when learners perceive higher levels of mental effort, they exhibit lower learning (confidence) judgments, which relates to lower actual learning outcomes. Thus, learners seem to use perceived mental effort as a cue to judge their learning while perceived mental effort only indirectly relates to actual learning outcomes. [ABSTRACT FROM AUTHOR]

In some situations, for example, when we expect to gain a reward in case of good performance, goal‐driven top‐down attention is particularly strong. Little is known about the task specificity of such increases of top‐down attention due to environmental factors. To understand to what extent performance‐contingent reward prospects can result in specific and unspecific changes in cognitive processing, we here investigate reward effects under different levels of task specification. Thirty‐two participants performed a visual or an auditory discrimination task cued by two consecutive visual stimuli: First, a reward cue indicated if good performance was rewarded. Second, a task cue announced either which of the two tasks would follow (precise cue) or that both tasks would follow equally likely (imprecise cue). Reward and task cue preciseness both significantly improved performance. Moreover, the response time difference between precisely and imprecisely cued trials was significantly stronger in rewarded than in unrewarded trials. These effects were reflected in event‐related potential (ERP) slow wave amplitudes: Reward and preciseness both significantly enhanced the contingent negative variation (CNV) prior to the task stimulus. In an early CNV time interval, both factors also showed an interaction. A negative slow wave prior to the task cue was also significantly enhanced for rewarded trials. This effect correlated with the reward difference in response times. These results indicate that reward prospects trigger task‐specific changes in preparatory top‐down attention which can flexibly adapt over time and across different task requirements. This highlights that a reward‐induced increase of cognitive control can occur on different specificity levels. [ABSTRACT FROM AUTHOR]

How do performance incentives impact subjective experiences of mental effort? Incentives may offset the costs of effort expenditure, resulting in reduced feelings of effort. Or they could lead to an increase in effort expenditure and a corresponding increase in feelings of effort. We tested the influence of incentives on experiences of effort, fatigue, and affect in a series of four experiments (N = 894). Participants completed a mentally challenging task (an n-back task) under conditions of a monetary incentive for good performance or no incentive, manipulated in both within-subjects and between-subjects experimental designs. Results revealed that incentives increased feelings of mental effort, especially in within-subjects designs. Incentives also increased pleasant affect and reduced fatigue, especially in between-subjects designs. One implication of these findings is that incentives for good performance increase mental effort and task engagement without increasing aversive affective states. [ABSTRACT FROM AUTHOR]

Based on Cognitive Load Theory (CLT), learning by studying worked examples, that is, step-by-step solutions, has been shown to reduce cognitive load and enhance learning outcomes more than learning by solving conventional problems. Two types of worked examples that have been predominantly used in well-structured learning domains include product-oriented worked examples (ProductWEs) which provide strategic information and process-oriented worked examples (ProcessWEs) which provide strategic information and principled knowledge. However, less research has been conducted on worked examples' effectiveness in ill-structured learning domains. In a study with 85 university students enrolled in teaching programs, we investigated whether ProcessWEs or ProductWEs better support identifying and applying knowledge regarding the quality teaching component of substantive communication. Participants completed tasks under three instructional conditions: ProcessWE, ProductWE, and conventional problem-solving. Results showed that ProcessWEs outperformed ProductWEs, ProductWEs outperformed conventional problem-solving, and conventional problem-solving had higher perceived task difficulty than the other two conditions. This study theoretically contributes to CLT research as it found that the use of ProcessWEs and ProductWEs is effective in an ill-structured learning domain and makes a practical contribution by showing what a ProductWE or ProcessWE in an ill-structured learning domain 'looks like'. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to analyze theory of inventive problem-solving (TRIZ) in terms of knowledge, skill, workload and affect to understand its effectiveness in enabling designers to achieve their optimized mental performance. Design/methodology/approach: TASKS framework, which aims to capture the causal relations among Task workload, affect, skills, knowledge and mental stress, is adopted as our methodology. The framework supports the analysis of how a methodology influence designer's affect, skills, knowledge and workload. TRIZ-related publications are assessed using the TASKS framework to identify the barriers and enablers in TRIZ-supported design. Findings: TRIZ has limitations on its logic and tools. Nevertheless, it could create a beneficial impact on mental performance of designers. Originality/value: This paper provides a theory-driven TRIZ usability analysis based on the materials in the literature following the TASKS framework. The impact of TRIZ, as an enabler or a barrier, has been analyzed in accomplishing a design task. [ABSTRACT FROM AUTHOR]

Background: Mental effort plays a critical role in regulating cognition. However, the experience of mental effort may differ for individuals with Attention-Deficit/ Hyperactivity Disorder (ADHD), a disorder for which sustained mental effort ‘avoidance’ or ‘dislike’ is a criterion in the DSM. We conducted a scoping review to characterize the literature on the experiences of effort in ADHD. Methods: This systematic scoping review adhered to the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) Extension for Scoping Reviews and Joanna Briggs Methodology. PsycINFO (OVID), PsycINFO (ProQuest) and PubMed were searched for studies published in English before February 14, 2023. Studies must have included an ADHD population or a measure of ADHD symptomatology, in addition to a self-report measure of the experience of effort or the use of an effort preference paradigm. Two researchers reviewed all abstracts, and one researcher reviewed full-text articles. Results: Only 12 studies met the inclusion criteria. Several gaps and inconsistencies in the research were identified in terms of method, definitions of effort, measurements of ADHD, and sample characteristics. Moreover, the pattern of results on the experience of effort was mixed. Conclusion: Despite its diagnostic and conceptual significance, the experience of mental effort in ADHD is not well studied. Critical gaps were identified in the existing literature. A three-facet conceptualization of effort is proposed– specifically, task-elicited effort, volitionally exerted effort, and the affect associated with engaging in effort – to guide future explorations of the experience of effort in ADHD. [ABSTRACT FROM AUTHOR]

