scholarly journals Notetaking and Writing from Hypertexts in L1 and L2

2008 ◽  
Vol 156 ◽  
pp. 31-50
Author(s):  
Marie-Laure Barbier ◽  
Annie Piolat ◽  
Jean-Yves Roussey ◽  
Françoise Raby
Keyword(s):  
Cognitive Load ◽  
Word Processor ◽  
Cognitive Effort ◽  
Cognitive Resources ◽  
Main Task ◽  
Writing Processes ◽  
Random Intervals ◽  
Paper Condition ◽  
Copy And Paste ◽  
L1 And L2

This study analyzes the cognitive effort and linguistic procedures of sixty students using information taken from an experimental website in L1 (French) and in L2 (English). The students navigated on the website and took notes on paper or with a word processor. A triple-task paradigm was used to estimate the cognitive load of reading, notetaking, and writing processes in L2. The students had to perform two additional tasks while a main task (notetaking, for example) was being carried out. They had to react as fast as possible to sound signals sent out at random intervals. They also had to identify what they were doing at the time the sound signal was heard (reading, notetaking, or writing). The study focuses on the way the students managed their cognitive resources while exploring the website, selecting and writing down the ideas they considered useful, and reconstructing them later when producing their own text. Surprisingly, no difference in cognitive load was observed between L1 and L2. By relying almost exclusively on the copy and paste functions to retrieve information from the website, the participants using a word processor in L2 succeeded in making reading a less costly activity, and they performed similarly to the notetakers in L1. The students’ difficulties in L2 became apparent only in the paper condition. The strategies and linguistic procedures of the students are described and related to the ways teachers can approach the new dimensions of notetaking and writing with a computer.

scholarly journals Notetaking and Writing from Hypertexts in L1 and L2

2008 ◽  
Vol 156 ◽  
pp. 31-50 ◽  
Author(s):  
Marie-Laure Barbier ◽  
Annie Piolat ◽  
Jean-Yves Roussey ◽  
Françoise Raby
Keyword(s):  
Cognitive Load ◽  
Word Processor ◽  
Cognitive Effort ◽  
Cognitive Resources ◽  
Main Task ◽  
Writing Processes ◽  
Random Intervals ◽  
Paper Condition ◽  
Copy And Paste ◽  
L1 And L2

AbstractThis study analyzes the cognitive effort and linguistic procedures of sixty students using information taken from an experimental website in L1 (French) and in L2 (English). The students navigated on the website and took notes on paper or with a word processor. A triple-task paradigm was used to estimate the cognitive load of reading, notetaking, and writing processes in L2. The students had to perform two additional tasks while a main task (notetaking, for example) was being carried out. They had to react as fast as possible to sound signals sent out at random intervals. They also had to identify what they were doing at the time the sound signal was heard (reading, notetaking, or writing). The study focuses on the way the students managed their cognitive resources while exploring the website, selecting and writing down the ideas they considered useful, and reconstructing them later when producing their own text. Surprisingly, no difference in cognitive load was observed between L1 and L2. By relying almost exclusively on the copy and paste functions to retrieve information from the website, the participants using a word processor in L2 succeeded in making reading a less costly activity, and they performed similarly to the notetakers in L1. The students’ difficulties in L2 became apparent only in the paper condition. The strategies and linguistic procedures of the students are described and related to the ways teachers can approach the new dimensions of notetaking and writing with a computer.

scholarly journals A cognitive load delays predictive eye movements similarly during L1 and L2 comprehension

2017 ◽  
Vol 21 (2) ◽  
pp. 251-264 ◽  
Author(s):  
AINE ITO ◽  
MARTIN CORLEY ◽  
MARTIN J. PICKERING
Keyword(s):  
Working Memory ◽  
Eye Movements ◽  
Eye Tracking ◽  
Cognitive Load ◽  
Memory Task ◽  
Target Object ◽  
Cognitive Resources ◽  
Visual World ◽  
L1 And L2

