Effects of nonvisual secondary tasks on driver's gazing behavior for pedestrians

The manipulator with a large degree of redundancy is useful for realizing multiple tasks such as maneuvering the robotic arms in the constrained workspace, e.g. the task of maneuvering the end-effector of the manipulator along a pre-specified path into a window. This paper presents an on-line technique based on a posture generation rule to compute a null-space joint velocity vector in a singularity-robust redundancy resolution method. This rule suggests that the end of each link has to track an implicit trajectory that is indirectly resulted from the constraint imposed on tracking motion of the end-effector. A proper posture can be determined by sequentially optimizing an objective function integrating multiple criteria of the orientation of each link from the end-effector toward the base link as the secondary task for redundancy resolution, by assuming one end of the link is clamped. The criteria flexibly incorporate obstacle avoidance, joint limits, preference of posture in tracking, and connection of posture to realize a compromise between the primary and secondary tasks. Furthermore, computational demanding of the posture is reduced due to the sequential link-by-link computation feature. Simulations show the effectiveness and flexibility of the proposed method in generating proper postures for the collision avoidance and the joint limits as a singularity-robust null-space projection vector in maneuvering redundant robots within constrained workspaces.

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Take-over performance analysis depending on the drivers’ non-driving secondary tasks in automated vehicles

2018 International Conference on Information and Communication Technology Convergence (ICTC) ◽

10.1109/ictc.2018.8539431 ◽

2018 ◽

Cited By ~ 6

Author(s):

Jungsook Kim ◽

Hyun-Suk Kim ◽

Woojin Kim ◽

Daesub Yoon

Keyword(s):

Performance Analysis ◽

Automated Vehicles ◽

Secondary Tasks

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Effects of valent image-based secondary tasks on verbal working memory

Quarterly Journal of Experimental Psychology ◽

10.1080/17470218.2017.1329324 ◽

2018 ◽

Vol 71 (6) ◽

pp. 1440-1456 ◽

Cited By ~ 1

Author(s):

Phillip L Morgan ◽

Craig Williams ◽

Fay M Ings ◽

Nia C Hughes

Keyword(s):

Working Memory ◽

Free Recall ◽

Secondary Task ◽

Memory Performance ◽

Verbal Working Memory ◽

International Affective Picture System ◽

Secondary Tasks ◽

Negative Images ◽

Task Interruption ◽

Lower Valence

Two experiments examined if exposure to emotionally valent image-based secondary tasks introduced at different points of a free recall working memory (WM) task impair memory performance. Images from the International Affective Picture System (IAPS) varied in the degree of negative or positive valance (mild, moderate, strong) and were positioned at low, moderate and high WM load points with participants rating them based upon perceived valence. As predicted, and based on previous research and theory, the higher the degree of negative (Experiment 1) and positive (Experiment 2) valence and the higher the WM load when a secondary task was introduced, the greater the impairment to recall. Secondary task images with strong negative valance were more disruptive than negative images with lower valence at moderate and high WM load task points involving encoding and/or rehearsal of primary task words (Experiment 1). This was not the case for secondary tasks involving positive images (Experiment 2), although participant valence ratings for positive IAPS images classified as moderate and strong were in fact very similar. Implications are discussed in relation to research and theory on task interruption and attentional narrowing and literature concerning the effects of emotive stimuli on cognition.

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Utilizing a Remote LED Stimulus to Concurrently Measure Cognitive and Visual Task Demand

Proceedings of the Human Factors and Ergonomics Society Annual Meeting ◽

10.1177/1541931218621001 ◽

2018 ◽

Vol 62 (1) ◽

pp. 1-5

Author(s):

Conner J. Motzkus ◽

Douglas J. Getty ◽

Andrea Campos ◽

Joel M. Cooper ◽

David L. Strayer

Keyword(s):

Reaction Times ◽

Cost Effective ◽

Task Demand ◽

Secondary Tasks ◽

Single Task ◽

Iso Standard ◽

Hit Rate ◽

Detection Response ◽

Response Task ◽

Sensitive Method

The ISO 17488 standard Detection Response Task (DRT) has been validated as an effective tool for measuring fluctuations in cognitive workload while driving and performing secondary tasks. This research evaluated the possibility of consolidating a dual stimulus DRT to a single remote LED stimulus to concurrently measure visual and cognitive demand. Hit rate and reaction times to a remote LED stimulus and an ISO standard vibrotactor stimulus were compared for three in-vehicles tasks: a single task baseline, a cognitively demanding task, and a visually demanding task. Analyses showed that the remote LED and vibrotactor were equally sensitive to cognitive load, while the remote LED was more sensitive to visual load. We suggest the remote LED DRT system serves as a cost-effective, practical, sensitive method to concurrently assess cognitive and visual demand.