Although mental effort is a frequently used term, it is poorly defined and understood. Consequently, its usage is frequently loose and potentially misleading. In neuroscience research, the term is used to mean both the cognitive work that is done to meet task demands and the subjective experience of performing that work. We argue that conflating these two meanings hampers progress in understanding cognitive impairments in neuropsychiatric conditions because cognitive work and the subjective experience of it have distinct underlying mechanisms. We suggest that the most coherent and clinically useful perspective on mental effort is that it is a subjective experience. This makes a clear distinction between cognitive impairments that arise from changes in the cognitive apparatus, as in dementia and brain injury, and those that arise from subjective difficulties in carrying out the cognitive work, as in attention-deficit/hyperactivity disorder, depression, and other motivational disorders. We review recent advances in neuroscience research that suggests that the experience of effort has emerged to control task switches so as to minimize costs relative to benefits. We consider how these advances can contribute to our understanding of the experience of increased effort perception in clinical populations. This more specific framing of mental effort will offer a deeper understanding of the mechanisms of cognitive impairments in differing clinical groups and will ultimately facilitate better therapeutic interventions. [ABSTRACT FROM AUTHOR]

Research in cognitive load theory is increasingly recognizing the importance of motivational influences on students’ (willingness to invest) mental effort, in particular in the context of self-regulated learning. Consequently, next to addressing effects of instructional conditions and contexts on groups of learners, there is a need to start investigating individual differences in motivational variables. We propose here that the biopsychosocial model of challenge and threat may offer a useful model to study the motivational antecedents of (anticipated) mental effort. We also report four experiments as initial tests of these ideas, exploring how feedback valence affects students’ challenge/threat experiences, self-efficacy, and mental effort investment. The results showed that negative feedback leads participants to expect that they will have to invest significantly more effort in future problems than positive feedback (Experiments 1, 2, and 3) or no feedback (Experiment 3). Had we not considered the motivational variables in investigating the effect of feedback conditions on effort investment, we would not have known that this effect was fully mediated and thus explained by participants’ feelings of self-efficacy (Experiments 1/2) and threat (Experiment 1). We would also have concluded that feedback does not affect the willingness to invest effort in future problems (all four experiments), whereas actually, there were significant indirect effects of feedback on willingness to invest effort via challenge (in Experiments 1/2) and threat (in all experiments). Thus, our findings demonstrate the added value of considering challenge and threat motivational states to explain individual differences in effort investment. [ABSTRACT FROM AUTHOR]

Intuitive use is a notoriously vague concept. Several research groups have been developing a wealth of definitions and ways of measuring intuitive use that show only few commonalities. Here we review previous approaches combined with newer theoretical developments in psychology. From this review we propose that high effectiveness, low cognitive effort and a strong metacognitive feeling of fluency are the defining characteristics of intuitive use whereas many other measures are typical correlates of these defining characteristics. Distinguishing between defining characteristics and typical correlates allows researchers and practitioners to refer to a common measurement definition of intuitive use while maintaining their flexibility to adapt measures according to their needs. [ABSTRACT FROM AUTHOR]

Listening to speech in noise can require substantial mental effort, even among younger normal-hearing adults. The task-evoked pupil response (TEPR) has been shown to track the increased effort exerted to recognize words or sentences in increasing noise. However, few studies have examined the trajectory of listening effort across longer, more natural, stretches of speech, or the extent to which expectations about upcoming listening difficulty modulate the TEPR. Seventeen younger normal-hearing adults listened to 60-s-long audiobook passages, repeated three times in a row, at two different signal-to-noise ratios (SNRs) while pupil size was recorded. There was a significant interaction between SNR, repetition, and baseline pupil size on sustained listening effort. At lower baseline pupil sizes, potentially reflecting lower attention mobilization, TEPRs were more sustained in the harder SNR condition, particularly when attention mobilization remained low by the third presentation. At intermediate baseline pupil sizes, differences between conditions were largely absent, suggesting these listeners had optimally mobilized their attention for both SNRs. Lastly, at higher baseline pupil sizes, potentially reflecting overmobilization of attention, the effect of SNR was initially reversed for the second and third presentations: participants initially appeared to disengage in the harder SNR condition, resulting in reduced TEPRs that recovered in the second half of the story. Together, these findings suggest that the unfolding of listening effort over time depends critically on the extent to which individuals have successfully mobilized their attention in anticipation of difficult listening conditions. [ABSTRACT FROM AUTHOR]

Purpose: Hand postural physiological tremor increases during arithmetic computation. The present work aims at investigating whether this could be attributed to a raise in stress for having to provide a correct answer within a constrained period of time, or to voice vibration for having to speak to report the answer. Methods: In 16 participants tremor was recorded by using a 3-axial accelerometer during 5 min of a hand postural task performed simultaneously while: 1) subtracting 13 from a 3-digit number within 4 s and with mistakes correction (intervention: math stress task), 2) same as for the “intervention task” but without time limit and mistakes correction (intervention: math nonstress task), 3) adding 1 to a 3-digit number (intervention: voice vibration task), and 4) only postural task while keeping quiet (control task). Electromyographic (EMG) activity from the extensor carpi radialis was measured during the hand postural task. Results: Compared to control, tremor increased during both math interventions (+30.9 % p = 0.002, math stress; +15.0 % p = 0.01, math nonstress), but not during the voice vibration task (+12.2 % p = 0.239). During the math stress trial tremor was greater compared to both the voice vibration trial (+21.0 % p = 0.021), and the math nonstress trial (+13.5 % p = 0.01). EMG activity was not affected. Conclusion: The results suggest that during arithmetic computation the “stress component” contributes only partially to the observed increase in hand postural tremor, and that this increase cannot be attributed to voice vibrations.

