Evaluation of Cognitive Skill Degradation in Flight Planning

2020 ◽  
Vol 14 (4) ◽  
pp. 263-287
Author(s):  
Katherine M. Volz ◽  
Michael C. Dorneich
Keyword(s):  
Cognitive Skills ◽  
Cognitive Task ◽  
Empirical Evaluation ◽  
Cognitive Skill ◽  
Performance Degradation ◽  
Cognitive Tasks ◽  
Flight Planning ◽  
Automation Systems ◽  
Manual Group ◽  
Over Time

This work aimed to identify cognitive skills associated with flight planning, suggest which skills might be susceptible to skill degradation, and investigate the effects of cognitive skill degradation over time. Information automation systems offload cognitive tasks to reduce workload and error. However, the same phenomena seen with physical skill degradation in highly automated aircrafts may also occur when automating cognitive tasks. Two studies were conducted. An applied cognitive task analysis identified cognitive skills in flight planning. An empirical evaluation examined whether some of those skills were susceptible to cognitive skill degradation over time when using automation. Participants were placed into three groups. After conducting a flight planning task manually, groups differed in the next three practice trials: manual, alternating between manual and automation, or only with automation. Finally, all groups conducted the task manually again. Trials were separated by 2 weeks. The automation group showed the most performance degradation and highest workload, while the manual group showed the least performance degradation and least workload. Automation use did not provide the practice needed to mitigate cognitive skill degradation. Analysis of the impacts of information automation on cognitive performance is a first step in understanding the root causes of errors and developing mitigations.

scholarly journals An Evaluation of Cognitive Skill Degradation in Information Automation

2016 ◽  
Vol 60 (1) ◽  
pp. 191-195 ◽  
Author(s):  
Katherine Volz ◽  
Euijung Yang ◽  
Rachel Dudley ◽  
Elizabeth Lynch ◽  
Maria Dropps ◽  
...  
Keyword(s):  
Cognitive Skills ◽  
Cognitive Skill ◽  
Performance Degradation ◽  
Alternating Group ◽  
Long Term Effects ◽  
Manual Method ◽  
Automated Method ◽  
Manual Group ◽  
High Level ◽  
Guidelines And Recommendations

The purpose of this research is to investigate long term effects of cognitive skill degradation through the use of automation. Even though advanced studies have looked into information automation (IA) in aviation, the amount of empirical data on the effects of these systems on the retention of cognitive skills is less deeply examined. Measurement and analysis of the effects of IA on cognitive performance is an important first step in understanding cognitive skill degradation, which should be considered during the design of these systems. The use of an automation aid is expected to result in a high level of performance degradation over time. Participants were randomly placed into three experimental groups (manual, alternating, or automation) and asked to perform flight planning calculations as an experiment task. Participants performed the task five times, once every two weeks. The manual group used the manual method throughout the experiment, the alternating group switched between the manual and automated method every trial. The automation group used the manual method for the first trial, the automated method for the three consecutive trials and then went back to using the manual method during the last trial. The automation group showed the most performance degradation and highest workload, while the alternating group presented reduced performance degradation and workload, and the manual group showed the least performance degradation and workload. This work provides the foundation for the design of guidelines and recommendations for IA systems in order to prevent cognitive skill degradation.

scholarly journals Quantifying streams of thought during cognitive task performance using sequence analysis

2020 ◽  
Author(s):  
Anthony Paul Zanesco
Keyword(s):  
Sequence Analysis ◽  
Task Performance ◽  
Cognitive Task ◽  
Cognitive Tasks ◽  
Considerable Variability ◽  
Task Constraints ◽  
Analytic Methods ◽  
Cognitive Task Performance ◽  
Thought Probes ◽  
Over Time

Streams of thoughts vary in content from one moment to the next, and these temporal patterns have been argued to be critical to understanding the wandering mind. But few analytic methods have been proposed that can account for both the content and temporal ordering of thoughts over time. In the present study, I apply sequence analysis and related methods to quantify the dynamics of thought from time series sequences of categorical experience sampling thought probes delivered across five different cognitive tasks in the same individuals (N = 545). Sequence analysis revealed a modicum of order and consistency in streams of thought within-individuals, but also demonstrated considerable variability within and between task sessions. Hierarchical clustering of sequence dissimilarities further revealed common typologies of mind wandering across individuals. These findings demonstrate the application of sequence analytic methods for quantifying the dynamics of thought over the course of task performance and show that contextual task constraints are associated with how streams of thought unfold over time. More broadly, sequence analysis provides a valuable framework for investigation of time ordered cognitive and behavioral processes across psychological domains.

