scholarly journals Cue Awareness in Avoiding Effortful Control (in press)

2017 ◽  
Author(s):  
Tim Dunn ◽  
Connor Gaspar ◽  
Canb Lab
Keyword(s):  
Task Switching ◽  
Strong Evidence ◽  
Avoidance Behavior ◽  
Effortful Control ◽  
Cognitive Demand ◽  
Cognitive Effort ◽  
Task Switch ◽  
On Demand ◽  
Specific Hypothesis ◽  
The Difference

Based on a cue-based metacognitive account, cognitive effort is the result of an inferential evaluation made over explicitly available cues. Following from this account, we present here a pre-registered experiment that tested the specific hypothesis that explicit awareness of cues that are aligned with cognitive demand is a prerequisite in avoiding effortful lines of action. We attempted to modulate levels of effort avoidance behavior by introducing an incentive (between-subjects) to monitor two lines of action that, unbeknownst to individuals, varied in the probability of a task switch. Importantly, previous research has demonstrated that the difference in these probabilities is relatively opaque to individuals. We did not find strong evidence for our incentive manipulation having an effect on demand avoidance as indexed by individuals’ choices in a block of the task where avoiding effort was instructed. However, when considering awareness generally, we do find that being aware of the task-switching cue appears to increase the likelihood of demand avoidance. We consider these results within the context of the metacognition of cognitive effort.

A Review of the Role of Cue Processing in Task Switching

2013 ◽  
Vol 221 (1) ◽  
pp. 5-14 ◽  
Author(s):  
Kerstin Jost ◽  
Wouter De Baene ◽  
Iring Koch ◽  
Marcel Brass
Keyword(s):  
Cognitive Control ◽  
Task Switching ◽  
Task Switch ◽  
Task Set ◽  
Switch Costs ◽  
Set Switching ◽  
Controversial Topic ◽  
Cue Encoding ◽  
Cue Processing

The role of cue processing has become a controversial topic in research on cognitive control using task-switching procedures. Some authors suggested a priming account to explain switch costs as a form of encoding benefit when the cue from the previous trial is repeated and hence challenged theories that attribute task-switch costs to task-set (re)configuration. A rich body of empirical evidence has evolved that indeed shows that cue-encoding repetition priming is an important component in task switching. However, these studies also demonstrate that there are usually substantial “true” task-switch costs. Here, we review this behavioral, electrophysiological, and brain imaging evidence. Moreover, we describe alternative approaches to the explicit task-cuing procedure, such as the usage of transition cues or the task-span procedure. In addition, we address issues related to the type of cue, such as cue transparency. We also discuss methodological and theoretical implications and argue that the explicit task-cuing procedure is suitable to address issues of cognitive control and task-set switching.

scholarly journals Dispositional individual differences in cognitive effort investment: establishing the core construct

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Corinna Kührt ◽  
Sebastian Pannasch ◽  
Stefan J. Kiebel ◽  
Alexander Strobel
Keyword(s):  
Individual Differences ◽  
Latent Variables ◽  
Effortful Control ◽  
Factor Model ◽  
Cognitive Effort ◽  
Self Control ◽  
Behavioral Measures ◽  
Effort Discounting ◽  
Cognitive Motivation ◽  
Goal Directed Behavior

Abstract Background Individuals tend to avoid effortful tasks, regardless of whether they are physical or mental in nature. Recent experimental evidence is suggestive of individual differences in the dispositional willingness to invest cognitive effort in goal-directed behavior. The traits need for cognition (NFC) and self-control are related to behavioral measures of cognitive effort discounting and demand avoidance, respectively. Given that these traits are only moderately related, the question arises whether they reflect a common core factor underlying cognitive effort investment. If so, the common core of both traits might be related to behavioral measures of effort discounting in a more systematic fashion. To address this question, we aimed at specifying a core construct of cognitive effort investment that reflects dispositional differences in the willingness and tendency to exert effortful control. Methods We conducted two studies (N = 613 and N = 244) with questionnaires related to cognitive motivation and effort investment including assessment of NFC, intellect, self-control and effortful control. We first calculated Pearson correlations followed by two mediation models regarding intellect and its separate aspects, seek and conquer, as mediators. Next, we performed a confirmatory factor analysis of a hierarchical model of cognitive effort investment as second-order latent variable. First-order latent variables were cognitive motivation reflecting NFC and intellect, and effortful self-control reflecting self-control and effortful control. Finally, we calculated Pearson correlations between factor scores of the latent variables and general self-efficacy as well as traits of the Five Factor Model of Personality for validation purposes. Results Our findings support the hypothesized correlations between the assessed traits, where the relationship of NFC and self-control is specifically mediated via goal-directedness. We established and replicated a hierarchical factor model of cognitive motivation and effortful self-control that explains the shared variance of the first-order factors by a second-order factor of cognitive effort investment. Conclusions Taken together, our results integrate disparate literatures on cognitive motivation and self-control and provide a basis for further experimental research on the role of dispositional individual differences in goal-directed behavior and cost–benefit-models.

