Differentiating Cognitive Complexity and Cognitive Load in High and Low Demand Flight Simulation Tasks

2015 ◽  
pp. 133-150
Author(s):  
Jemma Harris ◽  
Mark Wiggins ◽  
Ben Morrison ◽  
Natalie Morrison
Keyword(s):  
Cognitive Load ◽  
Cognitive Complexity ◽  
Flight Simulation

scholarly journals Reciprocity: Different behavioural strategies, cognitive mechanisms and psychological processes

2019 ◽  
Vol 47 (4) ◽  
pp. 284-301 ◽  
Author(s):  
Manon K. Schweinfurth ◽  
Josep Call
Keyword(s):  
Cognitive Load ◽  
Cognitive Complexity ◽  
Network Size ◽  
Psychological Processes ◽  
Cognitive Mechanisms ◽  
Norway Rat ◽  
Widespread Phenomenon ◽  
Human Trait ◽  
Vampire Bat ◽  
Behavioural Strategies

Abstract Reciprocity is probably one of the most debated theories in evolutionary research. After more than 40 years of research, some scientists conclude that reciprocity is an almost uniquely human trait mainly because it is cognitively demanding. Others, however, conclude that reciprocity is widespread and of great importance to many species. Yet, it is unclear how these species reciprocate, given its apparent cognitive complexity. Therefore, our aim was to unravel the psychological processes underlying reciprocity. By bringing together findings from studies investigating different aspects of reciprocity, we show that reciprocity is a rich concept with different behavioural strategies and cognitive mechanisms that require very different psychological processes. We reviewed evidence from three textbook examples, i.e. the Norway rat, common vampire bat and brown capuchin monkey, and show that the species use different strategies and mechanisms to reciprocate. We continue by examining the psychological processes of reciprocity. We show that the cognitive load varies between different forms of reciprocity. Several factors can lower the memory demands of reciprocity such as distinctiveness of encounters, memory of details and network size. Furthermore, there are different information operation systems in place, which also vary in their cognitive load due to assessing the number of encounters and the quality and quantity of help. We conclude that many species possess the psychological processes to show some form of reciprocity. Hence, reciprocity might be a widespread phenomenon that varies in terms of strategies and mechanisms.

scholarly journals VALIDATION OF THE PROCEDURE FOR THE ASSESSMENT OF COGNITIVE COMPLEXITY OF CHEMICAL TECHNOLOGY PROBLEM TASKS

2020 ◽  
Vol 19 (1) ◽  
pp. 64-75 ◽  
Author(s):  
Saša A. Horvat ◽  
Tamara N. Rončević ◽  
Dragana Z. Arsenović ◽  
Dušica D. Rodić ◽  
Mirjana D. Segedinac
Keyword(s):  
Problem Solving ◽  
Cognitive Load ◽  
Cognitive Complexity ◽  
Correlation Coefficients ◽  
Mental Effort ◽  
Chemical Technology ◽  
Complexity Problem ◽  
Numerical Rating ◽  
Objective Value ◽  
Test Of Knowledge

The main problem in students' lower achievement lies in the cognitive complexity of the problem. The aim of this research was to create and validate the procedure for the assessment of the cognitive complexity of chemical technology problem tasks. The procedure included the creation of Tables for assessing the difficulty of concepts in chemical technology problems and their interactivity, assessment of the numerical rating of cognitive complexity of the analyzed tasks, and conducting of research. Research included 50 students. Data were collected with the test of knowledge which was used for the assessment of students´ achievements and invested mental effort. The validity of this procedure was confirmed by a series of correlation analyses where statistically significant values of correlation coefficients were obtained among the examined variables: students’ achievements, invested mental effort and cognitive complexity. The largest contribution of this procedure is that it is designed to show an objective value of the cognitive complexity of tasks in the domain of chemical technology. Good estimation of the numerical values of cognitive complexity can help teachers to better predict students' achievement, and at the same time to take care to avoid cognitive load. Keywords: cognitive complexity, problem-solving, chemical technology.

scholarly journals High Cognitive Load Situations With Different Conversation Topics Affect Walking Speed and Cognitive Complexity

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 705-705
Author(s):  
Hyeon Jung Kim ◽  
Julie Blaskewicz Boron ◽  
Jennifer Yentes ◽  
Dawn Venema
Keyword(s):  
Cognitive Load ◽  
Perceived Stress ◽  
Cognitive Complexity ◽  
Walking Speed ◽  
Life Experience ◽  
Attentional Allocation ◽  
Single Task ◽  
Novel Method ◽  
Load Types ◽  
The Impact