Abstract Background Chronic resistance training and acute resistance exercises improve physical performance and can enhance cognitive performance. However, there is still uncertainty about the mechanism(s) responsible for cognitive improvement following resistance training and exercise. Recent findings suggest that resistance exercise has metabolic as well as cognitive demands, which potentially activate similar neural circuitry associated with higher-order cognitive function tasks. Exercising on unstable devices increases the coordinative and metabolic demands and thus may further increase cognitive activation during resistance exercise. The measurement of pupil diameter could provide indications of cognitive activation and arousal during resistance exercise. Pupil dilation is linked to the activity in multiple neuromodulatory systems (e.g., activation of the locus coeruleus and the release of the neurotransmitter norepinephrine (LC-NE system)), which are involved in supporting processes for executive control. Therefore, the purpose of this study was to compare the cognitive activation measured by pupil diameter during an acute bout of resistance exercise on stable and unstable surfaces. Methods 18 participants (23.5 ± 1.5 years; 10 females) performed ten kettlebell squats in a preferred repetition velocity in stable and unstable (BOSU® Balance Trainer) ground conditions. Pupil diameter was recorded with eye tracking glasses (SMI ETG) during standing (baseline) and during squatting. Raw pupil data were cleaned of artifacts (missing values were linearly interpolated) and subjected to a subtractive baseline correction. A student t-test was used to compare mean pupil diameter between ground conditions. Results The mean pupil diameter was significantly greater during squats in the unstable condition than in the stable condition, t (17) = -2.63, p =.018, Cohen’s d Z = -0.62; stable: 0.49 ± 0.32 mm; unstable: 0.61 ± 0.25 mm). Conclusion As indicated by pupil dilation, the use of unstable devices can increase the cognitive activation and effort during acute bouts of resistance exercise. Since pupil dilation is only an indirect method, further investigations are necessary to describe causes and effects of neuromodulatory system activity during resistance exercise. Resistance training with and without surface instability can be recommended to people of all ages as a physically and cognitively challenging training program contributing to the preservation of both physical and cognitive functioning.

Abstract Background Population-wide surveys and large-scale investigations highlighted the presence of cognitive deficits in the acute and postacute stages of severe COVID-19; a few studies documented their occurrence in cases without prior or COVID-19-related brain damage. The evolution of cognitive deficits in the latter population and their relationship to the post-COVID-19 fatigue syndrome are poorly understood. Case presentation We report the outcome at 12 months after severe COVID-19 involving an intensive care unit stay and mechanical ventilation in six (five Caucasian and one Asian) patients (age range: 53–71 years, mean age 61.7 ± 6.5 years) without history of prior brain dysfunction and without stroke and/or cardiac arrest during or after COVID-19. All patients reported pervading mental and physical fatigue as well as numerous multidomain complaints, which impacted everyday life. Individual patients described mental fatigability, apathy, and/or anxiety. Standardized neuropsychological tests revealed isolated symptoms of cognitive dysfunction or performance at the lower limit of the norm in the attentional, executive, and/or working memory domains in four of the six patients. Somatic scales documented dyspnoea, muscle weakness, olfactory disorder, and/or minor sleep problems in some, but not all, patients. Conclusion Fatigue, fatigability, multidomain complaints, cognitive difficulties, or dysfunction, as well as isolated neurobehavioral and/or psychiatric and/or somatic symptoms, tend to occur in the aftermath of severe COVID-19 and persist at 12 months, even in the absence of prior and/or COVID-19-related brain damage. This clinical situation, which impacts everyday life, calls for a detailed investigation of patients’ complaints, its neural underpinning, and an elaboration of specific rehabilitation programs.

Prior research has demonstrated two distinct modes of searching a display: singleton detection mode and feature search mode. Due to the explicit template-based attentional control involved in feature search mode, singleton detection mode is often assumed to be less mentally effortful, which can potentially explain why people search using such an inefficient and distraction-prone strategy. However, this assumption remains largely untested. In the present study, we used a hand dynamometer to relate physical effort to perceived mental effort across different search conditions. Surprisingly, across three experiments, participants exerted more effort to avoid singleton detection trials compared to feature search trials, suggesting that they found singleton detection to be the more effortful mode of searching. In a fourth experiment, we removed the physical effort component and simply asked participants to self-report how effortful they perceived each search task to be. Participants robustly indicated that singleton detection trials were more effortful. Lastly, in a fifth experiment, we removed distractor-present trials. Again, participants exerted more effort to avoid singleton detection trials. In contrast to widely held assumptions, our findings suggest that searching for a salient singleton is in fact more mentally effortful than searching for a specific feature in a heterogeneous display, which has broad implications for theories of attentional control and the influence of mental effort on cognition. [ABSTRACT FROM AUTHOR]

It has been demonstrated in previous studies that prolonged mental effort exertion evokes mental fatigue and leads to impairments in task performance. In the current investigation, we aimed to test the hypothesis that mental fatigue depends on motivational processes and can be influenced by task valuation. In two studies, we experimentally manipulated the value of the task by financial rewards (Study 1) and the sense of autonomy (Study 2). Contrary to our predictions, those manipulations did not influence the main dependent variables. We also introduced additional rewards after prolonged effort exertion. In line with our expectations, the results showed that mental fatigue increases with time spent on effortful tasks. Importantly, however, mental fatigue decreases when the value of the task rises. This effect is accompanied by stronger effort engagement and improvement in task performance. The findings support the motivational theories of mental effort and fatigue, showing that mental fatigue might serve as a signal of diminishing value of the ongoing task. [ABSTRACT FROM AUTHOR]

In the context of instructional design and self-regulated learning research, the notion of mental effort allocation, monitoring, and control has gained increasing attention. Bringing together a cognitive perspective, focusing on Cognitive Load Theory, and a motivational perspective, merging central accounts from Situated Expectancy Value Theory and Self-Determination Theory, we plea for a three-fold conception of effort that clearly distinguishes the different psychological sources of experiencing and allocating effort in learning environments: effort-by-complexity, effort-by-need frustration, and effort-by-allocation. Such a detailed conception has important implications for how effort should be studied and how it can be influenced by instructional support or by the learning individual itself. A first conclusion we draw is that cognitively oriented research needs to be careful when taking students’ self-reports on the “effortfulness” of a task as an indication of the object-level cognitive requirements of the task, as such appraisals may also reflect the affective-emotional requirements of task execution as well as motivational beliefs regarding the likelihood of success and meaningfulness of a task. A second conclusion is that instructional procedures rooted in cognition-oriented theory ideally are complemented by motivation theory to support student learning optimally. [ABSTRACT FROM AUTHOR]