We used the visual world eye-tracking paradigm to investigate the effects of cognitive load on predictive eye movements in L1 (Experiment 1) and L2 (Experiment 2) speakers. Participants listened to sentences whose verb was predictive or non-predictive towards one of four objects they were viewing. They then clicked on a mentioned object. Half the participants additionally performed a working memory task of remembering words. Both L1 and L2 speakers looked more at the target object predictively in predictable- than in non-predictable sentences when they performed the listen-and-click task only. However, this predictability effect was delayed in those who performed the concurrent memory task. This pattern of results was similar in L1 and L2 speakers. L1 and L2 speakers make predictions, but cognitive resources are required for making predictive eye movements. The findings are compatible with the claim that L2 speakers use the same mechanisms as L1 speakers to make predictions.

scholarly journals Pausas em uma tarefa de tradução e percepção do nível de Dificuldade da Tarefa de Tradução

2019 ◽  
Vol 13 (2) ◽  
pp. 690-711
Author(s):  
James Musselman ◽  
Kristen Ellis ◽  
Pedro Craveiro
Keyword(s):  
Cognitive Load ◽  
Verbal Fluency ◽  
Task Difficulty ◽  
Cognitive Effort ◽  
Pause Time ◽  
Verbal Fluency Test ◽  
Degree Of Satisfaction ◽  
Task Time ◽  
L1 And L2 ◽  
Fluency Test

A translation task from English into Spanish (Castilian) was carried out by 5 graduate students and 1 undergraduate student highly proficient in English and Spanish. The software Inputlog was used to record all pauses and keystrokes during the translation task. Various relations were examined in attempt to draw conclusions about cognitive effort during the translation task. The first relation examined was between self-reported L1 and Verbal Fluency Scores in L1 and L2. We predicted that participants would score higher on the Verbal Fluency Test in their L1 and found this to be true for 4 out of 6 participants. We also investigated the relation between verbal fluency score and perceived level of task difficulty. We predicted that the translation task into Spanish would be perceived as less difficult for the participants who scored higher in Spanish on the verbal fluency score. This result was only the case for one out of 3 participants who scored higher in Spanish on the Verbal Fluency Test. We also looked at the relation between degree of satisfaction with the target text and perceived level of task difficulty and predicted that participants who perceived the translation task as more difficult would be less satisfied with the final product. This was the case for 4 out of 6 participants. Next, we looked at total task time and total pause time, we hypothesized that variations in pause time across participants may be due to differences in L1 however the lowest and highest pause times recorded in our data were both L1 Spanish. Finally, we looked at the number of pauses and mean time of pauses at different segment levels and found results consistent with prior research where as pauses were more frequent at lower segment levels as opposed to higher segment levels. These results suggest that pauses are in fact an indicator of cognitive load during a translation task and that translating into the participant’s L1 may help to alleviate some of this cognitive load.

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.

scholarly journals Taxing the brain to uncover lying? Meta-analyzing the effect of imposing cognitive load on the reaction-time costs of lying

2018 ◽  
Author(s):  
Bruno Verschuere ◽  
Nils Köbis ◽  
yoella meyer ◽  
David Gertler Rand ◽  
Shaul Shalvi
Keyword(s):  
Reaction Time ◽  
Response Time ◽  
Cognitive Load ◽  
Lie Detection ◽  
Mental Effort ◽  
Cognitive Resources ◽  
Truth Telling ◽  
Total N ◽  
The Difference ◽  
The Brain

Lying typically requires greater mental effort than telling the truth. Imposing cognitive load may improve lie detection by limiting the cognitive resources needed to lie effectively, thereby increasing the difference in speed between truths and lies. We test this hypothesis meta-analytically. Across 21 studies using response-time (RT) paradigms (11 unpublished; total N = 792), we consistently found that truth telling was faster than lying, but found no evidence that imposing cognitive load increased that difference (Control, d = 1.45; Load, d = 1.28). Instead, load significantly decreased the lie-truth RT difference by increasing the RT of truths, g = -.18, p = .027. Our findings therefore suggest that imposing cognitive load does not necessarily improve RT-based lie detection, and may actually worsen it by taxing the mental system and thus impeding people’s ability to easily—and thus quickly—tell the truth

