Evaluating cognitive load in spoken language interfaces using a dual-task paradigm

2004 ◽  
Author(s):  
Ellen Campana ◽  
Michael K. Tanenhaus ◽  
James F. Allen ◽  
Roger W. Remington
Keyword(s):  
Cognitive Load ◽  
Dual Task ◽  
Spoken Language ◽  
Dual Task Paradigm

scholarly journals Rapid adaptation to fully intelligible nonnative-accented speech reduces listening effort

2020 ◽  
Vol 73 (9) ◽  
pp. 1431-1443 ◽  
Author(s):  
Violet A Brown ◽  
Drew J McLaughlin ◽  
Julia F Strand ◽  
Kristin J Van Engen
Keyword(s):  
Dual Task ◽  
Speech Intelligibility ◽  
Spoken Language ◽  
Perceptual Adaptation ◽  
Listening Effort ◽  
Lexical Representations ◽  
Accented Speech ◽  
Weak Evidence ◽  
Processing Cost ◽  
Dual Task Paradigm

In noisy settings or when listening to an unfamiliar talker or accent, it can be difficult to understand spoken language. This difficulty typically results in reductions in speech intelligibility, but may also increase the effort necessary to process the speech even when intelligibility is unaffected. In this study, we used a dual-task paradigm and pupillometry to assess the cognitive costs associated with processing fully intelligible accented speech, predicting that rapid perceptual adaptation to an accent would result in decreased listening effort over time. The behavioural and physiological paradigms provided converging evidence that listeners expend greater effort when processing nonnative- relative to native-accented speech, and both experiments also revealed an overall reduction in listening effort over the course of the experiment. Only the pupillometry experiment, however, revealed greater adaptation to nonnative- relative to native-accented speech. An exploratory analysis of the dual-task data that attempted to minimise practice effects revealed weak evidence for greater adaptation to the nonnative accent. These results suggest that even when speech is fully intelligible, resolving deviations between the acoustic input and stored lexical representations incurs a processing cost, and adaptation may attenuate this cost.

Does seeing gesture lighten or increase the load?

Gesture ◽  
2018 ◽  
Vol 17 (2) ◽  
pp. 268-290 ◽  
Author(s):  
Autumn B. Hostetter ◽  
Stuart H. Murch ◽  
Lyla Rothschild ◽  
Cierra S. Gillard
Keyword(s):  
Cognitive Load ◽  
Dual Task ◽  
Secondary Task ◽  
Spatial Relations ◽  
Cognitive Resources ◽  
Comprehension Task ◽  
Dual Task Paradigm ◽  
Left And Right ◽  
Target Array

Abstract We examined the cognitive resources involved in processing speech with gesture compared to the same speech without gesture across four studies using a dual-task paradigm. Participants viewed videos of a woman describing spatial arrays either with gesture or without. They then attempted to choose the target array from among four choices. Participants’ cognitive load was measured as they completed this comprehension task by measuring how well they could remember the location and identity of digits in a secondary task. We found that addressees experience additional visuospatial load when processing gestures compared to speech alone, and that the load primarily comes when addressees attempt to use their memory of the descriptions with gesture to choose the target array. However, this cost only occurs when gestures about horizontal spatial relations (i.e., left and right) are produced from the speaker’s egocentric perspective.

scholarly journals Natural discourse reference generation reduces cognitive load in spoken systems

2010 ◽  
Vol 17 (3) ◽  
pp. 311-329 ◽  
Author(s):  
E. CAMPANA ◽  
M. K. TANENHAUS ◽  
J. F. ALLEN ◽  
R. REMINGTON
Keyword(s):  
Cognitive Load ◽  
Computational Linguistics ◽  
Dual Task ◽  
Context Dependency ◽  
Referring Expressions ◽  
Discourse Context ◽  
Central Topic ◽  
Natural Discourse ◽  
Dual Task Paradigm ◽  
Practical Implications

AbstractThe generation of referring expressions is a central topic in computational linguistics. Natural referring expressions – both definite references like ‘the baseball cap’ and pronouns like ‘it’ – are dependent on discourse context. We examine the practical implications of context-dependent referring expression generation for the design of spoken systems. Currently, not all spoken systems have the goal of generating natural referring expressions. Many researchers believe that the context-dependency of natural referring expressions actually makes systems less usable. Using the dual-task paradigm, we demonstrate that generating natural referring expressions that are dependent on discourse context reduces cognitive load. Somewhat surprisingly, we also demonstrate that practice does not improve cognitive load in systems that generate consistent (context-independent) referring expressions. We discuss practical implications for spoken systems as well as other areas of referring expression generation.

