Complex Cognitive Performance and Sensory Deprivation: Completing the U-Curve

1972 ◽  
Vol 34 (2) ◽  
pp. 601-602 ◽  
Author(s):  
P. Bruce Landon ◽  
Peter Suedfeld
Keyword(s):  
Cognitive Performance ◽  
Sensory Deprivation ◽  
Cognitive Tasks ◽  
Curvilinear Relationship ◽  
Control Group ◽  
Complex Tasks ◽  
Arousal Model ◽  
And Performance

As predicted from an arousal model, previous research demonstrated a curvilinear relationship between sensory deprivation (SD) and performance on simple cognitive tasks; on complex tasks, however, the sub- to optimal part of the curve was not found. The addition of a control group of 17 men who did not anticipate SD provided this missing portion, lending further support to the model and indicating an important consideration for control treatments in SD studies.

Habituation and Cognitive Performance: Relationships Between Measures at Four Years of Age and Earlier Assessments

1980 ◽  
Vol 3 (2) ◽  
pp. 131-146 ◽  
Author(s):  
Dolores J. Miller ◽  
Gail Spiridigliozzi ◽  
Ellen B. Ryan ◽  
Mary P. Callan ◽  
Joan E. Mclaughlin
Keyword(s):  
Individual Differences ◽  
Discriminant Analysis ◽  
Cognitive Performance ◽  
Early Infancy ◽  
Cognitive Tasks ◽  
Predicting Performance ◽  
Median Split ◽  
And Performance ◽  
Visual Habituation

Relationships between measures of visual habituation and performance on cognitive tasks at 51 months of age and between these and previous assessments (at 39, 27, 15 months and early infancy) were examined in 24 children. Results suggest that youngsters currently characterized as faster habituators, in terms of first fixation data, may be somewhat advanced cognitively compared to slower habituators. The indexing of a group of fast and of slow habituators, through median split of ranked first fixation ratios, proved effective in predicting performance across the four cognitive tasks at 51 months according to a discriminant analysis. Correlations between these ratios and both current and previous cognitive scores showed some stability of individual differences from 15 through 51 months.

scholarly journals Chimpanzee intellect: personality, performance and motivation with touchscreen tasks

2017 ◽  
Vol 4 (5) ◽  
pp. 170169 ◽  
Author(s):  
Drew M. Altschul ◽  
Emma K. Wallace ◽  
Ruth Sonnweber ◽  
Masaki Tomonaga ◽  
Alexander Weiss
Keyword(s):  
Academic Performance ◽  
Cognitive Performance ◽  
High Performance ◽  
Learning Performance ◽  
Cognitive Tasks ◽  
And Performance ◽  
Human Intellect ◽  
Study Performance ◽  
Over Time ◽  
Related Personality

Human intellect is characterized by intercorrelated psychological domains, including intelligence, academic performance and personality. Higher openness is associated with higher intelligence and better academic performance, yet high performance among individuals is itself attributable to intelligence, not openness. High conscientiousness individuals, although not necessarily more intelligent, are better performers. Work with other species is not as extensive, yet animals display similar relationships between exploration- and persistence-related personality traits and performance on cognitive tasks. However, previous studies linking cognition and personality have not tracked learning, performance and dropout over time—three crucial elements of cognitive performance. We conducted three participatory experiments with touchscreen cognitive tasks among 19 zoo-housed chimpanzees, whose personalities were assessed 3 years prior to the study. Performance and participation were recorded across experiments. High conscientiousness chimpanzees participated more, dropped out less and performed better, but their performance could be explained by their experience with the task. High openness chimpanzees tended to be more interested, perform better and continue to participate when not rewarded with food. Our results demonstrate that chimpanzees, like humans, possess broad intellectual capacities that are affected by their personalities.