Evaluating and Managing Cognitive Load in Games

2009 ◽  
pp. 719-737 ◽  
Author(s):  
Slava Kalyuga ◽  
Jan L. Plass
Keyword(s):  
Cognitive Load ◽  
Rating Scales ◽  
Educational Games ◽  
Cognitive Architecture ◽  
Human Mind ◽  
Subjective Rating ◽  
Cognitive Resources ◽  
Verbal Protocols ◽  
Game Based Learning ◽  
Cognitive Limitations

This chapter provides an overview of our cognitive architecture and its implications for the design of game-based learning environments. Design of educational technologies should take into account how the human mind works and what its cognitive limitations are. Processing limitations of working memory, which becomes overloaded if more than a few chunks of information are processed simultaneously, represent a major factor influencing the effectiveness of learning in educational games. The chapter describes different types and sources of cognitive load and the specific demands of games on cognitive resources. It outlines information presentation design methods for dealing with potential cognitive overload, and presents some techniques (subjective rating scales, dual-task techniques, and concurrent verbal protocols) that could be used for evaluating cognitive load in electronic gaming in education.

scholarly journals The aesthetic paradox in processing conventional and non-conventional metaphors

2011 ◽  
Vol 1 (2) ◽  
pp. 199-240 ◽  
Author(s):  
Ursula Christmann ◽  
Lena Wimmer ◽  
Norbert Groeben
Keyword(s):  
Cognitive Load ◽  
Cognitive Effort ◽  
Paradoxical Effect ◽  
Processing Demand ◽  
Processing Times ◽  
Emotional Evaluation ◽  
Interpretation Process ◽  
The Aesthetic ◽  
The Relationship ◽  
High Processing

This study focuses on the relationship between cognitive effort and aesthetic-emotional evaluation in the processing of conventional and non-conventional metaphors. We postulate that an increased cognitive load — which is normally perceived as stressful — is evaluated positively when processing non-conventional metaphors. We have called this contradictory suspense ‘aesthetic paradox’. The aesthetic paradox was tested in two studies that differed in degree of processing demand. In study 1 (low processing demand) participants (N = 40) read (non-)conventional metaphors, judged the adequacy of two metaphor paraphrases and assessed their own interpretation process. In study 2 (high processing demand) the same procedure was applied with the exception that participants (N = 40) evaluated the appropriateness of one metaphor paraphrase. The results of both experiments confirm that non-conventional metaphors require longer reading and longer processing times than conventional metaphors, and they confirm the postulated paradoxical effect: the increase of cognitive effort in processing non-conventional metaphors is evaluated positively, provided that a satisfactory interpretation is found.

Analysis of Eyeblink Activity during Self-Referent Information Processing in Mild Depression

1995 ◽  
Vol 81 (3_suppl) ◽  
pp. 1219-1229 ◽  
Author(s):  
Hideki Ohdra
Keyword(s):  
Information Processing ◽  
Cognitive Load ◽  
Cognitive Effort ◽  
Attentional Resource ◽  
Eyeblink Response ◽  
Discrete Trial ◽  
Mild Depression ◽  
Burst Pattern ◽  
Negative Trait ◽  
Self Reference

This study was designed to assess characteristics of self-referent information processing in mildly depressed persons using the eyeblink response measured in a discrete-trial paradigm. 7 mildly depressed and 9 nondepressed subjects (classified by scores on Beck's inventory) performed a self-reference task for positive and negative trait adjectives. The eyeblink was suppressed before and during presentation of stimuli and a burst pattern of the eyeblink was observed just after exposure. The pattern of the eyeblink burst after trait adjectives could be interpreted to reflect cognitive effort, cognitive load, or amount of attentional resource. Present results suggested that depressed individuals should have less cognitive load or allocate less attentional resource to negative stimuli than to positive ones during self-referent information processing.