Background: Chronic resistance training and acute resistance exercises improve physical performance and can enhance cognitive performance. However, there is still uncertainty about the mechanism(s) responsible for cognitive improvement following resistance training and exercise. Recent findings suggest that resistance exercise has metabolic as well as cognitive demands, which potentially activate similar neural circuitry associated with higher-order cognitive function tasks. Exercising on unstable devices increases the coordinative and metabolic demands and thus may further increase cognitive activation during resistance exercise. The measurement of pupil diameter could provide indications of cognitive activation and arousal during resistance exercise. Pupil dilation is linked to the activity in multiple neuromodulatory systems (e.g., activation of the locus coeruleus and the release of the neurotransmitter norepinephrine (LC-NE system)), which are involved in supporting processes for executive control. Therefore, the purpose of this study was to compare the cognitive activation measured by pupil diameter during an acute bout of resistance exercise on stable and unstable surfaces. Methods: 18 participants (23.5 ± 1.5 years; 10 females) performed ten kettlebell squats in a preferred repetition velocity in stable and unstable (BOSU® Balance Trainer) ground conditions. Pupil diameter was recorded with eye tracking glasses (SMI ETG) during standing (baseline) and during squatting. Raw pupil data were cleaned of artifacts (missing values were linearly interpolated) and subjected to a subtractive baseline correction. A student t-test was used to compare mean pupil diameter between ground conditions. Results: The mean pupil diameter was significantly greater during squats in the unstable condition than in the stable condition, t (17) = -2.63, p =.018, Cohen's dZ = -0.62; stable: 0.49 ± 0.32 mm; unstable: 0.61 ± 0.25 mm). Conclusion: As indicated by pupil dilation, the use of unstable devices can increase the cognitive activation and effort during acute bouts of resistance exercise. Since pupil dilation is only an indirect method, further investigations are necessary to describe causes and effects of neuromodulatory system activity during resistance exercise. Resistance training with and without surface instability can be recommended to people of all ages as a physically and cognitively challenging training program contributing to the preservation of both physical and cognitive functioning. [ABSTRACT FROM AUTHOR]

Background: Population-wide surveys and large-scale investigations highlighted the presence of cognitive deficits in the acute and postacute stages of severe COVID-19; a few studies documented their occurrence in cases without prior or COVID-19-related brain damage. The evolution of cognitive deficits in the latter population and their relationship to the post-COVID-19 fatigue syndrome are poorly understood. Case presentation: We report the outcome at 12 months after severe COVID-19 involving an intensive care unit stay and mechanical ventilation in six (five Caucasian and one Asian) patients (age range: 53–71 years, mean age 61.7 ± 6.5 years) without history of prior brain dysfunction and without stroke and/or cardiac arrest during or after COVID-19. All patients reported pervading mental and physical fatigue as well as numerous multidomain complaints, which impacted everyday life. Individual patients described mental fatigability, apathy, and/or anxiety. Standardized neuropsychological tests revealed isolated symptoms of cognitive dysfunction or performance at the lower limit of the norm in the attentional, executive, and/or working memory domains in four of the six patients. Somatic scales documented dyspnoea, muscle weakness, olfactory disorder, and/or minor sleep problems in some, but not all, patients. Conclusion: Fatigue, fatigability, multidomain complaints, cognitive difficulties, or dysfunction, as well as isolated neurobehavioral and/or psychiatric and/or somatic symptoms, tend to occur in the aftermath of severe COVID-19 and persist at 12 months, even in the absence of prior and/or COVID-19-related brain damage. This clinical situation, which impacts everyday life, calls for a detailed investigation of patients' complaints, its neural underpinning, and an elaboration of specific rehabilitation programs. [ABSTRACT FROM AUTHOR]

Motivation is the driving force that influences people's behaviors and interacts with many cognitive functions. Computationally, motivation is represented as a cost−benefit analysis that weighs efforts and rewards in order to choose the optimal actions. Shenhav and colleagues proposed an elegant theory, the Expected Value of Control (EVC), which describes the relationship between cognitive efforts, costs, and rewards. In this paper, we propose a more fine‐grained and detailed motivation framework that incorporates the principles of EVC into the ACT‐R cognitive architecture. Specifically, motivation is represented as a specific slot in the Goal buffer with a corresponding scalar value, M, that is translated into the reward value Rt that is delivered when the goal is reached. This implementation is tested in two models. The first model is a high‐level model that reproduces the EVC predictions with abstract actions. The second model is an augmented version of an existing ACT‐R model of the Simon task. The motivation mechanism is shown to permit optimal effort allocation and reproduce known phenomena. Finally, the broader implications of our mechanism are discussed. Blurb We propose to incorporate motivation into ACT‐R models as a reward value associated with a goal representation. Multiple simulations show how this mechanism naturally yields flexible control allocation and reproduces a variety of psychological effects. [ABSTRACT FROM AUTHOR]

In policing, Virtual Reality scenario-based training (VR SBT) is being explored to complement real-life scenario-based training (RL SBT). We investigated whether relevant training responses in VR SBT, namely heart rate (HR), level of physical activity, mental effort, and perceived stress, resemble those in RL SBT. Utilizing a within-subject study design, we investigated the training responses of 237 police officers of the Dutch National Police. We found that the maximum HR and average level of physical activity were significantly higher in RL SBT, whereas invested mental effort was significantly higher in VR SBT. No significant differences were found in average HR and perceived stress. We also found that perceived stress in VR was predicted by participants' VR experiences such as engagement with VR and experience of negative effects, but not by participant characteristics. Participants' mental effort in VR was predicted by their VR experiences and participant characteristics, particularly gaming frequency. In conclusion, VR SBT can elicit perceived stress, mental effort, and average HR that resemble or exceed responses in RL SBT, providing a promising tool to complement police training. [ABSTRACT FROM AUTHOR]