Abstract Walking and talking on the phone are common high-cognitive-load-situations (HCLS; e.g. dual-tasks), requiring extra attentional allocation and increasing perceived stress. We explored whether two load types, 1) single-task (ST) walking or talking on a phone and 2) HCLS walking while talking on a phone, influenced walking and/or cognitive performance among young (n=7; age=23.00±2.08yrs), middle-aged (n=14; age=44.79±7.42yrs), and older (n=15; age=74.47±3.91yrs) adults while controlling for perceived stress. Participants completed 3-minute trials of single-task walking (ST-W), single-task phone conversations with common (e.g., weather; ST-C) and uncommon topics (e.g., life experience; ST-U), and walking while talking on a phone (HCLS-C and HCLS-U). Walking speed was analyzed with 3(ST-W;HCLS-C;HCLS-U) x 3(Age) ANCOVA. HCLS resulted in slower walking speed (p<.001). Older adults exhibited slower speed across conditions compared to young (p=.015). Cognitive complexity (i.e., conversational tone and words greater than six letters (SIXLTR)) on the Linguistic Inquiry and Word Count (LIWC) were analyzed with 2(Cvs.U) x 2(STvs.HCLS) x 3(Age) ANCOVAs. Older age was associated with less cognitive complexity; positive tone (p=.014) and SIXLTR (p=.016), respectively in conversations. Uncommon topics reduced positive tone (p=.022) and SIXLTR (p=.003). Effects of HCLS on tone (p=.040) and SIXLTR (p=.005) varied with age. HCLS with different conversation topics resulted in reduced walking and cognitive complexity while controlling for perceived stress. The analysis of cognitive complexity using common/uncommon conversation topics is a novel method to assess the impact of HCLS. This research will disrupt the transformation of aging leading to a better understanding of attentional allocation and its effects on function.

Cognitive Load Affects Speech Motor Performance Differently in Older and Younger Adults

2019 ◽  
Vol 62 (5) ◽  
pp. 1258-1277 ◽  
Author(s):  
Megan K. MacPherson
Keyword(s):  
Older Adults ◽  
Cognitive Load ◽  
Motor Performance ◽  
Age Groups ◽  
Incongruent Condition ◽  
Sentence Production ◽  
Movement Duration ◽  
Production Task ◽  
Younger Adults ◽  
Speech Motor

PurposeThe aim of this study was to determine the impact of cognitive load imposed by a speech production task on the speech motor performance of healthy older and younger adults. Response inhibition, selective attention, and working memory were the primary cognitive processes of interest.MethodTwelve healthy older and 12 healthy younger adults produced multiple repetitions of 4 sentences containing an embedded Stroop task in 2 cognitive load conditions: congruent and incongruent. The incongruent condition, which required participants to suppress orthographic information to say the font colors in which color words were written, represented an increase in cognitive load relative to the congruent condition in which word text and font color matched. Kinematic measures of articulatory coordination variability and movement duration as well as a behavioral measure of sentence production accuracy were compared between groups and conditions and across 3 sentence segments (pre-, during-, and post-Stroop).ResultsIncreased cognitive load in the incongruent condition was associated with increased articulatory coordination variability and movement duration, compared to the congruent Stroop condition, for both age groups. Overall, the effect of increased cognitive load was greater for older adults than younger adults and was greatest in the portion of the sentence in which cognitive load was manipulated (during-Stroop), followed by the pre-Stroop segment. Sentence production accuracy was reduced for older adults in the incongruent condition.ConclusionsIncreased cognitive load involving response inhibition, selective attention, and working memory processes within a speech production task disrupted both the stability and timing with which speech was produced by both age groups. Older adults' speech motor performance may have been more affected due to age-related changes in cognitive and motoric functions that result in altered motor cognition.

Cognitive Load beim Lernen aus Lösungsbeispielen

2003 ◽  
Vol 17 (2) ◽  
pp. 93-101 ◽  
Author(s):  
Alexander Renkl ◽  
Hans Gruber ◽  
Sandra Weber ◽  
Thomas Lerche ◽  
Karl Schweizer
Keyword(s):  
Cognitive Load ◽  
Dual Task

