scholarly journals Pupil diameter differentiates expertise in dental radiography visual search

2019 ◽  
Author(s):  
Nora Castner ◽  
Tobias Appel ◽  
Thérése Eder ◽  
Juliane Richter ◽  
Katharina Scheiter ◽  
...  
Keyword(s):  
Cognitive Load ◽  
Pupil Diameter ◽  
Pupillary Response ◽  
Long Term Memory ◽  
Visual Examination ◽  
Domain Specific ◽  
Processing Abilities ◽  
Rapid Information Processing ◽  
Dental Radiographs

AbstractExpert behavior is characterized by rapid information processing abilities, dependent on more structured schemata in long-term memory designated for their domain-specific tasks. From this understanding, expertise can effectively reduce cognitive load on a domain-specific task. However, certain tasks could still evoke different gradations of load even for an expert, e.g., when having to detect subtle anomalies in dental radiographs. Our aim was to measure pupil diameter response to anomalies of varying levels of difficulty in expert and student dentists’ visual examination of panoramic radiographs. We found that students’ pupil diameter dilated significantly from baseline compared to experts, but anomaly difficulty had no effect on pupillary response. In contrast, experts’ pupil diameter responded to varying levels of anomaly difficulty, where more difficult anomalies evoked greater pupil dilation from baseline. Experts thus showed proportional pupillary response indicative of increasing cognitive load with increasingly difficult anomalies, whereas students showed pupillary response indicative of higher cognitive load for all anomalies when compared to experts.

Multicomponent Working Memory System with Distributed Executive Control

2020 ◽  
pp. 150-174 ◽  
Author(s):  
André Vandierendonck
Keyword(s):  
Working Memory ◽  
Executive Control ◽  
Memory System ◽  
General Information ◽  
Long Term Memory ◽  
Term Memory ◽  
Episodic Buffer ◽  
Domain Specific ◽  
Current Task

The working memory model with distributed executive control accounts for the interactions between working memory and multi-tasking performance. The working memory system supports planned actions by relying on two capacity-limited domain-general and two time-limited domain-specific modules. Domain-general modules are the episodic buffer and the executive module. The episodic buffer stores multimodal representations and uses attentional refreshment to counteract information loss and to consolidate information in episodic long-term memory. The executive module maintains domain-general information relevant for the current task. The phonological buffer and the visuospatial module are domain specific; the former uses inner speech to maintain and to rehearse phonological information, whereas the latter holds visual and spatial representations active by means of image revival. For its operation, working memory interacts with declarative and procedural long-term memory, gets input from sensory registers, and uses the motor system for output.

scholarly journals DEVELOPMENT OF E-LEARNING TEACHING MATERIALS ON MATRICES BASED ON COGNITIVE LOAD THEORY

2021 ◽  
Vol 5 (1) ◽  
pp. 47
Author(s):  
Eliana Eliana ◽  
Hepsi Nindiasari ◽  
Cecep Anwar Hadi Firdos Santosa
Keyword(s):  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Student Response ◽  
Teaching Material ◽  
Long Term Memory ◽  
Teaching Materials ◽  
Load Theory ◽  
E Learning ◽  
Valid Test

Learning will be effective if it can minimize extraneous cognitive load because students' understanding can be improved and stored in long-term memory. The purpose of this study was to determine the development of e-learning teaching materials on matrices based on cognitive load theory that is valid, practical, and effective. The development of this teaching material uses e-LKS (electronic student worksheet) with the help of a liveworksheet and presents example-based learning. This study uses the ADDIE development model. The development steps used are (1) analysis, (2) design, (3) development, (4) implementation, (5) evaluation. Valid test based on expert judgment shows that e-learning teaching materials on matrices based on cognitive load theory get an average of 4.25 with very valid category so that this teaching material is feasible to use. The practicality test based on the student response questionnaire showed that this teaching material obtained an average of 79.7% with a good category, and the evaluation test showed that this teaching material obtained an average of 78.6% with student completeness in learning so it can be concluded that e-learning teaching materials on matrices based on cognitive load theory can be said to be effective.

scholarly journals Controlling Conflict from Interfering Long-term Memory Representations

2012 ◽  
Vol 24 (5) ◽  
pp. 1173-1190 ◽  
Author(s):  
Kerstin Jost ◽  
Patrick H. Khader ◽  
Peter Düsel ◽  
Franziska R. Richter ◽  
Kristina B. Rohde ◽  
...  
Keyword(s):  
Memory Retrieval ◽  
Memory Trace ◽  
Long Term Memory ◽  
Retrieval Cues ◽  
Domain Specific ◽  
Specific Memory ◽  
Memory Representations ◽  
Retrieval Interference ◽  
Relevant Material

