The impact of Co-actors on cognitive load: When the mere presence of others makes learning more difficult

An auditor generating potential explanations for an unusual variance in analytical review may utilize a decision aid, which provides many explanations. However, circumstances of budgetary constraints and limited cognitive load deter an auditor from using a lengthy list of explanations in an information search. A two-way between-subjects design was created to investigate the effects of two complementary approaches to trimming down the lengthy list on the number of remaining explanations carried forward into an information search. These two approaches, which represent the same goal (reducing the list) but framed differently, are found to result in a significantly different number of remaining explanations, in both low- and high-risk audit environments. The results of the study suggest that the extent to which an auditor narrows the lengthy list of explanations is important to the implementation of decision aids in analytical review.

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The impact of translation modality on user experience: an eye-tracking study of the Microsoft Word user interface

Machine Translation ◽

10.1007/s10590-021-09267-z ◽

2021 ◽

Author(s):

Ana Guerberof Arenas ◽

Joss Moorkens ◽

Sharon O’Brien

Keyword(s):

User Interface ◽

Eye Tracking ◽

Cognitive Load ◽

Task Completion ◽

Eye Tracker ◽

Software Products ◽

Microsoft Word ◽

Set Up ◽

The Impact ◽

The Given

AbstractThis paper presents results of the effect of different translation modalities on users when working with the Microsoft Word user interface. An experimental study was set up with 84 Japanese, German, Spanish, and English native speakers working with Microsoft Word in three modalities: the published translated version, a machine translated (MT) version (with unedited MT strings incorporated into the MS Word interface) and the published English version. An eye-tracker measured the cognitive load and usability according to the ISO/TR 16982 guidelines: i.e., effectiveness, efficiency, and satisfaction followed by retrospective think-aloud protocol. The results show that the users’ effectiveness (number of tasks completed) does not significantly differ due to the translation modality. However, their efficiency (time for task completion) and self-reported satisfaction are significantly higher when working with the released product as opposed to the unedited MT version, especially when participants are less experienced. The eye-tracking results show that users experience a higher cognitive load when working with MT and with the human-translated versions as opposed to the English original. The results suggest that language and translation modality play a significant role in the usability of software products whether users complete the given tasks or not and even if they are unaware that MT was used to translate the interface.

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Cognitive functions in young adults with generalized anxiety disorder

European Psychiatry ◽

10.1016/j.eurpsy.2018.10.008 ◽

2018 ◽

Vol 56 (1) ◽

pp. 1-7 ◽

Cited By ~ 9

Author(s):

Kiara Leonard ◽

Amitai Abramovitch

Keyword(s):

Anxiety Disorder ◽

Cognitive Load ◽

Generalized Anxiety Disorder ◽

Cognitive Functions ◽

Theoretical Models ◽

Generalized Anxiety ◽

Neuropsychological Battery ◽

Compensatory Mechanisms ◽

Neuropsychological Profile ◽

The Impact

AbstractBackground:Anxiety and worry are central symptoms of Generalized Anxiety Disorder (GAD) that have been theorized to negatively impact cognitive functions. However, most of the research has focused on threat-related or emotionally-charged stimuli, and a surprisingly small number of investigations examined ‘cold’ cognitive functions using classic neuropsychological tests. Such investigations are particularly important given that some theoretical models suggest compensatory mechanisms associated with anxiety that in certain circumstances may result in intact performance. The aim of the present study is to assess the neuropsychological profile associated with GAD, using a comprehensive neuropsychological battery.Methods:A sample of 23 college students meeting criteria for DSM-5 GAD and 20 control participants completed a psychometrically valid comprehensive computerized neuropsychological battery and clinical questionnaires.Results:The GAD sample presented with significantly elevated symptomatic rates of anxiety, worry, depression and stress. However, no significant differences were found on any neuropsychological outcome measures or domain indexes. Effect sizes were small, some of which favored the GAD sample.Conclusion:Despite substantial psychopathological burden, GAD exhibited intact cognitive functioning. These results support the Cognitive Control Theory of Anxiety, suggesting that elevated primary anxiety may not impact ‘cold’ cognitive functions in the absence of threat or substantial cognitive load. Given that this is one of the only studies employing a comprehensive neuropsychological battery in GAD, more research is needed in this population to replicate these results and to examine the impact of anxiety on cognitive functions at varying degrees of cognitive load in this population.