Re-conceptualizing Machiavellianism and Social-Cognitive Skills

2020 ◽  
pp. 1-8
Author(s):  
William Hart ◽  
Christopher J. Breeden ◽  
Charlotte Kinrade
Keyword(s):  
Cognitive Skills ◽  
Person Perception ◽  
Social Cognitive ◽  
Cognitive Skill ◽  
Prediction Skill ◽  
Current Evidence ◽  
College Sample ◽  
Social Prediction

Abstract. Machiavellianism is presumed to encompass advanced social-cognitive skill, but research has generally suggested that Machiavellian individuals are rather deficient in social-cognitive skill. However, previous research on the matter has been limited to measures of (a) Machiavellianism that are unidimensional and saturated with both antagonism and disinhibition and measures (b) only one type of social-cognitive skill. Using a large college sample ( N = 461), we examined how various dimensions of Machiavellianism relate to two types of social-cognitive skill: person-perception skill and general social prediction skill. Consistent with some prior theorizing, the planful dimension of Machiavellianism was positively related to both person-perception and general social prediction skills; antagonistic dimensions of Machiavellianism were negatively related to both skills; either agentic or cynical dimensions of Machiavellianism were generally unrelated to both skills. Overall, the current evidence suggests a complicated relationship between Machiavellianism and social-cognitive skill because Machiavellianism encompasses features that blend deficiency, proficiency, and average levels of social-cognitive skills.

Conservatism and liberalism predict performance in two nonideological cognitive tasks

2017 ◽  
Vol 36 (2) ◽  
pp. 49-59 ◽  
Author(s):  
Rodolpho Talaisys Bernabel ◽  
Amâncio Oliveira
Keyword(s):  
Cognitive Skills ◽  
Cognitive Tasks ◽  
Intuitive Thinking ◽  
Experimental Findings ◽  
Cognitive Environment

Intuitive thinking would argue that political or ideological orientation does not correlate with nonpolitical decisions, and certainly not with nonideological cognitive tasks. However, that is what happens in some cases. Previous neuropolitics studies have found that liberals are more adept at dealing with novel information than conservatives. This finding suggests that conservatives and liberals possess different cognitive skills. For the purposes of this article, two studies were executed to test whether this difference remained in alternative environmental settings. To this end, two novel cognitive tasks were designed in which one type of ideology or another was privileged according to the cognitive environment created by the tasks. Experimental findings indicate that liberals committed fewer errors than conservatives in one kind of cognitive environment, while conservatives scored higher in another.

Studying the effect of Heartfulness Meditation on Brain Activity

2018 ◽  
Author(s):  
Pallavi Gupta ◽  
Jahnavi Mundluru ◽  
Arth Patel ◽  
Shankar Pathmakanthan
Keyword(s):  
Problem Solving ◽  
Creative Thinking ◽  
Brain Activity ◽  
Cognitive Task ◽  
Thinking Skills ◽  
Cognitive Tasks ◽  
Logical Thinking ◽  
Meditation Practice ◽  
Guided Relaxation

Long-term meditation practice is increasingly recognized for its health benefits. Heartfulness meditation represents a quickly growing set of practices that is largely unstudied. Heartfulness is unique in that it is a meditation practice that focuses on the Heart. It helps individuals to connect to themselves and find inner peace. In order to deepen ones’ meditation, the element of Yogic Energy (‘pranahuti’) is used as an aid during meditation. The purpose of this study was to determine whether consistent EEG effects of Heartfulness meditation be observed in sixty experienced Heartfulness meditators, each of whom attended 6 testing sessions. In each session, participants performed three conditions: a set of cognitive tasks, Heartfulness guided relaxation, and Heartfulness Meditation. Participants during the cognitive portion were required to answer questions that tested their logical thinking (Cognitive Reflective Test) and creative thinking skills. (Random Associative Test) The order of condition was randomly counter balanced across six sessions. It was hypothesized that Heartfulness meditation would bring increased alpha (8-12Hz) brain activity during meditation and better cognitive task scores in sessions where the tasks followed meditation. Heartfulness meditation produces a significant decrease in brain activity (as indexed by higher levels of alpha during the early stages of meditation. As the meditation progressed deep meditative state (as indexed by higher levels of delta) were observed until the end of the condition.  This lead to the conclusion that Heartfulness Meditation produces a state that is clearly distinguishable from effortful problem solving. 