Spatial release of cognitive load measured in a dual-task paradigm in normal-hearing and hearing-impaired listeners

2015 ◽  
Vol 137 (4) ◽  
pp. 1888-1898 ◽  
Author(s):  
Jing Xia ◽  
Nazanin Nooraei ◽  
Sridhar Kalluri ◽  
Brent Edwards
Keyword(s):  
Cognitive Load ◽  
Dual Task ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
Spatial Release ◽  
Dual Task Paradigm

scholarly journals Rapid adaptation to fully intelligible nonnative-accented speech reduces listening effort

2019 ◽  
Author(s):  
Violet Aurora Brown ◽  
Drew Jordan McLaughlin ◽  
Julia Feld Strand ◽  
Kristin J. Van Engen
Keyword(s):  
Dual Task ◽  
Speech Intelligibility ◽  
Spoken Language ◽  
Perceptual Adaptation ◽  
Listening Effort ◽  
Lexical Representations ◽  
Accented Speech ◽  
Weak Evidence ◽  
Processing Cost ◽  
Dual Task Paradigm

In noisy settings or when listening to an unfamiliar talker or accent, it may be difficult to recognize spoken language. This difficulty typically results in reductions in speech intelligibility, but may also increase the effort necessary to process the speech. In the current study, we used a dual-task paradigm and pupillometry to assess the cognitive costs associated with processing fully intelligible accented speech, predicting that rapid perceptual adaptation to an accent would result in decreased listening effort over time. Both paradigms revealed greater effort for nonnative- relative to native-accented speech, as well as an overall reduction in listening effort over the course of the experiment, but only the pupillometry experiment revealed greater adaptation to nonnative- relative to native-accented speech. An exploratory analysis of the dual-task data that attempted to minimize practice effects, however, revealed weak evidence for greater adaptation to the nonnative accent. These results suggest that even when speech is fully intelligible, resolving deviations between the acoustic input and stored lexical representations incurs a processing cost, and adaptation may attenuate this cost.

scholarly journals Aha! under pressure: Is the Aha! experience constrained by cognitive load?

2021 ◽  
Author(s):  
Hans Stuyck
Keyword(s):  
Problem Solving ◽  
Cognitive Load ◽  
Dual Task ◽  
Solution Time ◽  
Cognitive Resources ◽  
Insight Problem ◽  
Unconscious Processes ◽  
Insight Problem Solving ◽  
Dual Task Paradigm ◽  
Vexing Problem

The Aha! moment‒ the sudden insight sometimes reached when solving a vexing problem‒ entails a different problem-solving experience than solution retrieval reached by an analytical, multistep strategy (i.e., non-insight). To date, the (un)conscious nature of insight remains debated. We addressed this by studying insight under cognitive load. If insight and non-insight problem solving rely on conscious, effortful processes, they should both be influenced by a concurrent cognitive load. However, if unconscious processes characterize insight, cognitive load might not affect it at all. Using a dual-task paradigm, young, healthy adults (N = 106) solved 70 word puzzles under different cognitive loads. We confirmed that insight solutions were more often correct and received higher solution confidence. Importantly, as cognitive load increased, non-insight solutions became less frequent and required more solution time, whereas insightful ones remained mostly unaffected. This implies that insight problem solving did not compete for limited cognitive resources.

Cognitive Load beim Lernen aus Lösungsbeispielen

2003 ◽  
Vol 17 (2) ◽  
pp. 93-101 ◽  
Author(s):  
Alexander Renkl ◽  
Hans Gruber ◽  
Sandra Weber ◽  
Thomas Lerche ◽  
Karl Schweizer
Keyword(s):  
Cognitive Load ◽  
Dual Task

Zusammenfassung: Die Effektivität des Lernens aus Lösungsbeispielen im Vergleich zum Lernen durch Problemlösen wird derzeit mit der Cognitive Load-Theorie erklärt: Beim Lernen aus Lösungsbeispielen wird das Arbeitsgedächtnis weniger belastet, daher bleibt mehr Raum für Lern- und Verstehensprozesse. Um diese These direkt experimentell zu überprüfen, wurde das dual task-Paradigma eingesetzt. 80 Studierende der Geistes- und Sozialwissenschaften wurden auf die Zellen eines 2 × 2-faktoriellen Designs (Faktor 1: Lernen aus Lösungsbeispielen vs. Lernen durch Problemlösen; Faktor 2: mit vs. ohne Zweitaufgabe) verteilt. Der Lernstoff war Wahrscheinlichkeitsrechnung. Der Lernerfolg wurde mit einem Nachtest erfasst. Das Befundmuster hinsichtlich des Lernerfolgs und der Reaktionszeiten auf eine Zweitaufgabe in den vier experimentellen Gruppen stimmte mit den aus der Cognitive-Load-Theorie abgeleiteten Hypothesen überein.

Assessment of Cognitive Load in Multimedia Learning Using Dual-Task Methodology

2002 ◽  
Vol 49 (2) ◽  
pp. 109-119 ◽  
Author(s):  
Roland Brünken ◽  
Susan Steinbacher ◽  
Jan L. Plass ◽  
Detlev Leutner
Keyword(s):  
Cognitive Load ◽  
Dual Task ◽  
Cognitive Load Theory ◽  
Multimedia Learning ◽  
Learning Systems ◽  
Learning Materials ◽  
New Approach ◽  
Direct Assessment ◽  
Load Theory ◽  
Audiovisual Presentation

Abstract. In two pilot experiments, a new approach for the direct assessment of cognitive load during multimedia learning was tested that uses dual-task methodology. Using this approach, we obtained the same pattern of cognitive load as predicted by cognitive load theory when applied to multimedia learning: The audiovisual presentation of text-based and picture-based learning materials induced less cognitive load than the visual-only presentation of the same material. The findings confirm the utility of dual-task methodology as a promising approach for the assessment of cognitive load induced by complex multimedia learning systems.

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