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A Test of the Cognitive Load Hypothesis: Investigating the Impact of Number of Nonverbal Cues Coded and Length of Coding Session on Observer Accuracy

Communication Reports ◽

10.1080/08934210601180739 ◽

2007 ◽

Vol 20 (1) ◽

pp. 11-23 ◽

Cited By ~ 4

Author(s):

Betty H. La France ◽

Alan D. Heisel ◽

Michael J. Beatty

Keyword(s):

Cognitive Load ◽

Nonverbal Cues ◽

The Impact ◽

Observer Accuracy

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The Impact of Cognitive Load on Volitional Running

Proceedings of the Human Factors and Ergonomics Society Annual Meeting ◽

10.1177/1541931213601276 ◽

2016 ◽

Vol 60 (1) ◽

pp. 1179-1183 ◽

Cited By ~ 1

Author(s):

Megan J. Blakely ◽

Kyle Wilson ◽

Paul N. Russell ◽

William S. Helton

Keyword(s):

Physical Activity ◽

Cognitive Load ◽

Cognitive Performance ◽

Cognitive Task ◽

High Load ◽

Interactive Effects ◽

Cognitive Tasks ◽

Running Speed ◽

Original Experiment ◽

The Impact

The effects of physical activity on cognition and the effects of cognitive load on physical activity are complex. Both the nature of the physical activity and cognitive task may influence the interactive effects of performing a physical task while also performing a cognitive task. In a previous study examining the impact of increasing cognitive load on outdoor running speed and the impact of outdoor running on cognitive performance, Blakely et al. (2015) found running speed decreased as cognitive load increased. They also found that the impact of running itself on cognitive performance occurred when the cognitive task was itself demanding (high cognitive load). In the current study we expanded on this previous research by improving the experimental task to rule out peripheral sensory, not central or executive, interference and by incorporating heart rate measures and VO2 max estimates. Twelve runners completed five conditions, two seated cognitive tasks (one low load and one high load), two dual running cognitive tasks and one run only. Results were similar to the original experiment, as the cognitive task became more difficult, voluntary running speed decreased. Also the effects of running on cognitive performance (counting) were found only when the cognitive task was high load.

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The Impact of Productive Failure on Learning Performance and Cognitive Load: Using Hypervideo to Facilitate Online Interactions

2021 International Conference on Advanced Learning Technologies (ICALT) ◽

10.1109/icalt52272.2021.00016 ◽

2021 ◽

Author(s):

Xiaojie Niu ◽

Jingjing Zhang ◽

Kate M. Xu ◽

Xuan Wang

Keyword(s):

Cognitive Load ◽

Learning Performance ◽

Productive Failure ◽

Online Interactions ◽

The Impact

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Attitudinal Effects of Stimulus Co-occurrence and Stimulus Relations: Paradoxical Effects of Cognitive Load

Personality and Social Psychology Bulletin ◽

10.1177/01461672211044322 ◽

2021 ◽

pp. 014616722110443

Author(s):

Bertram Gawronski

Keyword(s):

Cognitive Load ◽

Behavioral Outcomes ◽

Learning Effects ◽

Stimulus Relations ◽

Object A ◽

Unpleasant Stimulus ◽

Paradoxical Effects ◽

Low Load ◽

Attitudinal Effects ◽

The Impact

Research suggests that evaluations of an object can be jointly influenced by (a) the mere co-occurrence of the object with a pleasant or unpleasant stimulus (e.g., mere co-occurrence of object A and negative event B) and (b) the object’s specific relation to the co-occurring stimulus (e.g., object A starts vs. stops negative event B). Three experiments investigated the impact of cognitive load during learning on the effects of stimulus co-occurrence and stimulus relations. Counter to the shared prediction of competing theories suggesting that effects of stimulus relations should be reduced by cognitive load during learning, effects of stimulus relations were greater (rather than smaller) under high-load compared with low-load conditions. Effects of stimulus co-occurrence were not significantly affected by cognitive load. The results are discussed in terms of theories suggesting that cognitive load can influence behavioral outcomes via strategic shifts in resource allocation in response to task-specific affordances.

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