BackgroundMental effort plays a critical role in regulating cognition. However, the experience of mental effort may differ for individuals with Attention-Deficit/Hyperactivity Disorder (ADHD), a disorder for which sustained mental effort ‘avoidance’ or ‘dislike’ is a criterion in the DSM. We conducted a scoping review to characterize the literature on the experiences of effort in ADHD.MethodsThis systematic scoping review adhered to the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) Extension for Scoping Reviews and Joanna Briggs Methodology. PsycINFO (OVID), PsycINFO (ProQuest) and PubMed were searched for studies published in English before February 14, 2023. Studies must have included an ADHD population or a measure of ADHD symptomatology, in addition to a self-report measure of the experience of effort or the use of an effort preference paradigm. Two researchers reviewed all abstracts, and one researcher reviewed full-text articles.ResultsOnly 12 studies met the inclusion criteria. Several gaps and inconsistencies in the research were identified in terms of method, definitions of effort, measurements of ADHD, and sample characteristics. Moreover, the pattern of results on the experience of effort was mixed.ConclusionDespite its diagnostic and conceptual significance, the experience of mental effort in ADHD is not well studied. Critical gaps were identified in the existing literature. A three-facet conceptualization of effort is proposed–specifically, task-elicited effort, volitionally exerted effort, and the affect associated with engaging in effort – to guide future explorations of the experience of effort in ADHD.

The main goal of this study was to validate the strategy for the assessment of the cognitive complexity of chemical kinetics exam items. The strategy included three steps: 1) assessment of the difficulty of concepts, 2) assessment of distractor value. and 3) assessment of concepts’ interactivity. One of the tasks was to determine whether there were misconceptions by students that might have influenced their achievement. Eighty-seven students in the first year of secondary school participated in the study. A knowledge test was used as a research instrument to assess the performance, and a five-point Likert-type scale was used to evaluate the perceived mental effort. The strategy was validated using regression analysis from which significant correlation coefficients were obtained between selected variables: students’ achievement and invested mental effort (dependent variables) and a numerical rating of cognitive complexity (independent variable).

Based on Cognitive Load Theory (CLT), learning by studying worked examples, that is, step-by-step solutions, has been shown to reduce cognitive load and enhance learning outcomes more than learning by solving conventional problems. Two types of worked examples that have been predominantly used in well-structured learning domains include product-oriented worked examples (ProductWEs) which provide strategic information and process-oriented worked examples (ProcessWEs) which provide strategic information and principled knowledge. However, less research has been conducted on worked examples’ effectiveness in ill-structured learning domains. In a study with 85 university students enrolled in teaching programs, we investigated whether ProcessWEs or ProductWEs better support identifying and applying knowledge regarding the quality teaching component of substantive communication. Participants completed tasks under three instructional conditions: ProcessWE, ProductWE, and conventional problem-solving. Results showed that ProcessWEs outperformed ProductWEs, ProductWEs outperformed conventional problem-solving, and conventional problem-solving had higher perceived task difficulty than the other two conditions. This study theoretically contributes to CLT research as it found that the use of ProcessWEs and ProductWEs is effective in an ill-structured learning domain and makes a practical contribution by showing what a ProductWE or ProcessWE in an ill-structured learning domain ‘looks like’.

Purpose: Sleep deprivation (SD) is very common during ultraendurance competitions. At present, stimulants such as caffeine and naps are the main strategies used to reduce the negative effects of SD on ultraendurance performance. In this case study, the authors describe the application of a novel strategy consisting of the intermittent repetition of SD (SD training [SDT]) during the weeks preceding an ultraendurance competition. Methods: A male ultraendurance runner underwent a 6-week SDT program (consisting of 1 night SD every Sunday) in addition to his regular physical training program before taking part in a 6-day race. Before and after SDT, the participant performed 5 consecutive days of daily 2-hour constant-pace running with SD on the first and third night. Psychological and physiological responses were measured during this multiday test. Results: SDT was well tolerated by the athlete. A visual analysis of the data suggests that including SDT in the weeks preceding an ultraendurance competition may have beneficial effects on sleepiness and perceived mental effort in the context of 5 consecutive days of prolonged running and 2 nights of SD. This multiday test seems a feasible way for assessing ultraendurance athletes in the laboratory. Conclusions: The results provided some encouraging initial information about SDT that needs to be confirmed in a randomized controlled trial in a group of ultraendurance athletes. If confirmed to be effective and well tolerated, SDT might be used in the future to help ultraendurance athletes and other populations that have to perform in conditions of SD. [ABSTRACT FROM AUTHOR]

Numerous studies have been conducted to examine the effects of an instructor's pointing gestures on learning performance across a wide range of academic domains. There are, however, few clear instructional guidelines for enhancing learning from this visual guidance. This study tested the combined effects of the coach's pointing gesture and gaze guidance on attention and recall performance in field-based sports. This study used a 3 (control vs. gesture vs. gesture/gaze) × 2 (novice vs. expert) between-subjects factorial design. Results showed a significant interaction effect between expertise level and experimental conditions on visual attention and memorization performance. Novice players scored higher after studying tactical instructions with pointing gestures and gaze guidance than players who studied the same instructions with pointing gestures, who in turn performed better than players who received instructions without cues. Expert players showed the same level of performance when they received the instructions without cues and with pointing gestures. However, they showed lower performance (notably in the visual attention and the mental effort measures) when they received the video with pointing gestures and gaze guidance compared to the instructions without gestures and with pointing gestures. These results suggest that the effectiveness of nonverbal visual guidance changes depending on the players' level of expertise. [ABSTRACT FROM AUTHOR]

