Measuring the Cognitive Demands of In-vehicle Dashboard and Centre Console Tasks

Author(s):  
Madeleine Conaghan ◽  
Ian Colwill ◽  
Edward Elton ◽  
Periklis Charchalakis ◽  
Elias Stipidis
Author(s):  
Margreet Vogelzang ◽  
Christiane M. Thiel ◽  
Stephanie Rosemann ◽  
Jochem W. Rieger ◽  
Esther Ruigendijk

Purpose Adults with mild-to-moderate age-related hearing loss typically exhibit issues with speech understanding, but their processing of syntactically complex sentences is not well understood. We test the hypothesis that listeners with hearing loss' difficulties with comprehension and processing of syntactically complex sentences are due to the processing of degraded input interfering with the successful processing of complex sentences. Method We performed a neuroimaging study with a sentence comprehension task, varying sentence complexity (through subject–object order and verb–arguments order) and cognitive demands (presence or absence of a secondary task) within subjects. Groups of older subjects with hearing loss ( n = 20) and age-matched normal-hearing controls ( n = 20) were tested. Results The comprehension data show effects of syntactic complexity and hearing ability, with normal-hearing controls outperforming listeners with hearing loss, seemingly more so on syntactically complex sentences. The secondary task did not influence off-line comprehension. The imaging data show effects of group, sentence complexity, and task, with listeners with hearing loss showing decreased activation in typical speech processing areas, such as the inferior frontal gyrus and superior temporal gyrus. No interactions between group, sentence complexity, and task were found in the neuroimaging data. Conclusions The results suggest that listeners with hearing loss process speech differently from their normal-hearing peers, possibly due to the increased demands of processing degraded auditory input. Increased cognitive demands by means of a secondary visual shape processing task influence neural sentence processing, but no evidence was found that it does so in a different way for listeners with hearing loss and normal-hearing listeners.


Author(s):  
Davina C. D. Klein ◽  
Harold F. O'Neil ◽  
Eva L. Baker

2021 ◽  
Vol 113 ◽  
pp. 103633
Author(s):  
Mark S. Pfaff ◽  
Ozgur Eris ◽  
Charlene Weir ◽  
Amanda Anganes ◽  
Tina Crotty ◽  
...  

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Nina Kettler ◽  
Manon K. Schweinfurth ◽  
Michael Taborsky

AbstractDirect reciprocity, where individuals apply the decision rule ‘help someone who has helped you’, is believed to be rare in non-human animals due to its high cognitive demands. Especially if previous encounters with several partners need to be correctly remembered, animals might either stop reciprocating favours previously received from an individual, or switch to the simpler generalized reciprocity mechanism. Here we tested the decision rules Norway rats apply when interacting with multiple partners before being able to return received help. In a sequential prisoner’s dilemma situation, focal subjects encountered four different partners that were either helpful or not, on four consecutive days. On the fifth day, the focal subject was paired with one of the previous four partners and given the opportunity to provide it with food. The focal rats returned received help by closely matching the quantity of help their partner had previously provided, independently of the time delay between received and given help, and independently of the ultimate interaction preceding the test. This shows that direct reciprocity is not limited to dyadic situations in Norway rats, suggesting that cognitive demands involved in applying the required decision rules can be met by non-human animals even when they interact with multiple partners differing in helping propensity.


Atmosphere ◽  
2021 ◽  
Vol 12 (3) ◽  
pp. 341
Author(s):  
Carolina Rodriguez-Paras ◽  
Johnathan T. McKenzie ◽  
Pasakorn Choterungruengkorn ◽  
Thomas K. Ferris

Despite the increasing availability of technologies that provide access to aviation weather information in the cockpit, weather remains a prominent contributor to general aviation (GA) accidents. Pilots fail to detect the presence of new weather information, misinterpret it, or otherwise fail to act appropriately on it. When cognitive demands imposed by concurrent flight tasks are high, the risks increase for each of these failure modes. Previous research shows how introducing vibrotactile cues can help ease or redistribute some of these demands, but there is untapped potential in exploring how vibratory cues can facilitate “interruption management”, i.e., fitting the processing of available weather information into flight task workflow. In the current study, GA pilots flew a mountainous terrain scenario in a flight training device while receiving, processing, and acting on various weather information messages that were displayed visually, in graphical and text formats, on an experimental weather display. Half of the participants additionally received vibrotactile cues via a connected smartwatch with patterns that conveyed the “severity” of the message, allowing pilots to make informed decisions about when to fully attend to and process the message. Results indicate that weather messages were acknowledged more often and faster when accompanied by the vibrotactile cues, but the time after acknowledgment to fully process the messages was not significantly affected by vibrotactile cuing, nor was overall situation awareness. These findings illustrate that severity-encoded vibrotactile cues can support pilot awareness of updated weather as well as task management in processing weather messages while managing concurrent flight demands.


Author(s):  
Menja Scheer ◽  
Heinrich H. Buelthoff ◽  
Lewis L. Chuang
Keyword(s):  

1986 ◽  
Vol 53 (2) ◽  
pp. 169-173 ◽  
Author(s):  
Bernice Y. L. Wong

A case for a cognitive approach to teaching spelling is presented. An examination of the cognitive demands of the act of spelling indicates that the speller needs to coordinate several sources of word knowledge: phonological, orthographic, syntactic, and semantic. The act of spelling is completed with a decision about the acceptability of the spelling produced. Spelling instruction, therefore, should include specific information about words and about monitoring strategies. Data are used to support this approach to teaching spelling.


2016 ◽  
Vol 22 (1) ◽  
pp. 69-82 ◽  
Author(s):  
Thomas Plieger ◽  
Andrea Felten ◽  
Elena Diks ◽  
Jessica Tepel ◽  
Melanie Mies ◽  
...  

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