Remembering is more than an activation of a memory trace. As retrieval cues are often not uniquely related to one specific memory, cognitive control should come into play to guide selective memory retrieval by focusing on relevant while ignoring irrelevant information. Here, we investigated, by means of EEG and fMRI, how the memory system deals with retrieval interference arising when retrieval cues are associated with two material types (faces and spatial positions), but only one is task-relevant. The topography of slow EEG potentials and the fMRI BOLD signal in posterior storage areas indicated that in such situations not only the relevant but also the irrelevant material becomes activated. This results in retrieval interference that triggers control processes mediated by the medial and lateral PFC, which are presumably involved in biasing target representations by boosting the task-relevant material. Moreover, memory-based conflict was found to be dissociable from response conflict that arises when the relevant and irrelevant materials imply different responses. The two types of conflict show different activations in the medial frontal cortex, supporting the claim of domain-specific prefrontal control systems.

scholarly journals An Interactive Layers Model of Self-Regulated Learning and Cognitive Load

2020 ◽  
Vol 32 (4) ◽  
pp. 1127-1149
Author(s):  
Joachim Wirth ◽  
Ferdinand Stebner ◽  
Melanie Trypke ◽  
Corinna Schuster ◽  
Detlev Leutner
Keyword(s):  
Working Memory ◽  
Cognitive Load ◽  
Self Regulation ◽  
Sensory Memory ◽  
Long Term Memory ◽  
Term Memory ◽  
Self Regulated Learning ◽  
Regulated Learning

Abstract Models of self-regulated learning emphasize the active and intentional role of learners and, thereby, focus mainly on conscious processes in working memory and long-term memory. Cognitive load theory supports this view on learning. As a result, both fields of research ignore the potential role of unconscious processes for learning. In this review paper, we propose an interactive layers model on self-regulated learning and cognitive load that considers sensory memory, working memory, and long-term memory. The model distinguishes between (a) unconscious self-regulated learning initiated by so-called resonant states in sensory memory and (b) conscious self-regulated learning of scheme construction in working memory. In contrast with conscious self-regulation, unconscious self-regulation induces no cognitive load. The model describes conscious and unconscious self-regulation in three different layers: a content layer, a learning strategy layer, and a metacognitive layer. Interactions of the three layers reflect processes of monitoring and control. We first substantiate the model based on a narrative review. Afterwards, we illustrate how the model contributes to re-interpretation of inconsistent empirical findings reported in the existing literature.

Domain-Specific Working Memory

2020 ◽  
pp. 235-281
Author(s):  
Randi C. Martin ◽  
Brenda Rapp ◽  
Jeremy Purcell
Keyword(s):  
Working Memory ◽  
Case Series ◽  
Memory Systems ◽  
Long Term Memory ◽  
Term Memory ◽  
Domain Specific ◽  
Memory Representations ◽  
Types Of Information ◽  
Neuropsychological Findings

The domain-specific approach to working memory assumes specialized working memory systems dedicated to maintaining different types of information (e.g. orthographic, phonological, semantic, visuospatial) which serve to support processing in that domain. These storage systems are assumed to be separate from long-term memory representations in each domain and also from attentional and cognitive control processes. This chapter provides an overview of support for this approach drawn mainly from neuropsychological case study and case series approaches, though it also integrates findings from behavioural and imaging studies of healthy individuals that were motivated by the neuropsychological findings or provide confirmation of those findings. The neuropsychological findings not only demonstrate dissociations between working memory in different domains but also provide a rich source of evidence to address the nature of forgetting in working memory, the interactions between working memory and long-term memory, and the role of aspects of working memory in language comprehension and production.

scholarly journals Long-term memory-based control of attention in multi-step tasks requires working memory: evidence from domain-specific interference

2014 ◽  
Vol 5 ◽  
Author(s):  
Rebecca M. Foerster ◽  
Elena Carbone ◽  
Werner X. Schneider
Keyword(s):  
Working Memory ◽  
Long Term Memory ◽  
Term Memory ◽  
Domain Specific

scholarly journals Pupillary correlates of individual differences in long-term memory

2021 ◽  
Author(s):  
Matthew Kyle Robison ◽  
Jamie Trost ◽  
Daniel Schor ◽  
Bradley Gibson ◽  
Karl Healey
Keyword(s):  
Individual Differences ◽  
Cognitive Processing ◽  
Pupil Diameter ◽  
Long Term Memory ◽  
Memory Retention ◽  
Eye Tracker ◽  
Free Recall Task ◽  
Term Memory ◽  
Pupillary Responses

The present study is the first to examine individual differences in long-term memory, arousal dysregulation, and intensity of attention within the same experiment. Participants (N = 106) completed 28 lists of an immediate free recall task while their pupil diameter was recorded via an eye-tracker during the encoding period. Two main pupillary measures were extracted: intraindividual variability in pre-list pupil diameter and evoked pupillary responses during item encoding. Variability in pre-list pupil diameter served as a measure of arousal dysregulation, and evoked pupillary responses served as a measure of intensity of attention. Based on prior work, we hypothesized that there would be a positive association between intensity of attention and recall ability, and that there would be a negative association between arousal dysregulation and recall ability. Collectively these two measures accounted for 19% of interindividual variance in recall, with 5% attributable uniquely to intensity of attention and 12% attributable uniquely to arousal regulation. The findings demonstrate that there are sources of individual differences in long-term memory that can be revealed via pupillometry, notably the amount of effort deployed during item encoding and the degree to which people exhibit dysregulated arousal. Both findings are consistent with recent theorizing regarding the role of the locus coeruleus-norepinephrine (LC-NE) system’s role in goal-directed cognition. Specifically, the LC governs both moment-to-moment arousal and NE release to cortical regions subserving cognitive processing. Among people for whom this system operates most optimally, long-term memory retention is superior.