When assessing trainees' progresses during a driving training program, instructors can only rely on the evaluation of a trainee's explicit behavior and their performance, without having any insight about the training effects at a cognitive level. However, being able to drive does not imply knowing how to drive safely in a complex scenario such as the road traffic. Indeed, the latter point involves mental aspects, such as the ability to manage and allocate one's mental effort appropriately, which are difficult to assess objectively. In this scenario, this study investigates the validity of deploying an electroencephalographic neurometric of mental effort, obtained through a wearable electroencephalographic device, to improve the assessment of the trainee. The study engaged 22 young people, without or with limited driving experience. They were asked to drive along five different but similar urban routes, while their brain activity was recorded through electroencephalography. Moreover, driving performance, subjective and reaction times measures were collected for a multimodal analysis. In terms of subjective and performance measures, no driving improvement could be detected either through the driver's subjective measures or through their driving performance. On the other side, through the electroencephalographic neurometric of mental effort, it was possible to catch their improvement in terms of mental performance, with a decrease in experienced mental demand after three repetitions of the driving training tasks. These results were confirmed by the analysis of reaction times, that significantly improved from the third repetition as well. Therefore, being able to measure when a task is less mentally demanding, and so more automatic, allows to deduce the degree of users training, becoming capable of handling additional tasks and reacting to unexpected events. [ABSTRACT FROM AUTHOR]

Background: Writing is an important and complex skill, which could be enhanced by teaching students effective writing strategies such as outlining. Electronic outlining ‐ integrated feature in Microsoft® Word – has been shown to enhance students' writing performance. However, little is known about the optimal didactic approach for electronic outlining. Objective: This study examined the effects of learning to use electronic outlining either via observational learning or via learning‐by‐doing on students' argumentative writing performance. Methods: Students (N = 129, 10th‐grade) were assigned with their complete class to one of three conditions: a control (traditional pen and paper outlines via learning‐by‐doing), outline (electronic outlines via learning‐by‐doing) or observation (electronic outlines via observational learning) condition. Students followed an argumentative writing lesson‐series that differed across conditions in terms of planning strategies and didactic approaches used. To examine the influence of the different conditions on students' writing, argumentative texts were used as pre‐ and post‐tests, and the quality was evaluated with an analytic assessment protocol. In addition, data regarding students' perceived mental effort and the organisation of the writing process were collected. Finally, students' attitudes towards electronic outlining were assessed. Results and Conclusion: Although the overall text structure had improved after the lesson series, no significant differences were found between conditions. Electronic outlining increased the total amount of time dedicated to the texts as well as the revision ratio. Students in the observation condition showed a higher pause ratio and a lower fluency on the post‐test as compared to students who learned by doing (both control and outline conditions). With regard to perceived mental effort, students in the outline and control conditions perceived significant decreases over tasks, as opposed to those in the observation condition. In conclusion, the self‐reports indicate that students in the outline condition appropriated electronic outlining significantly better than those in the observation condition, suggesting that practice enhanced students' appropriation of electronic outlining. Lay Description: What is already known about this topic: Planning as a writing strategy helps students organise their writing and reduce mental effort.Electronic outlining is an effective and efficient tool to support a planning strategy.Observational learning is an effective didactic approach in writing education. What this paper adds: Traditional planning and electronic outlining via either observational learning or learning‐by‐doing affect writing products equally.Tool appropriation is greater for students who learned‐by‐doing. Implications for practice: Importance of elaborated and explicit (strategy) instruction.Advantage of video‐based modelling for teacher efficiency. [ABSTRACT FROM AUTHOR]

Background: Computer‐based scaffolding has been intensively used to facilitate students' self‐regulated learning (SRL). However, most previous studies investigated how computer‐based scaffoldings affected the cognitive aspect of SRL, such as knowledge gains and understanding levels. In contrast, more evidence is needed to examine the effects of scaffolding on the metacognitive dimension and efficiency outcome of SRL. Objectives: This study aims to examine the role of computer‐based scaffolding in students' metacognitive monitoring and problem‐solving efficiency. Methods: Seventy‐two medical students completed two clinical reasoning tasks in BioWorld, an intelligent tutoring system (ITS) designed for promoting medical students' diagnostic expertise. During solving the tasks, students were asked to report their confidence judgements about proposed diagnoses. Computer trace data were used to identify task completion time (CT) and students' use of three scaffolding types, that is, conceptual, strategic, and metacognitive. Then we calculated students' metacognitive monitoring accuracy (i.e., calibration) and problem‐solving efficiency. Results and Conclusions: One‐sample t‐test demonstrated that students inaccurately monitored their learning processes and were overconfident in both tasks. Linear mixed‐effects models (LMMs) indicated that the intensive use of metacognitive scaffolding positively predicted students' metacognitive monitoring accuracy. Moreover, strategic scaffolding was negatively related to problem‐solving efficiency, whereas metacognitive scaffolding positively influenced problem‐solving efficiency. Takeaways: This study shows the importance of metacognitive scaffolding in improving the accuracy of metacognitive monitoring and problem‐solving efficiency. Findings from this study provide new insights for instructors and ITS developers to optimise the design of scaffoldings. Lay Description: What is already known about this topic?: Computer‐based scaffolding can facilitate students' knowledge gains and academic performance during self‐regulated learning (SRL).The effects of computer‐based scaffolding on the metacognitive dimension and efficiency outcome of SRL are still in a nascent phase. What this paper adds?: This paper explores how different types of computer‐based scaffolding affect students' metacognitive monitoring and problem‐solving efficiency.Metacognitive scaffolding improved the accuracy of medical students' confidence judgements.Metacognitive scaffolding promoted medical students' diagnostic problem‐solving efficiency.Strategic scaffolding had a negative effect on problem‐solving efficiency. Implications for practice: Instructors could provide more metacognitive scaffoldings to facilitate students' metacognitive monitoring accuracy.The designers of intelligent tutoring systems and instructors should consider the costs associated with using scaffoldings. [ABSTRACT FROM AUTHOR]

Copyright of CEPS Journal is the property of University of Ljubljana, Faculty of Education 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.)