Emotional Intelligence as the Subject of Studying Metacognitive Processes in Universities

2021 ◽  
pp. 89-100
Author(s):  
Marina Vladimirovna Melnichuk ◽  
◽  
Marina Anatolievna Belogash ◽  
Keyword(s):  
Emotional Intelligence ◽  
Academic Success ◽  
University Students ◽  
Learning Strategies ◽  
Cognitive Skills ◽  
Cognitive Task ◽  
Emotional Awareness ◽  
Emotional States ◽  
Metacognitive Skills ◽  
Metacognitive Processes

In the context of modern digital transformation of all aspects of the socioeconomic environment, training university students for analytical processing of increasing inflows of data and dealing with complex cognitive tasks driven by metacognition has become of particular importance. The research is aimed to review the structure of metacognitive processing, the development factors of metacognitive skills, the relation of metacognitive skills to emotional and cognitive skills, and to determine their role in the achievement of academic success of university students. Methodology. The research is undertaken on the basis of theoretical investigation and comprehensive analysis of theoretical conceptualization of intelligence. The authors have researched the derivation of metacognition, the structure of self-regulating metacognitive processes and their interaction with cognitive and affective processes. The research findings confirm that the metacognitive experience provides self-reflection, emotional awareness of feelings, estimating relationships between emotional states and the degree of implementation or attainability of a cognitive task. The authors conclude that emotional intelligence is manifested in metacognitive skills and predicts academic success. Also, teaching and learning strategies are required to be refined taking into account the development of emotional and metacognitive skills of university students.

Training Development for Complex Cognitive Tasks

1987 ◽  
Vol 31 (11) ◽  
pp. 1261-1265 ◽  
Author(s):  
Joan M. Ryder ◽  
Richard E. Redding ◽  
Peter F. Beckschi
Keyword(s):  
Cognitive Skills ◽  
Task Analysis ◽  
Cognitive Task ◽  
Cost Effective ◽  
Cognitive Task Analysis ◽  
Instructional Systems ◽  
Training Development ◽  
Recent Developments ◽  
Training Methodologies ◽  
Complex Cognitive Skills

This study evaluated current training methodologies, particularly Instructional Systems Development (ISD), and recent developments in cognitive science to determine how training procedures should be modified to support training for tasks which require complex cognitive skills. We contend that ISD is still viable if procedures are developed for the training of cognitive skills. An important component of ISD which needs to be modified to support training of cognitive skills is the task analysis. We discuss the need for integrating efficient and cost-effective cognitive task analysis methodologies with traditional analysis methods.

A Shaping Procedure to Modulate Two Cognitive Tasks to Improve a Sensorimotor Rhythm-Based Brain-Computer Interface System

2018 ◽  
Vol 21 ◽  
Author(s):  
Leandro da Silva-Sauer ◽  
Luis Valero-Aguayo ◽  
Francisco Velasco-Álvarez ◽  
Álvaro Fernández-Rodríguez ◽  
Ricardo Ron-Angevin
Keyword(s):  
Interaction Effect ◽  
Single Case ◽  
Brain Computer Interface ◽  
Cognitive Task ◽  
Computer Interface ◽  
Cognitive Tasks ◽  
Significant Interaction Effect ◽  
Task Load ◽  
Mental Demand ◽  
Shaping Procedure