Cognition and Cortical Thickness in Heavy Cannabis Users

2020 ◽  
pp. 1-8
Author(s):  
Miriam Wittemann ◽  
Jule Brielmaier ◽  
Mathias Rubly ◽  
Jennifer Kennel ◽  
Florian Werler ◽  
...  
Keyword(s):  
Cortical Thickness ◽  
Neuropsychological Test ◽  
Verbal Learning ◽  
Verbal Working Memory ◽  
Structural Mri ◽  
Cannabis Use ◽  
Learning Performance ◽  
Long Term Memory ◽  
Domain Specific

<b><i>Introduction:</i></b> Acute and long-term adverse effects of heavy cannabis use (HCU) on neurocognitive function have been suggested, as much as regional changes of brain volume. However, little is known about the relationship between impaired cognition and brain structure in individuals with HCU. <b><i>Objective:</i></b> Here, we investigated associations between cognition and cortical thickness (CT) in males with HCU and male controls. <b><i>Methods:</i></b> Twenty-six individuals with HCU and 20 controls were examined using a comprehensive neuropsychological test battery and high-resolution structural MRI at 3T. CT was calculated using the Computational Anatomy Toolbox (CAT12). <b><i>Results:</i></b> Individuals with HCU differed from controls with respect to verbal learning performance and verbal working memory only. Individuals with HCU showed reduced CT in medial temporal, orbitofrontal, and cingulate regions, as well as in areas of the middle temporal and fusiform cortex (peak voxel family-wise error-corrected <i>p</i> &#x3c; 0.001, followed by empirically determined correction for spatial extent) compared to HC. Verbal learning performance was associated with right entorhinal and left orbitofrontal CT reductions. Entorhinal CT was also significantly associated with amount and frequency of current weekly cannabis use. <b><i>Conclusions:</i></b> The data support the notion of domain-specific cognitive impairment in individuals with HCU and provide a neuromechanistic understanding of such deficits, particularly with respect to abnormal CT in brain areas associated with long-term memory processing.

scholarly journals Distinct Neural Substrates Support Phonological and Orthographic Working Memory: Implications for Theories of Working Memory

2021 ◽  
Vol 12 ◽  
Author(s):  
Jeremy Purcell ◽  
Brenda Rapp ◽  
Randi C. Martin
Keyword(s):  
Working Memory ◽  
Neural Substrates ◽  
Angular Gyrus ◽  
Long Term Memory ◽  
Neural Basis ◽  
Domain Specific ◽  
Memory Representations ◽  
Attentional System ◽  
Lesion Symptom Mapping

Prior behavioral and neuroimaging evidence supports a separation between working memory capacities in the phonological and orthographic domains. Although these data indicate distinct buffers for orthographic and phonological information, prior neural evidence does indicate that nearby left inferior parietal regions support both of these working memory capacities. Given that no study has directly compared their neural substrates based on data from the same individuals, it is possible that there is a common left inferior parietal region shared by both working memory capacities. In fact, those endorsing an embedded processes account of working memory might suggest that parietal involvement reflects a domain-general attentional system that directs attention to long-term memory representations in the two domains, implying that the same neural region supports the two capacities. Thus, in this work, a multivariate lesion-symptom mapping approach was used to assess the neural basis of phonological and orthographic working memory using behavioral and lesion data from the same set of 37 individuals. The results showed a separation of the neural substrates, with regions in the angular gyrus supporting orthographic working memory and with regions primarily in the supramarginal gyrus supporting phonological working memory. The results thus argue against the parietal involvement as supporting a domain-general attentional mechanism and support a domain-specific buffer account of working memory.

Conceptual short-term memory (CSTM) supports core claims of Christiansen and Chater

2016 ◽  
Vol 39 ◽  
Author(s):  
Mary C. Potter
Keyword(s):  
Working Memory ◽  
Rapid Serial Visual Presentation ◽  
Language Comprehension ◽  
Short Term Memory ◽  
Visual Presentation ◽  
Long Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Use Of Knowledge

AbstractRapid serial visual presentation (RSVP) of words or pictured scenes provides evidence for a large-capacity conceptual short-term memory (CSTM) that momentarily provides rich associated material from long-term memory, permitting rapid chunking (Potter 1993; 2009; 2012). In perception of scenes as well as language comprehension, we make use of knowledge that briefly exceeds the supposed limits of working memory.

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