Current Task Activation Predicts General Effects of Advance Preparation in Task Switching

2006 ◽  
Vol 53 (4) ◽  
pp. 260-267 ◽  
Author(s):  
Edita Poljac ◽  
Ab de Haan ◽  
Gerard P. van Galen
Keyword(s):  
Task Performance ◽  
Task Switching ◽  
Shape Matching ◽  
Response Times ◽  
Error Rates ◽  
Matching Task ◽  
Task Switch ◽  
Current Task ◽  
Within Subjects ◽  
And Task

Two experiments investigated the way that beforehand preparation influences general task execution in reaction-time matching tasks. Response times (RTs) and error rates were measured for switching and nonswitching conditions in a color- and shape-matching task. The task blocks could repeat (task repetition) or alternate (task switch), and the preparation interval (PI) was manipulated within-subjects (Experiment 1) and between-subjects (Experiment 2). The study illustrated a comparable general task performance after a long PI for both experiments, within and between PI manipulations. After a short PI, however, the general task performance increased significantly for the between-subjects manipulation of the PI. Furthermore, both experiments demonstrated an analogous preparation effect for both task switching and task repetitions. Next, a consistent switch cost throughout the whole run of trials and a within-run slowing effect were observed in both experiments. Altogether, the present study implies that the effects of the advance preparation go beyond the first trials and confirms different points of the activation approach ( Altmann, 2002) to task switching.

scholarly journals Locating the difference: A comparison of pedagogic strategies in high and low performing schools

2013 ◽  
Vol 3 (2) ◽  
pp. 35
Author(s):  
Kaylianne Rialda Aploon-Zokufa
Keyword(s):  
School Performance ◽  
Positive Impact ◽  
Cognitive Demand ◽  
Western Cape ◽  
Lower Income ◽  
Research Project ◽  
Low Performing Schools ◽  
The Difference ◽  
Grade 3 ◽  
Research Studies

A number of research studies have suggested that specific pedagogic strategies can have a positive impact on learning, and in turn, have a positive impact on school performance, in particular for children being schooled in disadvantaged contexts. This analysis describes and measures how four of these pedagogic strategies identified in research – the pacing of a lesson, the sequence and coherence of a lesson, cognitive demand and the nature of feedback within a lesson – are displayed in higher and lower performing schools located in lower-income communities in the Western Cape. The analysis forms part of a broader research project, SPADE (Schools Performing Above Demographic Expectation), and is based on fifteen video-recorded Grade 3 numeracy lessons. The analysis suggests a relationship between specific pedagogic strategies and higher performance for individual learners and for schools. The analysis also identifies further effective pedagogic strategies in higher performing schools in lower-income communities.

scholarly journals CO J=2-1 observations toward the OH 1720 MHz maser in Kes 69

2002 ◽  
Vol 206 ◽  
pp. 221-224
Author(s):  
Estela M. Reynoso ◽  
Jeffrey G. Mangum
Keyword(s):  
Shock Front ◽  
Strong Evidence ◽  
Supernova Remnant ◽  
Molecular Gas ◽  
Conspicuous Feature ◽  
Systemic Velocity ◽  
The Difference ◽  
Small Clump

We present CO J=2-1 observations made with the 12 Meter Telescope of NRAO using the On-The-Fly technique, towards the OH 1720 MHz maser detected in direction to the supernova remnant (SNR) Kes 69. OH 1720 MHz masers associated to SNRs are strong evidence of shocked molecular gas, and are proposed to be tracers of SNRs kinematical distances. In our images, the most conspicuous feature positionally coincident with the maser is a cloud at ∼ +41 km s−1. The difference between the velocity of the OH 1720 MHz maser and this cloud is ∼ 30 km s−1. At the systemic velocity of the OH 1720 MHz maser, we detected a weak, small clump with the maser lying at its edge, in agreement with previous findings in other SNRs. We suggest that this small clump has been shocked by the expanding SNR, and the ∼ +41 km s−1 component probably corresponds to gas accelerated by the shock front. We do not discard, however, that the ∼ +41 km s−1 component be just a quiescent, foreground cloud unrelated to Kes 69.

