Does Metric Feedback Hinder Actions Guided by Cognition?

Providing trainees with metric feedback improves their metric distance estimations, but doing so also hinders certain actions. This paper describes a possible explanation for this hindrance. Based on that explanation, it was predicted that metric feedback should not hinder actions that are guided by cognitive processing, i.e., actions guided by the ventral visual system. To investigate this possibility, participants threw underhanded to specific metric distances during Pre and Post-Testing, e.g., throwing an object so that it came to rest 30 feet away. During the intervening Training, participants generated verbal distance estimates. Half received metric feedback. The results indicated that throws improved from Pre to Post-Test, but only when participants received metric feedback during Training. This outcome supports our hypothesis. Moreover, it suggests that trainees must know whether their distance estimation training should be applied to untrained tasks. Doing so may benefit certain tasks. Others, however, may suffer from it.

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Spatial scene representations formed by self-organizing learning in a hippocampal extension of the ventral visual system

European Journal of Neuroscience ◽

10.1111/j.1460-9568.2008.06486.x ◽

2008 ◽

Vol 28 (10) ◽

pp. 2116-2127 ◽

Cited By ~ 14

Author(s):

Edmund T. Rolls ◽

James M. Tromans ◽

Simon M. Stringer

Keyword(s):

Visual System ◽

Ventral Visual System ◽

Self Organizing

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Organix

International Journal of Creative Interfaces and Computer Graphics ◽

10.4018/jcicg.2010010104 ◽

2010 ◽

Vol 1 (1) ◽

pp. 40-53

Author(s):

Robert J. Hendley ◽

Barry Wilkins ◽

Russell Beale

Keyword(s):

Visual System ◽

Cognitive Processing ◽

Growth Model ◽

Human Visual System ◽

Visual Representations ◽

Text Documents ◽

Organic Growth

This article presents a mechanism for generating visually appealing but also effective representations for document visualisation. The mechanism is based on an organic growth model which is driven by features of the object to be visualised. In the examples used, the authors focus on the visualisation of text documents, but the methods are readily transferable to other domains. They are also scaleable to documents of any size.The objective of this research is to build visual representations that enable the human visual system to efficiently and effectively recognise documents without the need for higher level cognitive processing. In particular, the authors want the user to be able to recognise similarities within sets of documents and to be able to easily discriminate between dissimilar objects.

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Partisanship, Political Support, and Information Processing Among President Rodrigo Duterte’s Supporters and Non-Supporters

Philippine Political Science Journal ◽

10.1163/2165025x-bja10006 ◽

2020 ◽

Vol 41 (1-2) ◽

pp. 73-105

Author(s):

Naomi B. Arata ◽

Ador R. Torneo ◽

Antonio P. Contreras

Keyword(s):

Information Processing ◽

Cognitive Processing ◽

Motivated Reasoning ◽

Political Support ◽

The Political ◽

Test Design ◽

Limited Impact ◽

Post Test ◽

Metro Manila ◽

Fact Checking

Abstract This study investigates whether partisanship influences the cognitive processing of statements made by President Rodrigo Duterte. It adopts a pre-test/post-test design and involves 254 college students from Metro Cebu and Metro Manila Philippines. Findings suggest that partisanship significantly influenced the cognitive processing of statements attributed to President Duterte. Political support was significantly and positively associated with belief. Supporters were more likely to express belief in attributed statements. Even when informed that the statements were false, their political support did not significantly decline. Non-supporters were less likely to believe attributed statements and more likely to change their minds when shown information that the statements were false. “Motivated reasoning” or “expressive responding” may explain these findings but there is not enough data in this study to establish this. The implication is that fact-checking may have a limited impact on changing the minds or diminishing the political support of the strongly partisan.

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The effects of Processing Instruction on the acquisition of English simple past tense: Age and cognitive task demands

IRAL - International Review of Applied Linguistics in Language Teaching ◽

10.1515/iral-2015-0012 ◽

2015 ◽

Vol 53 (2) ◽

Cited By ~ 7

Author(s):

Alessandro Benati ◽

Tanja Angelovska

Keyword(s):

Cognitive Processing ◽

Cognitive Task ◽

Age Groups ◽

Task Demands ◽

School Age Children ◽

School Age ◽

Processing Instruction ◽

Positive Effects ◽

Sentence Level ◽

Post Test

AbstractThe present study investigates the effects of Processing Instruction on two different age groups and the role that cognitive task demands might play in the results generated by Processing Instruction. This study includes school-age children and adult native speakers of German learning English as a foreign language – a language combination not previously investigated within the Processing Instruction and individual differences research paradigm. The present study investigates directly whether two different age groups will benefit equally from Processing Instruction in altering their reliance on lexical temporal indicators and redirecting their attention to verb forms on Processing Instruction activities with different cognitive demands. The grammatical feature chosen for this study is the English past simple tense marking tested on both interpretation and production measures. The results from this study provide further evidence that the Processing Instruction is an effective instructional treatment in helping school-age children and adult L2 learners to make accurate form-meaning connections. The results from the first sentence-level interpretation task and the production task showed that Processing Instruction has positive and equal effects on both age groups (school-age learners and adults). The positive effects of instruction were maintained over the delayed post-test for both age groups who made similar gains on the immediate post-test. The results from the second (cognitively more complex) sentence-level interpretation task indicated that the adults made greater gains than school-age learners. However, both groups retained the positive effects of instruction over time. The difference in gains between the two age groups on the second sentence-level interpretation task can be explained in terms of cognitive processing load.

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