Relationships Between Assessments of Habituation and Cognitive Performance in the Early Years of Life

1979 ◽  
Vol 2 (2) ◽  
pp. 159-170 ◽  
Author(s):  
Dolores J. Miller ◽  
Ellen B. Ryan ◽  
Edward Aberger ◽  
Michael D. Mcguire ◽  
Elizabeth J. Short ◽  
...  
Keyword(s):  
Cognitive Performance ◽  
Strong Support ◽  
Early Years ◽  
Early Infancy ◽  
Cognitive Tasks ◽  
Habituation Rate ◽  
And Performance

Relationships between measures of habituation and performance on cognitive tasks at 27 and 39 months of age and between these and previously reported assessments (at 15 months and early infancy) were examined for 29 children. Some stability of habituation rate is evidenced, but results do not offer strong support for the notion that faster habituators are somewhat more advanced cognitively than their slower counterparts.

Effects of Fatigue on Cognitive Performance in Long-Duration Simulated Flight Missions

2020 ◽  
Vol 10 (2) ◽  
pp. 82-93
Author(s):  
Eduardo Rosa ◽  
Ola Eiken ◽  
Mikael Grönkvist ◽  
Roger Kölegård ◽  
Nicklas Dahlström ◽  
...  
Keyword(s):  
Executive Functions ◽  
Task Performance ◽  
Cognitive Performance ◽  
Cognitive Tasks ◽  
Fatigue Index ◽  
Fighter Aircraft ◽  
Long Duration ◽  
Metacognitive Accuracy

Abstract. Fighter pilots may be exposed to extended flight missions. Consequently, there is increasing concern about fatigue. We investigated the effects of fatigue and cognitive performance in a simulated 11-hr mission in the 39 Gripen fighter aircraft. Five cognitive tasks were used to assess cognitive performance. Fatigue was measured with the Samn–Perelli Fatigue Index. Results showed that performance in the non-executive task degraded after approximately 7 hr. Fatigue ratings showed a matching trend to the performance in this task. Performance in tasks taxing executive functions did not decline. We interpreted that fatigue can be overridden by increased attentional effort for executive tasks but not for non-executive components of cognition. Participants underestimated their performance and metacognitive accuracy was not influenced by fatigue.

STEREOTYPE THREAT AND STEREOTYPE LIFT: THE CASE OF 10 YEAR OLD GIRLS AND BOYS

2016 ◽  
Vol 12 (4) ◽  
pp. 21-32
Author(s):  
Anna Kwiatkowska ◽  
Małgorzata Mróz
Keyword(s):  
Stereotype Threat ◽  
Cognitive Performance ◽  
Significant Interaction ◽  
Self Esteem ◽  
The Self ◽  
Experimental Conditions ◽  
Significant Interaction Effect ◽  
Significant Drop ◽  
Stereotype Lift ◽  
And Performance

The aim of this study was to examine the effects of stereotypical and counter-stereotypicalinformation on the self-esteem and cognitive performance of 10-year-old children. Our sampleconsisted of 37 girls and 37 boys. Children were presented with 10 “mathematical” puzzles in threeexperimental conditions: stereotypical (boys are better), counter-stereotypical (girls are better), andthe control condition (no particular information). Self-esteem was measured using a non-verbaltask. The results showed a significant interaction effect of “condition x sex” on self-esteem andperformance. Girls revealed no significant differences between control and experimental conditions,while boys showed a significant drop in self-esteem and performance in the counter-stereotypicalcondition as compared to the control condition and a significant lift in self-esteem and performancein the stereotypical condition as compared to the control condition.

scholarly journals Hand Preference and Performance in Basketball Tasks

2019 ◽  
Vol 16 (22) ◽  
pp. 4336 ◽  
Author(s):  
Emanuela Gualdi-Russo ◽  
Natascia Rinaldo ◽  
Alba Pasini ◽  
Luciana Zaccagni
Keyword(s):  
Professional Training ◽  
Factor Model ◽  
Hand Preference ◽  
Control Group ◽  
Basketball Players ◽  
Confirmatory Factor Analyses ◽  
Left Hand ◽  
Confirmatory Factor ◽  
And Performance ◽  
The Right