Indexical information, encoding difficulty, and second language vocabulary learning

2011 ◽  
Vol 32 (2) ◽  
pp. 417-434 ◽  
Author(s):  
MITCHELL S. SOMMERS ◽  
JOE BARCROFT
Keyword(s):  
Second Language ◽  
Vocabulary Learning ◽  
Cognitive Effort ◽  
Information Encoding ◽  
Signal Noise ◽  
Acoustic Variability ◽  
Noise Ratio ◽  
The Difference ◽  
L2 Vocabulary ◽  
Effort Hypothesis

ABSTRACTResearch has demonstrated that second language (L2) vocabulary learning improves when target words are presented in acoustically varied compared with acoustically consistent formats. The present study investigated the extent to which this benefit of acoustic variability is a consequence of difficult encoding demands (cognitive effort hypothesis) versus increased representational quality. Experiment 1 compared L2 vocabulary learning for words produced in normal (easier encoding) or nasal (more difficult encoding) voice. Vocabulary learning was superior in the normal-voice condition, arguing against a simple cognitive effort hypothesis as the basis for improved L2 vocabulary learning with increased acoustic variability. Experiment 2 assessed the resistance of newly acquired L2 word forms to the effects of acoustic degradation. Participants heard six repetitions of each item in either a single-talker or multiple-talker condition. The robustness of the new word-form representations was assessed by measuring the accuracy and latency of L2 to first language (L1) translation as a function of the signal/noise ratio. At all four signal/noise ratios, accuracy and latency of L2 to L1 translation were significantly better for words learned in the multiple-talker as opposed to the single-talker condition. Of particular importance, the difference between single talkers and multiple talkers increased systematically as signal/noise ratio decreased. These findings suggest that the benefits of acoustic variability are a consequence of learners' ability to retain and use indexical information during the earliest stages of word learning and provide support for the representation quality hypothesis.

Switching of Response Modalities

2005 ◽  
Vol 58 (7) ◽  
pp. 1325-1338 ◽  
Author(s):  
Andrea M. Philipp ◽  
Iring Koch
Keyword(s):  
Reaction Time ◽  
Task Switching ◽  
Error Rate ◽  
Task Switch ◽  
Different Response

When participants perform a sequence of different tasks, it is assumed that the engagement in one task leads to the inhibition of the previous task. This inhibition persists and impairs performance when participants switch back to this (still inhibited) task after only one intermediate trial. Previous task-switching studies on this issue have defined different tasks at the level of stimulus categorization. In our experiments we used different response modalities to define tasks. Participants always used the same stimulus categorization (e.g., categorize a digit as odd vs. even), but had to give a vocal, finger, or foot response (A, B, or C). Our results showed a higher reaction time and error rate in ABA sequences than in CBA sequences, indicating n − 2 repetition cost as a marker for persisting task inhibition. We assume that different response modalities can define a task and are inhibited in a “task switch” in the same way as stimulus categories are inhibited.

scholarly journals Effects of stimulus features and instruction on response coding, selection, and inhibition: Evidence from repetition effects under task switching

2008 ◽  
Vol 61 (10) ◽  
pp. 1573-1600 ◽  
Author(s):  
Michel D. Druey ◽  
Ronald Hübner
Keyword(s):  
Task Switching ◽  
Response Selection ◽  
Middle Finger ◽  
Task Switch ◽  
Negative Effects ◽  
Repetition Effects ◽  
Stimulus Response ◽  
Stimulus Features ◽  
Feature Overlap ◽  
Response Coding

