Quantifying the Effects of Multi-Tasking on Processing Efficiency

Author(s):  
Elizabeth L. Fox ◽  
Joseph W. Houpt

The type and amount of task demands that humans must simultaneously process and respond to influences how efficient they are in completing the tasks. Capturing how and to what degree human efficiency changes in different task environments is crucial to inform an appropriate system design. An individual-based analytic approach is necessary to accurately capture performance changes and lend practical suggestions. We can provide designers with the amount and type of task demands that we expect a person to sustain adequate performance given their unique underlying cognitive properties. We develop a metric, multi-tasking throughput (MT), that provides the extent to which a person processes tasks more efficiently, the same, or less efficiently when required to complete several different types of tasks at once. This is a cognitive-based, standardized metric; meaning it yields the relative degree of change from a baseline model that is created to accommodate to unique individual differences, numbers of tasks, and task characteristics. We quantify MT by using transformations of RTs to predict the extent that external demands of multi-tasking exceeds what the cognitive system can accommodate to thereby hindering performance. We use a real world dual-task application to highlight the apparent differences in strategy and ability across individuals and alternative task environments.

Author(s):  
Kinga Morsanyi ◽  
Denes Szucs

Many people have a fragmented knowledge and understanding of the rules of mathematics and probability. As a consequence, they struggle with selecting the appropriate strategies to solve problems, and they often rely on intuitive solutions instead of normative rules. The purpose of this chapter is to introduce some typical intuitive strategies that people might apply when they solve mathematical or probability problems. Then the chapter describes the notions of primary and secondary intuitions, and gives an overview of the factors that might affect the selection of a particular intuitive strategy (such as certain individual differences variables and task characteristics). Finally, the chapter discusses the implications of these findings for researchers and educators.


1995 ◽  
Vol 18 (1) ◽  
pp. 165-176
Author(s):  
Warren O. Eaton ◽  
Mark E. Speed

It was hypothesised that physically mature children would exceed their less mature classmates on two standardised tests of phonological ability, one measuring the repetition of aurally presented pseudowords and the other, the reading of pseudowords. Phonological skills were assessed for 94 5to 11-year-old children, and physical maturities were estimated from relative stature (RS), the percentage of estimated adult height each had attained. After the effects of chronological age had been removed, individual differences in physical maturity positively predicted pseudoword repetition, although this effect was largely limited to males. The results provide partial support for the hypothesis and suggest that individual differences in physical maturation are associated with phonological skills, but such linkage is likely mediated by gender and task characteristics.


2018 ◽  
Vol 72 (5) ◽  
pp. 1084-1101 ◽  
Author(s):  
Paul E Engelhardt ◽  
Mhairi EG McMullon ◽  
Martin Corley

Recent work has begun to focus on the role that individual differences in executive function and intelligence have on the production of fluent speech. However, isolating the underlying causes of different types of disfluency has been difficult given the speed and complexity of language production. In this study, we focused on the role of memory abilities and verbal intelligence, and we chose a task that relied heavily on memory for successful performance. Given the task demands, we hypothesised that a substantial proportion of disfluencies would be due to memory retrieval problems. We contrasted memory abilities with individual differences in verbal intelligence as previous work highlighted verbal intelligence as an important factor in disfluency production. A total of 78 participants memorised and repeated 40 syntactically complex sentences, which were recorded and coded for disfluencies. Model comparisons were carried out using hierarchical structural equation modelling. Results showed that repetitions were significantly related to verbal intelligence. Unfilled pauses and repairs, in contrast, were marginally ( p < .09) related to memory abilities. The relationship in all cases was negative. Conclusions explore the link between different types of disfluency and particular problems arising in the course of production, and how individual differences inform theoretical debates in language production.


2019 ◽  
Vol 51 (5) ◽  
pp. 622-665 ◽  
Author(s):  
Saskia F. Kuliga ◽  
Benjamin Nelligan ◽  
Ruth C. Dalton ◽  
Steven Marchette ◽  
Amy L. Shelton ◽  
...  

This article focuses on the interactions between individual differences and building characteristics that may occur during multilevel wayfinding. Using the Seattle Central Library as our test case, we defined a series of within-floor and between-floor wayfinding tasks based on different building analyses of this uniquely designed structure. Tracking our 59 participants while they completed assigned tasks on-site, we examined their wayfinding performance across tasks and in relation to a variety of individual differences measures and wayfinding strategies. Both individual differences and spatial configuration, as well as the organization of the physical space, were related to the wayfinding challenges inherent to this library. We also found wayfinding differences based on other, nonspatial features, such as semantic expectations about destinations. Together, these results indicate that researchers and building planners must consider the interactions among building, human, and task characteristics in a more nuanced fashion.


2018 ◽  
Author(s):  
Benjamin de Haas ◽  
Alexios L. Iakovidis ◽  
D. Samuel Schwarzkopf ◽  
Karl R. Gegenfurtner

What determines where we look? Theories of attentional guidance hold that image features and task demands govern fixation behaviour, while differences between observers are ‘noise’. Here, we investigated the fixations of > 100 human adults freely viewing a large set of complex scenes. We found systematic individual differences in fixation frequencies along six semantic stimulus dimensions. These differences were large (> twofold) and highly stable across images and time. Surprisingly, they also held for first fixations directed towards each image, commonly interpreted as ‘bottom-up’ visual salience. Their perceptual relevance was documented by a correlation between individual face salience and recognition skills. The dimensions of individual salience and their covariance pattern replicated across samples from three different countries, suggesting they reflect fundamental biological mechanisms of attention. Our findings show stable individual salience differences along semantic dimensions, with meaningful perceptual implications. Salience reflects features of the observer as well as the image.


Author(s):  
Peter Khooshabeh ◽  
Mary Hegarty ◽  
Thomas F. Shipley

Two experiments tested the hypothesis that imagery ability and figural complexity interact to affect the choice of mental rotation strategies. Participants performed the Shepard and Metzler (1971) mental rotation task. On half of the trials, the 3-D figures were manipulated to create “fragmented” figures, with some cubes missing. Good imagers were less accurate and had longer response times on fragmented figures than on complete figures. Poor imagers performed similarly on fragmented and complete figures. These results suggest that good imagers use holistic mental rotation strategies by default, but switch to alternative strategies depending on task demands, whereas poor imagers are less flexible and use piecemeal strategies regardless of the task demands.


2006 ◽  
Author(s):  
Anne Collins McLaughlin ◽  
Wendy A. Rogers ◽  
Arthur D. Fisk

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