scholarly journals Correction of citizenship of population by types of healthy oriented therapy

HUMANITARIUM ◽  
2020 ◽  
Vol 41 (1) ◽  
pp. 43-51
Author(s):  
Oksana Voitenko
Keyword(s):  
Positive Emotions ◽  
Self Regulation ◽  
Cognitive Resources ◽  
Main Task ◽  
Mature Adult ◽  
True Purpose ◽  
Situational Anxiety ◽  
Personal Anxiety ◽  
The Individual ◽  
Positive Effect

The most important feature of adolescence is awareness of responsibility for the content of their lives before themselves and before other people. The psychological signs of a mature adult present a certain level of self-regulation, the specifics of experiencing ontological problems, the relation to the environment, the existence of a balance between the level of appetites and the satisfaction of their achievements. Overcoming the age limits of youth, the individual experiences differently. Some consider this stage of life as a new opportunity to realize their potential, others feel dissatisfied, internal embarrassment and anxiety. A man’s view of his mature adult may be due to the economic conditions of life, social circumstances and peculiarities of the time in which he lives. Many adults begin to feel that it is difficult for them to dispose of their own lives. In a situation of psychological deprivation, an adult is worried and confused about whether she really understood and realized the true purpose of her life. That is why it is important to notice in time and respond to emotional violations of the ontological direction. In our study, we aimed to analyze the empirical indicators of adult anxiety and test the means of correctional influence in the perspective of bodily oriented psychotherapy (TOP), which indicates the path to effective problem-solving without time and cognitive resources. The main task of our corrective work with the researchers was to intensify the manifestation of positive emotions through the removal of bodily and psychological clamps; personal anxiety was regulated by promoting physical and psychological liberation; extending the range of emotions in interaction with the outside world. In addition, we have induced participants of the TOP to form new, more effective patterns of motion; learning self-regulation skills and ability to realize stress through situations of stress. The correctional program had a positive effect on the emotional state of the participants in the experiment. In particular, it proved to be effective for dealing with reactive (situational) anxiety.

On the Cost of Detection Response Task Performance on Cognitive Load

2020 ◽  
pp. 001872082093162 ◽  
Author(s):  
Francesco N. Biondi ◽  
Balakumar Balasingam ◽  
Prathamesh Ayare
Keyword(s):  
Cognitive Load ◽  
Task Performance ◽  
Pupil Diameter ◽  
Mental Workload ◽  
Measuring System ◽  
Cognitive Resources ◽  
Task Load ◽  
Detection Response ◽  
Response Task ◽  
The Cost

Objective This study investigates the cost of detection response task performance on cognitive load. Background Measuring system operator’s cognitive load is a foremost challenge in human factors and ergonomics. The detection response task is a standardized measure of cognitive load. It is hypothesized that, given its simple reaction time structure, it has no cost on cognitive load. We set out to test this hypothesis by utilizing pupil diameter as an alternative metric of cognitive load. Method Twenty-eight volunteers completed one of four experimental tasks with increasing levels of cognitive demand (control, 0-back, 1-back, and 2-back) with or without concurrent DRT performance. Pupil diameter was selected as nonintrusive metric of cognitive load. Self-reported workload was also recorded. Results A significant main effect of DRT presence was found for pupil diameter and self-reported workload. Larger pupil diameter was found when the n-back task was performed concurrently with the DRT, compared to no-DRT conditions. Consistent results were found for mental workload ratings and n-back performance. Conclusion Results indicate that DRT performance produced an added cost on cognitive load. The magnitude of the change in pupil diameter was comparable to that observed when transitioning from a condition of low task load to one where the 2-back was performed. The significant increase in cognitive load accompanying DRT performance was also reflected in higher self-reported workload. Application DRT is a valuable tool to measure operator’s cognitive load. However, these results advise caution when discounting it as cost-free metric with no added burden on operator’s cognitive resources.

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