The aims of this study were to develop and validate an instrument to quantitatively assess the handedness of basketballers in basketball tasks (Basketball Handedness Inventory, BaHI) and to compare it with their handedness in daily activities by the Edinburgh Handedness Inventory (EHI). The participants were 111 basketballers and 40 controls. All subjects completed the EHI and only basketballers filled in the BaHI. To validate the BaHI, a voluntary subsample of basketballers repeated the BaHI. Exploratory and confirmatory factor analyses supported a two-factor model. Our results show that: (i) Handedness score (R) in daily actions did not differ between basketball players (R by EHI = 69.3 ± 44.6) and the control group (R by EHI = 64.5 ± 58.6); (ii) basketballers more frequently favored performing certain sport tasks with the left hand or mixed hands (as highlighted by R by BaHI = 50.1 ± 47.1), although their choice was primarily the right hand in everyday gestures; and (iii) this preference was especially true for athletes at the highest levels of performance (R by BaHI of A1 league = 38.6 ± 58.3) and for those playing in selected roles (point guard’s R = 29.4 ± 67.4). Our findings suggest that professional training induces handedness changes in basketball tasks. The BaHI provides a valid and reliable measure of the skilled hand in basketball. This will allow coaches to assess mastery of the ball according to the hand used by the athlete in the different tasks and roles.

Experimental study on the effects of a single simulator-based bridge resource management unit on attitudes, behaviour and performance

2021 ◽  
pp. 1-15
Author(s):  
Stefan Röttger ◽  
Hannes Krey
Keyword(s):  
Resource Management ◽  
Performance Outcomes ◽  
Simulator Training ◽  
Control Group ◽  
Open Communication ◽  
Positive Attitudes ◽  
Group Data ◽  
Communication And Coordination ◽  
And Performance ◽  
German Navy

Abstract The objective of this work was to assess whether the implementation of a bridge resource management (BRM) unit into the simulator-based nautical training of the German Navy is effective in improving non-technical skills and navigation performance. To this end, questionnaire data, observations of behaviour and performance outcomes were compared between a control group and an experimental group. Data of 24 bridge teams (126 sailors) were used for the analyses. Ten teams received BRM training and 14 teams served as the control group with unchanged simulator training. Reactions to simulator training were positive in both groups but more favourable in the control group. In the BRM group, significantly more positive attitudes towards open communication and coordination, more frequent sharing of information and fewer collisions were found than in the control group. Effect sizes were rather small. This may be due to the limited scale of the BRM unit, which consisted of only one instruction-training-feedback cycle. The extension of BRM-related feedback to all simulator runs of the nautical training can be expected to produce larger effects on attitudes, behaviour and performance.

scholarly journals Revisiting the Role of Worries in Explaining the Link Between Test Anxiety and Test Performance

2021 ◽  
Author(s):  
Frieder L. Schillinger ◽  
Jochen A. Mosbacher ◽  
Clemens Brunner ◽  
Stephan E. Vogel ◽  
Roland H. Grabner
Keyword(s):  
University Students ◽  
Standardized Tests ◽  
Test Anxiety ◽  
Test Performance ◽  
Inverse Relationship ◽  
Curvilinear Relationship ◽  
General Intelligence ◽  
Mathematical Competencies ◽  
And Performance

AbstractThe inverse relationship between test anxiety and test performance is commonly explained by test-anxious students’ tendency to worry about a test and the consequences of failing. However, other cognitive facets of test anxiety have been identified that could account for this link, including interference by test-irrelevant thoughts and lack of confidence. In this study, we compare different facets of test anxiety in predicting test performance. Seven hundred thirty university students filled out the German Test Anxiety Inventory after completing a battery of standardized tests assessing general intelligence and mathematical competencies. Multiple regressions revealed that interference and lack of confidence but not worry or arousal explained unique variance in students’ test performance. No evidence was found for a curvilinear relationship between arousal and performance. The present results call for revisiting the role of worries in explaining the test anxiety-performance link and can help educators to identify students who are especially at risk of underperforming on tests.

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