What makes a task hard or easy? The question seems easy, but answering it has been hard. The only consensus has been that, all else being equal, easy tasks can be performed by more individuals than hard tasks, and easy tasks are usually preferred over hard tasks. Feghhi and Rosenbaum (Journal of Experimental Psychology: Human Perception and Performance, 45, 983-994, 2019) asked whether task difficulty might reflect a single amodal quantity. Based on their subjects two-alternative forced-choice data from tasks involving choices of tasks with graded physical and mental challenges, the authors showed that the difficulty of passing through a narrow gap rather than a wide gap was psychologically equivalent to memorizing an extra .55 digits. In the present study, we extended this approach by adding new arguments for the hypothesis that task difficulty might reflect a single amodal quantity (inspired by considerations of physics, economics, and the common code hypothesis for the study of perception and action), and we tested narrower gaps than before to see whether we would find a larger equivalent memory-digit. Consistent with our prediction, we obtained a value of .95. We suggest that our multi-modal two-alternative forced-choice procedure can pave the way toward a better understanding of task difficulty.

Students tend to avoid effective but effortful study strategies. One potential explanation could be that high-effort experiences may not give students an immediate feeling of learning, which may affect their perceptions of the strategy’s effectiveness and their willingness to use it. In two experiments, we investigated the role of mental effort in students’ considerations about a typically effortful and effective strategy (interleaved study) versus a typically less effortful and less effective strategy (blocked study), and investigated the effect of individual feedback about students’ study experiences and learning outcomes on their considerations. Participants learned painting styles using both blocked and interleaved studying (within-subjects, Experiment 1, N = 150) or either blocked or interleaved studying (between-subjects, Experiment 2, N = 299), and reported their study experiences and considerations before, during, and after studying. Both experiments confirmed prior research that students reported higher effort investment and made lower judgments of learning during interleaved than during blocked studying. Furthermore, effort was negatively related to students’ judgments of learning and (via these judgments) to the perceived effectiveness of the strategy and their willingness to use it. Interestingly, these relations were stronger in Experiment 1 than in Experiment 2, suggesting that effort might become a more influential cue when students can directly compare experiences with two strategies. Feedback positively affected students’ considerations about interleaved studying, yet not to the extent that they considered it more effective and desirable than blocked studying. Our results provide evidence that students use effort as a cue for their study strategy decisions. [ABSTRACT FROM AUTHOR]

Although cognitive load (CL) and self-regulated learning (SRL) have been widely recognized as two determinant factors of students’ performance, the integration of these two factors is still in its infancy. To further specify why and how CL links with SRL, we first conducted an overview to describe the multiple dimensions of cognitive load (i.e., intrinsic, extraneous, germane load, mental load, and mental effort). Subsequently, information processing theory (i.e., the generative mechanism of cognitive load) was used to interpret three core aspects of the SRL framework: dynamic SRL, monitoring-control cycles, and conscious vs. unconscious SRL. Based on the above overview and existing perspectives on the associations between CL and SRL, five propositions are discussed: (1) conscious SRL induces additional metacognitive load; (2) invested mental effort is monitored and regulated during SRL processes; (3) mental load affects SRL processes; (4) mental effort influences metacognitive judgments and further task selections; and (5) learners should optimize cognitive load during SRL. Finally, this paper proposes a dynamic and integrative model to exhibit that different dimensions of cognitive load play varying roles in the dynamic SRL process. This proposed model is the first to clarify how SRL subprocesses relate to multiple cognitive load dimensions. In addition, this model also informs the design of intelligent tutoring systems and adaptive scaffolding. Several future research directions are recommended to validate the proposed model. [ABSTRACT FROM AUTHOR]

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion 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 rising prevalence of online courses and ubiquitous smartphone use pose challenges to researchers and instructors. Open questions concern the effectiveness of digital interventions under unsupervised non-lab conditions, as well as potential associations between interruptions, smartphone usage, and learning. We experimentally tested a web-based training intervention based on video examples and self-explanation prompts with 53 undergraduate teacher students (training condition, n = 27 versus control condition, n = 26). Despite the unsupervised non-lab conditions with potential distractions and interruptions, we found the expected effect on learning outcomes. More interestingly, this effect was completely mediated by self-explanation quality. Furthermore, the effect of self-explanation quality on declarative knowledge was moderated by the number of interruptions during the web-based learning. Moreover, we implemented a simple yet valid method to assess the learners' mean daily smartphone usage time. To do that, we relied on logging-functions most smartphones already have preinstalled. We detected moderate, negative correlations between the learners' mean daily smartphone usage and their task engagement (i.e., mental effort and lack of interruptions) during our intervention. Our findings emphasize how effective it is to self-explain video examples, and how important it is to not get interrupted during web-based learning. [ABSTRACT FROM AUTHOR]

Introduction: The relative oxygenated hemoglobin (HbO) measured using functional near-infrared spectroscopy (fNIRS) has been considered as an index for cognitive loading, with the more difficult the task, the higher the level. A previous study reported that young adults who received transcranial photobiomodulation (tPBM) showed a reduced HbO of a difficult task, suggesting that tPBM may enhance cognitive efficiency. The present study further investigated the effect of tPBM on cognitive efficiency in older adults. Methods: Thirty participants received a single tPBM on the forehead for 350 s. Before and after tPBM, their HbO in the visual span task with various difficulties was measured with fNIRS. Results: After tPBM, participants exhibited significantly lower HbO in a harder (span 7) but not an easier level (span 2) of the task, but their behavioral performance remained unchanged. In addition, factors affecting the reduction of HbO were examined, and the results showed that individuals with better memory (as measured by a 30-min delayed recall test) showed more reduction of HbO. Discussion: The results suggest that tPBM may enhance cognitive efficiency, with individuals with better memory tend to benefit more. [ABSTRACT FROM AUTHOR]