AbstractThis study aimed to propose an adapted feedback using a psychological learning technique based on Skinner’s shaping method to help the users to modulate two cognitive tasks (right-hand motor imagination and relaxed state) and improve better control in a Brain-Computer Interface. In the first experiment, a comparative study between performance in standard feedback (N = 9) and shaping method (N = 10) was conducted. The NASA Task Load Index questionnaire was applied to measure the user’s workload. In the second experiment, a single case study was performed (N = 5) to verify the continuous learning by the shaping method. The first experiment showed significant interaction effect between sessions and group (F(1, 17) = 5.565; p = .031) which the shaping paradigm was applied. A second interaction effect demonstrates a higher performance increase in the relax state task with shaping procedure (F(1, 17) = 5. 038; p = .038). In NASA-TXL an interaction effect was obtained between the group and the cognitive task in Mental Demand (F(1, 17) = 6, 809; p = .018), Performance (F(1, 17) = 5, 725; p = .029), and Frustration (F(1, 17) = 9, 735; p = .006), no significance was found in Effort. In the second experiment, a trial-by-trial analysis shows an ascendant trend learning curve for the cognitive task with the lowest initial acquisition (relax state). The results suggest the effectiveness of the shaping procedure to modulate brain rhythms, improving mainly the cognitive task with greater initial difficulty and provide better interaction perception.

scholarly journals Assessing and Documenting the Cognitive Performance of Family Medicine Residents Practicing Outpatient Medicine

2014 ◽  
Vol 6 (3) ◽  
pp. 526-531 ◽  
Author(s):  
Allen F. Shaughnessy ◽  
Katherine T. Chang ◽  
Jennifer Sparks ◽  
Molly Cohen-Osher ◽  
Joseph Gravel
Keyword(s):  
Family Medicine ◽  
Cognitive Performance ◽  
Cognitive Skills ◽  
Medical Knowledge ◽  
Time Consistency ◽  
Faculty Members ◽  
Knowledge Domain ◽  
Ambulatory Medicine ◽  
The Individual ◽  
Over Time

Abstract Background Development of cognitive skills for competent medical practice is a goal of residency education. Cognitive skills must be developed for many different clinical situations. Innovation We developed the Resident Cognitive Skills Documentation (CogDoc) as a method for capturing faculty members' real-time assessment of residents' cognitive performance while they precepted them in a family medicine office. The tool captures 3 dimensions of cognitive skills: medical knowledge, understanding, and its application. This article describes CogDoc development, our experience with its use, and its reliability and feasibility. Methods After development and pilot-testing, we introduced the CogDoc at a single training site, collecting all completed forms for 14 months to determine completion rate, competence development over time, consistency among preceptors, and resident use of the data. Results Thirty-eight faculty members completed 5021 CogDoc forms, documenting 29% of all patient visits by 33 residents. Competency was documented in all entrustable professional activities. Competence was statistically different among residents of different years of training for all 3 dimensions and progressively increased within all residency classes over time. Reliability scores were high: 0.9204 for the medical knowledge domain, 0.9405 for understanding, and 0.9414 for application. Almost every resident reported accessing the individual forms or summaries documenting their performance. Conclusions The CogDoc approach allows for ongoing assessment and documentation of resident competence, and, when compiled over time, depicts a comprehensive assessment of residents' cognitive development and ability to make decisions in ambulatory medicine. This approach meets criteria for an acceptable tool for assessing cognitive skills.

scholarly journals Developing the Instrument of Non-Cognitive Skill Assessment for Science at Junior High School Grade VII: A Conceptual Review

2020 ◽  
Author(s):  
Widha Nur Agastya ◽  
Dinny Devi Triana ◽  
Herwindo Haribowo
Keyword(s):  
High School ◽  
Qualitative Study ◽  
Junior High School ◽  
Cognitive Skills ◽  
Junior High ◽  
Cognitive Skill ◽  
Skill Assessment ◽  
School Grade ◽  
High School Grade ◽  
Individual Character

This research is a qualitative study based on the previous research, which will, apply and adapt the earlier findings to Indonesia’s education system. The particular focus of this study is the non-cognitive skills needed for the study of science subjects at junior high school grade VII, namely: accurateness; perseverance; conscientiousness; responsibility; critical thinking; innovation; open mindedness; sensitivity; empathy; and environmental awareness. This is based on non-cognitive skill construction involving: individual character; emotion; habit; and process. Those aspects can be developed into the syllabus and lesson plans, both evaluating and developing the students’ non-cognitive skills. Keywords: developing instrument, cognitive skill, non-cognitive skill, science, junior high school

Sign in / Sign up

Export Citation Format

Share Document