The coding of stimuli and responses is crucial for human behaviour. Here, we focused primarily on the response codes (or response categories). As a method, we applied a combined dual-task and task-switch paradigm with a fixed task-to-hand mapping. Usually, negative effects (i.e., costs) are observed for response category repetitions under task switching. However, in several previous studies it has been proposed that such repetition effects do not occur, if the stimulus categories (e.g., “odd” if digits have to be classified according to their parity feature) are unequivocally mapped to specific responses. Our aim was to test this hypothesis. In the present experiments, we were able to distinguish between three different types of possible response codes. The results show that the participants generally code their responses according to abstract response features (left/right, or index/middle finger). Moreover, the spatial codes were preferred over the finger-type codes even if the instructions stressed the latter. This preference, though, seemed to result from a stimulus–response feature overlap, so that the spatial response categories were primed by the respective stimulus features. If there was no such overlap, the instructions determined which type of response code was involved in response selection and inhibition.

scholarly journals The risk of severe COVID-19 and mortality from COVID-19 in people living with HIV compared to individuals without HIV - a systematic review and meta-analysis of 1 268 676 individuals

2021 ◽  
Author(s):  
Rida Arif ◽  
Asmaa Abdelmaksoud ◽  
Lovemore Mapahla ◽  
Albert Chinhenzva ◽  
Nazmul Islam ◽  
...  
Keyword(s):  
Sample Size ◽  
Strong Evidence ◽  
Vaccine Coverage ◽  
Meta Analysis ◽  
Study Data ◽  
People Living With Hiv ◽  
Risk Of Death ◽  
Care Services ◽  
The Difference ◽  
Living With Hiv

Research Purpose: Findings from existing studies have shown conflicting evidence concerning the risk of severe COVID-19 and death from COVID-19 in people living with HIV (PLHIV) compared to people without HIV. The aim of our review is to compare mortality, hospitalization, and the need for intensive care services due to COVID-19 between PLHIV and individuals without HIV based on data from the existing literature. Methods: A search in major databases of preprints was carried out and eligible studies were screened and selected. From each study, data on numbers of PLHIV and individuals without HIV were extracted. Study quality was assessed using the MethodologicAl STandard for Epidemiological Research (MASTER) scale. Data synthesis used a bias adjusted model where age and geographical subgroups were analysed. Results: From the 2757 records identified, 11 studies were included. The total participants were 1 268 676, of which 13 886 were PLHIV. Overall, the estimated effect of HIV on mortality suggested some worsening (OR 1.3, 95% CI: 0.9 – 2.0, I2 = 78.6%) with very weak evidence against the model hypothesis at this sample size. However, in individuals aged <60 years, the estimated effect on mortality suggested more worsening in PLHIV (OR 2.7, 95% CI: 1.1 -6.5, I2 = 95.7%) with strong evidence against the model hypothesis at this sample size. HIV was also associated with an estimated effect on hospitalization for COVID-19 that suggested worsening (OR 1.6, 95% CI: 1.3-2.1, I2 = 96.0%) with strong evidence against the model hypothesis at this sample size. Conclusion: People living with HIV have higher risk of death and hospitalisation from COVID-19, compared to individuals without HIV with the difference exaggerated in those younger than 60 years old. Our findings suggest that PLHIV are at higher risk than the general population and should be prioritized for vaccine coverage and monitoring if diagnosed with COVID-19.

scholarly journals Faster Gaze before Telling Untruthful Narratives

2019 ◽  
Author(s):  
Chao S. Hu ◽  
Lunxin Yu ◽  
Xing Fan ◽  
Hark Huang ◽  
Ethan Weare ◽  
...  
Keyword(s):  
Eye Tracking ◽  
Cognitive Demand ◽  
Cognitive Resources ◽  
Truth Telling ◽  
Cognitive Resource ◽  
Sensitive Index ◽  
The Difference

Assuming the total cognitive resource available always being the same, lying might require more allocation than telling the truth and thus reduce what is available for gaze movement, resulting in lower gaze velocity. To test this hypothesis, an eye-tracking study was conducted: the participants were preparing, and subsequently telling, a truthful or untruthful narrative. However, the results indicated that gaze velocity was significantly higher when preparing untruthful narratives than truthful narratives. Moreover, gaze velocity was significantly lower when preparing truthful narrative than telling truthful narratives; yet the difference between preparing and telling untruthful narratives was not significant. Therefore, the total cognitive resource available may rise with cognitive demand, and thus individuals may spend more cognitive resources altogether when lying, compared to truth-telling. Also, gaze velocity might be a sensitive index of total cognitive resource available, increasing or decreasing as the occasion demands.

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