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Measurement of Workload by Secondary Tasks

Human Factors The Journal of the Human Factors and Ergonomics Society ◽

10.1177/001872087902100502 ◽

1979 ◽

Vol 21 (5) ◽

pp. 529-548 ◽

Cited By ~ 110

Author(s):

George D. Ogden ◽

Jerrold M. Levine ◽

Ellen J. Eisner

Keyword(s):

Reaction Time ◽

Literature Review ◽

Choice Reaction Time ◽

Future Research ◽

Secondary Tasks ◽

Memory Monitoring ◽

Operator Workload

The post-1965 literature on the use of secondary tasks in the assessment of operator workload was surveyed. Twelve classes of tasks were identified; the most frequently used were choice reaction time, memory, monitoring, and tracking. The literature review did not suggest a single best task or class of tasks for the measurement of workload. Limitations in using secondary tasks are discussed, and directions for future research are presented.

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Influence of Different Dual-Task Conditions During Straight or Curved Walking on Gait Performance of Physically Active Older Women With Cognitive Decline

Journal of Aging and Physical Activity ◽

10.1123/japa.2021-0099 ◽

2021 ◽

pp. 1-10

Author(s):

Luiz Fernado Biazus-Sehn ◽

Rafael Reimann Baptista ◽

Régis Gemerasca Mestriner ◽

Bianca Pacheco Loss ◽

Daniela Aldabe ◽

...

Keyword(s):

Older Women ◽

Stride Length ◽

Cognitive Demands ◽

Stability Ratio ◽

Physically Active ◽

Secondary Tasks ◽

Dual Tasking ◽

Gait Parameters ◽

Walk Ratio ◽

Task Conditions

Real-world walking requires shifting attention from different cognitive demands to adapt gait. This study aims to evaluate the effect of dual tasking on spatiotemporal gait parameters of older adults. Participants were asked to perform a primary complex single-walking task, consisting of a fast-paced linear and a curved gait. Primary task was performed separately and simultaneously with different motor and cognitive secondary tasks. Spatiotemporal gait parameters, walk ratio, and walk stability ratio were measured. Apart from stride length, which stood relatively unchanged, gait speed and cadence were strongly affected by cognitive dual tasking. Cadence seems to be the most impacted by dual tasking during curved gait as it combines challenges of both primary and secondary tasks. Also, during curved phase, walking ratio was significantly lower and stability ratio was greater demonstrating that participants adopted a cautious gait where maintenance of stability took preference over efficiency.

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Dividing Attention and Metacognition

10.4018/978-1-7998-9243-4.ch004 ◽

2022 ◽

pp. 62-90

Author(s):

Yaoping Peng ◽

Jonathan G. Tullis

Keyword(s):

Informal Learning ◽

The Internet ◽

Cognitive Resources ◽

Secondary Tasks ◽

Attentional Resources ◽

University Instructors ◽

The Impact

Students increasingly control their learning as university instructors shift away from lecture formats, courses are offered online, and the internet offers near infinite resources for student-controlled informal learning. Students typically make effective choices about learning, including what to learn, when to learn, and how to learn, but sometimes make less-than-optimal study choices, including trying to study while multi-tasking. Dividing attention among various tasks impairs both learning and learners' control over their learning because secondary tasks divert cognitive resources away from learning and metacognition. This chapter reviews recent studies explaining how dividing attention affects students' metacognition, including their assessments of their own learning and the study choices that they make. This chapter reviews the fundamentals of metacognition, describes the impact of dividing attention on the effectiveness of learners' metacognition, and provides suggestions about how to enhance the efficacy of metacognition when students' attentional resources are limited.

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