scholarly journals Intentionally fabricated autobiographical memories

2018 ◽  
Vol 71 (2) ◽  
pp. 449-454
Author(s):  
Lucy V. Justice ◽  
Catriona M. Morrison ◽  
Martin A. Conway

Participants generated both autobiographical memories (AMs) that they believed to be true and intentionally fabricated autobiographical memories (IFAMs). Memories were constructed while a concurrent memory load (random 8-digit sequence) was held in mind or while there was no concurrent load. Amount and accuracy of recall of the concurrent memory load was reliably poorer following generation of IFAMs than following generation of AMs. There was no reliable effect of load on memory generation times; however, IFAMs always took longer to construct than AMs. Finally, replicating previous findings, fewer IFAMs had a field perspective than AMs, IFAMs were less vivid than AMs, and IFAMs contained more motion words (indicative of increased cognitive load). Taken together, these findings show a pattern of systematic differences that mark out IFAMs, and they also show that IFAMs can be identified indirectly by lowered performance on concurrent tasks that increase cognitive load.

2010 ◽  
Vol 22 (3) ◽  
pp. 437-446 ◽  
Author(s):  
Jane Klemen ◽  
Christian Büchel ◽  
Mira Bühler ◽  
Mareike M. Menz ◽  
Michael Rose

Attentional interference between tasks performed in parallel is known to have strong and often undesired effects. As yet, however, the mechanisms by which interference operates remain elusive. A better knowledge of these processes may facilitate our understanding of the effects of attention on human performance and the debilitating consequences that disruptions to attention can have. According to the load theory of cognitive control, processing of task-irrelevant stimuli is increased by attending in parallel to a relevant task with high cognitive demands. This is due to the relevant task engaging cognitive control resources that are, hence, unavailable to inhibit the processing of task-irrelevant stimuli. However, it has also been demonstrated that a variety of types of load (perceptual and emotional) can result in a reduction of the processing of task-irrelevant stimuli, suggesting a uniform effect of increased load irrespective of the type of load. In the present study, we concurrently presented a relevant auditory matching task [n-back working memory (WM)] of low or high cognitive load (1-back or 2-back WM) and task-irrelevant images at one of three object visibility levels (0%, 50%, or 100%). fMRI activation during the processing of the task-irrelevant visual stimuli was measured in the lateral occipital cortex and found to be reduced under high, compared to low, WM load. In combination with previous findings, this result is suggestive of a more generalized load theory, whereby cognitive load, as well as other types of load (e.g., perceptual), can result in a reduction of the processing of task-irrelevant stimuli, in line with a uniform effect of increased load irrespective of the type of load.


Author(s):  
Slava Kalyuga

Chapter VI describes specific evidence-based methods for managing cognitive load in verbal and pictorial information representations. According to the major forms of memory storage, there are verbal and pictorial representational modes, whereas according to major forms of sensory input, there are auditory and visual information modalities. The chapter will consider sources of cognitive load involving different modes and modalities of multimedia information presentations. When learners process text and visuals that could not be understood in isolation, the process of integrating verbal and pictorial representations is required for comprehension. When text and pictures are not appropriately located close to each other or not synchronized in time, integrating these referring sources of information may increase working memory load and inhibit learning. Instructional design techniques dealing with such split attention situations may enhance learning. Reducing split-attention in paper-based and on-screen text and graphics was one of the first and most commonly mentioned applications of cognitive load theory. Using dualmode presentations that involve different processing channels of human cognitive system is an alternative approach to dealing with split attention situations. This chapter discusses means for coordinating verbal and pictorial sources of information in space and time, eliminating redundant components of presentations, segmenting instructional presentations in units that could be processed with less cognitive load, and other techniques. The chapter also describes interactions between instructional efficiency of different formats of multimedia presentations and levels of learner expertise in specific task domains.


2018 ◽  
Vol 71 (5) ◽  
pp. 1045-1056 ◽  
Author(s):  
Tad T Brunyé ◽  
Shaina B Martis ◽  
Holly A Taylor

Planning routes from maps involves perceiving the symbolic environment, identifying alternate routes and applying explicit strategies and implicit heuristics to select an option. Two implicit heuristics have received considerable attention, the southern route preference and initial segment strategy. This study tested a prediction from decision-making theory that increasing cognitive load during route planning will increase reliance on these heuristics. In two experiments, participants planned routes while under conditions of minimal (0-back) or high (2-back) working memory load. In Experiment 1, we examined how memory load impacts the southern route heuristic. In Experiment 2, we examined how memory load impacts the initial segment heuristic. Results replicated earlier results demonstrating a southern route preference (Experiment 1) and initial segment strategy (Experiment 2) and further demonstrated that evidence for heuristic reliance is more likely under conditions of concurrent working memory load. Furthermore, the extent to which participants maintained efficient route selection latencies in the 2-back condition predicted the magnitude of this effect. Together, results demonstrate that working memory load increases the application of heuristics during spatial decision making, particularly when participants attempt to maintain quick decisions while managing concurrent task demands.


Author(s):  
Ouhao Chen ◽  
Slava Kalyuga

In classroom, student learning is affected by multiple factors that influence information processing. Working memory with its limited capacity and duration plays a key role in learner ability to process information and, therefore, is critical for student performance. Cognitive load theory, based on human cognitive architecture, focuses on the instructional implications of relations between working memory and learner knowledge base in long-term memory. The ultimate goal of this theory is to generate effective instructional methods that allow managing students' working memory load to optimize their learning, indicating the relations between the form of instructional design and the function of instructional design. This chapter considers recent additions to the theory based on working memory resources depletion that occurs after exerting significant cognitive effort and reverses after a rest period. The discussed implications for instructional design include optimal sequencing of learning and assessment tasks using spaced and massed practice tasks, immediate and delayed tests.


