Oculomotor Activity during Solution of Visual Cognitive Tasks in Different Time Conditions

Visual cognitive differences between hearing ( N = 16) and deaf ( N = 32) high-school and middle-school students were studied. Visual tasks were presented on a microcomputer and response latencies were collected. Significant differences were noted between the deaf and normal groups but not between total communication deaf and oral deaf students. These differences support the hypothesis that deaf students prefer a visual cognitive strategy. Implications for educating the deaf are discussed.

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Interrelationships among auditory and visual cognitive tasks: An Event-Related Potential (ERP) study

Intelligence ◽

10.1016/0160-2896(95)90019-5 ◽

1995 ◽

Vol 21 (3) ◽

pp. 297-326 ◽

Cited By ~ 10

Author(s):

Peter G. Caryl ◽

Simon J.J. Golding ◽

Brian J.D. Hall

Keyword(s):

Event Related Potential ◽

Cognitive Tasks ◽

Visual Cognitive

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Looking for answers: Eye movements in non-visual cognitive tasks

Brain and Cognition ◽

10.1016/j.bandc.2006.10.001 ◽

2007 ◽

Vol 64 (1) ◽

pp. 7-20 ◽

Cited By ~ 26

Author(s):

Howard Ehrlichman ◽

Dragana Micic ◽

Amber Sousa ◽

John Zhu

Keyword(s):

Eye Movements ◽

Cognitive Tasks ◽

Visual Cognitive

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The VERP Explorer: A Tool for Exploring Eye Movements of Visual-Cognitive Tasks Using Recurrence Plots

Eye Tracking and Visualization - Mathematics and Visualization ◽

10.1007/978-3-319-47024-5_3 ◽

2017 ◽

pp. 41-55 ◽

Cited By ~ 3

Author(s):

Çağatay Demiralp ◽

Jesse Cirimele ◽

Jeffrey Heer ◽

Stuart K. Card

Keyword(s):

Eye Movements ◽

Cognitive Tasks ◽

Recurrence Plots ◽

Visual Cognitive

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The Effect of Retest Practice on the Speed-Ability Relationship

European Psychologist ◽

10.1027/1016-9040.9.1.24 ◽

2004 ◽

Vol 9 (1) ◽

pp. 24-31 ◽

Cited By ~ 6

Author(s):

Sybille Rockstroh ◽

Karl Schweizer

Keyword(s):

Reaction Time ◽

Skill Acquisition ◽

Reaction Times ◽

Cognitive Tasks ◽

General Intelligence ◽

Attention Switching ◽

Letter Comparison ◽

Sternberg Paradigm ◽

The Relationship ◽

Elementary Cognitive Tasks

Effects of four retest-practice sessions separated by 2 h intervals on the relationship between general intelligence and four reaction time tasks (two memory tests: Sternberg's memory scanning, Posner's letter comparison; and two attention tests: continuous attention, attention switching) were examined in a sample of 83 male participants. Reaction times on all tasks were shortened significantly. The effects were most pronounced with respect to the Posner paradigm and smallest with respect to the Sternberg paradigm. The relationship to general intelligence changed after practice for two reaction time tasks. It increased to significance for continuous attention and decreased for the Posner paradigm. These results indicate that the relationship between psychometric intelligence and elementary cognitive tasks depends on the ability of skill acquisition. In the search for the cognitive roots of intelligence the concept of learning seems to be of importance.

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Effects of Fatigue on Cognitive Performance in Long-Duration Simulated Flight Missions

Aviation Psychology and Applied Human Factors ◽

10.1027/2192-0923/a000191 ◽

2020 ◽

Vol 10 (2) ◽

pp. 82-93

Author(s):

Eduardo Rosa ◽

Ola Eiken ◽

Mikael Grönkvist ◽

Roger Kölegård ◽

Nicklas Dahlström ◽

...

Keyword(s):

Executive Functions ◽

Task Performance ◽

Cognitive Performance ◽

Cognitive Tasks ◽

Fatigue Index ◽

Fighter Aircraft ◽

Long Duration ◽

Metacognitive Accuracy

Abstract. Fighter pilots may be exposed to extended flight missions. Consequently, there is increasing concern about fatigue. We investigated the effects of fatigue and cognitive performance in a simulated 11-hr mission in the 39 Gripen fighter aircraft. Five cognitive tasks were used to assess cognitive performance. Fatigue was measured with the Samn–Perelli Fatigue Index. Results showed that performance in the non-executive task degraded after approximately 7 hr. Fatigue ratings showed a matching trend to the performance in this task. Performance in tasks taxing executive functions did not decline. We interpreted that fatigue can be overridden by increased attentional effort for executive tasks but not for non-executive components of cognition. Participants underestimated their performance and metacognitive accuracy was not influenced by fatigue.

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