Humans' performance varies due to the mental resources that are available to successfully pursue a task. To monitor users' current cognitive resources in naturalistic scenarios, it is essential to not only measure demands induced by the task itself but also consider situational and environmental influences. We conducted a multimodal study with 18 participants (nine female, M = 25.9 with SD = 3.8 years). In this study, we recorded respiratory, ocular, cardiac, and brain activity using functional near-infrared spectroscopy (fNIRS) while participants performed an adapted version of the warship commander task with concurrent emotional speech distraction. We tested the feasibility of decoding the experienced mental effort with a multimodal machine learning architecture. The architecture comprised feature engineering, model optimisation, and model selection to combine multimodal measurements in a cross-subject classification. Our approach reduces possible overfitting and reliably distinguishes two different levels of mental effort. These findings contribute to the prediction of different states of mental effort and pave the way toward generalised state monitoring across individuals in realistic applications. [ABSTRACT FROM AUTHOR]

Copyright of Croatian Journal of Education / Hrvatski Časopis za Odgoj i Obrazovanje is the property of Uciteljski Fakultet u Zagrebu 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.)

Software programming is an acquired evolutionary skill originating from consolidated cognitive functions (i.e., attentive, logical, coordination, mathematic calculation, and language comprehension), but the underlying neurophysiological processes are still not completely known. In the present study, we investigated and compared the brain activities supporting realistic programming, text and code reading tasks, analyzing Electroencephalographic (EEG) signals acquired from 11 experienced programmers. Multichannel spectral analysis and a phase-based effective connectivity study were carried out. Our results highlighted that both realistic programming and reading tasks are supported by modulations of the Theta fronto-parietal network, in which parietal areas behave as sources of information, while frontal areas behave as receivers. Nevertheless, during realistic programming, both an increase in Theta power and changes in network topology emerged, suggesting a task-related adaptation of the supporting network system. This reorganization mainly regarded the parietal area, which assumes a prominent role, increasing its hub functioning and its connectivity in the network in terms of centrality and degree.

Behavioral differences in speed and accuracy between reading familiar and unfamiliar words are well-established in the empirical literature. However, these standard measures of skill proficiency are limited in their ability to capture the moment-to-moment processing involved in visual word recognition. In the present study, the effect of word familiarity was initially investigated using an eye blink rate among adults and children. The probability of eye blinking was higher for familiar (real) words than for unfamiliar (pseudo)words. This counterintuitive pattern of results suggests that the processing of unfamiliar (pseudo)words is more demanding and perhaps less rewarding than the processing of familiar (real) words, as previously observed in both behavioral and pupillometry data. Our findings suggest that the measurement of eye blinks might shed new light on the cognitive processes involved in visual word recognition and other domains of human cognition.

Despite the profusion of studies on the use of augmented reality (AR) for teaching, the scientific results on the students’ learning do not fully converge. On the one hand, some studies have shown AR’s benefits, including autonomy and improvement of learning by reducing mental effort. On the other hand, other studies have highlighted the strong limitations of AR technology for learning, such as cognitive over loading in some specific cases. This study investigates the impact of AR on the mental effort and learning outcomes of students who were involved in an inquiry-based science training session. The sample was composed of French Master’s degree students. A control group who used physical modeling activities and an experimental group who used an AR model for the first time studied the phenomenon of the seasons. The students were tested on their learning outcomes and mental effort during the training session. Results revealed no significant differences, except for the short-term test which showed better learning results for the control group. Moreover, a link between mental effort and learning outcomes was observed independently of the group conditions. Despite the first use of an AR model to study a complex scientific phenomenon, the experimental group (AR) performs in similar way to the control group (without AR) in long-term learning outcomes and mental effort.

IntroductionThe relative oxygenated hemoglobin (HbO) measured using functional near-infrared spectroscopy (fNIRS) has been considered as an index for cognitive loading, with the more difficult the task, the higher the level. A previous study reported that young adults who received transcranial photobiomodulation (tPBM) showed a reduced HbO of a difficult task, suggesting that tPBM may enhance cognitive efficiency. The present study further investigated the effect of tPBM on cognitive efficiency in older adults.MethodsThirty participants received a single tPBM on the forehead for 350 s. Before and after tPBM, their HbO in the visual span task with various difficulties was measured with fNIRS.ResultsAfter tPBM, participants exhibited significantly lower HbO in a harder (span 7) but not an easier level (span 2) of the task, but their behavioral performance remained unchanged. In addition, factors affecting the reduction of HbO were examined, and the results showed that individuals with better memory (as measured by a 30-min delayed recall test) showed more reduction of HbO.DiscussionThe results suggest that tPBM may enhance cognitive efficiency, with individuals with better memory tend to benefit more.

Tasks that involve more demanding cognitive operations, such as working memory maintenance and rule switching, tend to be perceived as effortful. People will make choices that minimize the need to perform such tasks and will even accept some measure of physical pain in exchange for the ability to avoid them. Nearly all tasks require that people find and extract relevant perceptual information from their environment, but demands of this nature are often ignored in the study of mental effort. Visual search is sometimes described as "difficult" or "easy" on the basis of search slopes or other performance-based metrics, but how such performance differences map onto conceptions of cognitive demand is unclear. In the present study, we examined whether people would be willing to exert physical effort in exchange for the opportunity to minimize the number of items they needed to search through in a visual search task and whether they would be more willing to endure physical effort demands if it resulted in fewer items needing to be searched. Our results are broadly consistent with the idea that the performance of visual search constitutes effortful work that can trade-off with physical effort demands, which has broad implications for theories of visual information processing and practical considerations for professions that tax peoples' ability to search. [ABSTRACT FROM AUTHOR]