2009 ◽  
Vol 21 (6) ◽  
pp. 1065-1080 ◽  
Author(s):  
Karen Johanne Pallesen ◽  
Elvira Brattico ◽  
Christopher J. Bailey ◽  
Antti Korvenoja ◽  
Albert Gjedde

Goal-directed behavior lowers activity in brain areas that include the medial frontal cortex, the medial and lateral parietal cortex, and limbic and paralimbic brain regions, commonly referred to as the “default network.” These activity decreases are believed to reflect the interruption of processes that are ongoing when the mind is in a restful state. Previously, the nature of these processes was probed by varying cognitive task parameters, but the presence of emotional processes, while often assumed, was little investigated. With fMRI, we studied the effect of systematic variations of both cognitive load and emotional stimulus connotation on task-related decreases in the default network by employing an auditory working memory (WM) task with musical sounds. The performance of the WM task, compared to passive listening, lowered the activity in medial and lateral, prefrontal, parietal, temporal, and limbic regions. In a subset of these regions, the magnitude of decrease depended on the memory load; the greater the cognitive load, the larger the magnitude of the observed decrease. Furthermore, in the right amygdala and the left precuneus, areas previously associated with processing of unpleasant dissonant musical sounds, there was an interaction between the experimental condition and the stimulus type. The current results are consistent with the previously reported effect of task difficulty on task-related brain activation decreases. The results also indicate that task-related decreases may be further modulated by the emotional stimulus connotation.


2020 ◽  
Author(s):  
Kimberly L. Meidenbauer ◽  
Kyoung Whan Choe ◽  
Carlos Cardenas-Iniguez ◽  
Theodore J. Huppert ◽  
Marc G. Berman

AbstractNeuroimaging research frequently demonstrates load-dependent activation in the prefrontal cortex during working memory tasks such as the N-back. Most of this work has been conducted in fMRI, but functional near-infrared spectroscopy (fNIRS) is gaining traction as a less invasive and more flexible alternative to measuring cortical hemodynamics. Few fNIRS studies, however, have examined how working memory load-dependent changes in brain hemodynamics relate to performance. The current study employs a newly developed and robust statistical analysis of task-based fNIRS data in a large sample, and demonstrates the utility of data-driven, multivariate analyses to link brain activation and behavior in this modality. Seventy participants completed a standard N-back task with three N-back levels (N = 1, 2, 3) while fNIRS data were collected from frontal and parietal cortex. Overall, participants showed reliably greater fronto-parietal activation for the 2-back versus the 1-back task, suggesting fronto-parietal fNIRS measurements are sensitive to differences in cognitive load. The results for 3-back were much less consistent, potentially due to poor behavioral performance in the 3-back task. To address this, a multivariate analysis (behavioral partial least squares, PLS) was conducted to examine the interaction between fNIRS activation and performance at each N-back level. Results of the PLS analysis demonstrated differences in the relationship between accuracy and change in the deoxyhemoglobin fNIRS signal as a function of N-back level in four mid-frontal channels. Specifically, greater reductions in deoxyhemoglobin (i.e., more activation) were positively related to performance on the 3-back task, unrelated to accuracy in the 2-back task, and negatively associated with accuracy in the 1-back task. This pattern of results suggests that the metabolic demands correlated with neural activity required for high levels of accuracy vary as a consequence of task difficulty/cognitive load, whereby more automaticity during the 1-back task (less mid-frontal activity) predicted superior performance on this relatively easy task, and successful engagement of this mid-frontal region was required for high accuracy on a more difficult and cognitively demanding 3-back task. In summary, we show that fNIRS activity can track working memory load and can uncover significant associations between brain activity and performance, thus opening the door for this modality to be used in more wide-spread applications.


2020 ◽  
Vol 29 (4) ◽  
pp. 394-398
Author(s):  
Fred Paas ◽  
Jeroen J. G. van Merriënboer

Cognitive-load researchers attempt to engineer the instructional control of cognitive load by designing methods that substitute productive for unproductive cognitive load. This article highlights proven and new methods to achieve this instructional control by focusing on the cognitive architecture used by cognitive-load theory and aspects of the learning task, the learner, and the learning environment.


1986 ◽  
Vol 38 (4) ◽  
pp. 603-618 ◽  
Author(s):  
A. Baddeley ◽  
R. Logie ◽  
S. Bressi ◽  
S. Della Sala ◽  
H. Spinnler

This study explored the hypothesis that patients suffering from dementia of the Alzheimer type (DAT) are particularly impaired in the functioning of the Central Executive component of working memory, and that this will be reflected in the capacity of patients to perform simultaneously two concurrent tasks. DAT patients, age-matched controls and young controls were required to combine performance on a tracking task with each of three concurrent tasks, articulatory suppression, simple reaction time to a tone and auditory digit span. The difficulty of the tracking task and length of digit sequence were both adjusted so as to equate performance across the three groups when the tasks were performed alone. When digit span or concurrent RT were combined with tracking, the deterioration in performance shown by the DAT patients was particularly marked.


Author(s):  
Mohamad El Haj ◽  
Steve M. J. Janssen ◽  
Quentin Lenoble ◽  
Frederique Robin ◽  
Karim Gallouj

Sign in / Sign up

Export Citation Format

Share Document