Zusammenfassung: Die Effektivität des Lernens aus Lösungsbeispielen im Vergleich zum Lernen durch Problemlösen wird derzeit mit der Cognitive Load-Theorie erklärt: Beim Lernen aus Lösungsbeispielen wird das Arbeitsgedächtnis weniger belastet, daher bleibt mehr Raum für Lern- und Verstehensprozesse. Um diese These direkt experimentell zu überprüfen, wurde das dual task-Paradigma eingesetzt. 80 Studierende der Geistes- und Sozialwissenschaften wurden auf die Zellen eines 2 × 2-faktoriellen Designs (Faktor 1: Lernen aus Lösungsbeispielen vs. Lernen durch Problemlösen; Faktor 2: mit vs. ohne Zweitaufgabe) verteilt. Der Lernstoff war Wahrscheinlichkeitsrechnung. Der Lernerfolg wurde mit einem Nachtest erfasst. Das Befundmuster hinsichtlich des Lernerfolgs und der Reaktionszeiten auf eine Zweitaufgabe in den vier experimentellen Gruppen stimmte mit den aus der Cognitive-Load-Theorie abgeleiteten Hypothesen überein.

Complex Problem Solving and Worked Examples

2009 ◽  
Vol 23 (2) ◽  
pp. 129-138 ◽  
Author(s):  
Florian Schmidt-Weigand ◽  
Martin Hänze ◽  
Rita Wodzinski
Keyword(s):  
Problem Solving ◽  
Cognitive Load ◽  
Learning Experience ◽  
Worked Examples ◽  
Complex Problem ◽  
Complex Problem Solving ◽  
Strategic Learning ◽  
Learning Behavior ◽  
Worked Example ◽  
8Th Grade

How can worked examples be enhanced to promote complex problem solving? N = 92 students of the 8th grade attended in pairs to a physics problem. Problem solving was supported by (a) a worked example given as a whole, (b) a worked example presented incrementally (i.e. only one solution step at a time), or (c) a worked example presented incrementally and accompanied by strategic prompts. In groups (b) and (c) students self-regulated when to attend to the next solution step. In group (c) each solution step was preceded by a prompt that suggested strategic learning behavior (e.g. note taking, sketching, communicating with the learning partner, etc.). Prompts and solution steps were given on separate sheets. The study revealed that incremental presentation lead to a better learning experience (higher feeling of competence, lower cognitive load) compared to a conventional presentation of the worked example. However, only if additional strategic learning behavior was prompted, students remembered the solution more correctly and reproduced more solution steps.

Assessment of Cognitive Load in Multimedia Learning Using Dual-Task Methodology

2002 ◽  
Vol 49 (2) ◽  
pp. 109-119 ◽  
Author(s):  
Roland Brünken ◽  
Susan Steinbacher ◽  
Jan L. Plass ◽  
Detlev Leutner
Keyword(s):  
Cognitive Load ◽  
Dual Task ◽  
Cognitive Load Theory ◽  
Multimedia Learning ◽  
Learning Systems ◽  
Learning Materials ◽  
New Approach ◽  
Direct Assessment ◽  
Load Theory ◽  
Audiovisual Presentation

Abstract. In two pilot experiments, a new approach for the direct assessment of cognitive load during multimedia learning was tested that uses dual-task methodology. Using this approach, we obtained the same pattern of cognitive load as predicted by cognitive load theory when applied to multimedia learning: The audiovisual presentation of text-based and picture-based learning materials induced less cognitive load than the visual-only presentation of the same material. The findings confirm the utility of dual-task methodology as a promising approach for the assessment of cognitive load induced by complex multimedia learning systems.

Cognitive Load Mediates the Effect of Emotion on Analytical Thinking

2016 ◽  
Vol 63 (6) ◽  
pp. 343-350 ◽  
Author(s):  
Bastien Trémolière ◽  
Marie-Ève Gagnon ◽  
Isabelle Blanchette
Keyword(s):  
Cognitive Load ◽  
Secondary Task ◽  
Deleterious Effect ◽  
Detrimental Effect ◽  
Emotional Problems ◽  
Syllogistic Reasoning ◽  
Cognitive Resources ◽  
Potential Explanation ◽  
Cognitive Mechanism ◽  
Analytical Thinking

Abstract. Although the detrimental effect of emotion on reasoning has been evidenced many times, the cognitive mechanism underlying this effect remains unclear. In the present paper, we explore the cognitive load hypothesis as a potential explanation. In an experiment, participants solved syllogistic reasoning problems with either neutral or emotional contents. Participants were also presented with a secondary task, for which the difficult version requires the mobilization of cognitive resources to be correctly solved. Participants performed overall worse and took longer on emotional problems than on neutral problems. Performance on the secondary task, in the difficult version, was poorer when participants were reasoning about emotional, compared to neutral contents, consistent with the idea that processing emotion requires more cognitive resources. Taken together, the findings afford evidence that the deleterious effect of emotion on reasoning is mediated by cognitive load.

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