Studying the influence of cognitive load on driver's performances by a Fuzzy analysis of Lane Keeping in a drive simulation.

2013 ◽  
Vol 46 (21) ◽  
pp. 151-156 ◽  
Author(s):  
P. Sena ◽  
M. d'Amore ◽  
M. Pappalardo ◽  
A. Pellegrino ◽  
A. Fiorentino ◽  
...  
Keyword(s):  
Cognitive Load ◽  
Fuzzy Analysis ◽  
Lane Keeping

scholarly journals Predicting takeover response to silent automated vehicle failures

2020 ◽  
Author(s):  
Callum Mole ◽  
Jami Pekkanen ◽  
William Sheppard ◽  
Tyron Louw ◽  
Richard Romano ◽  
...  
Keyword(s):  
Cognitive Load ◽  
Response Times ◽  
Human Capabilities ◽  
Bayesian Hierarchical ◽  
Performance Metric ◽  
Driver Performance ◽  
Human Driver ◽  
Increased Risk ◽  
Lane Keeping ◽  
Huge Challenge

It remains a huge challenge to create Automated Vehicles (AVs) that are able to respond safely in all possible circumstances. Silent failures will occur when an AV fails to keep within the safety envelope and does not detect this failure or alert the human driver. To ensure AV safety, it is crucial to have a better understanding of human capabilities responding to silent failures. A highly controlled experiment was conducted to test drivers detecting and steering in response to a range of lane keeping failures of automation, using Time-to-Lane-Crossing (TLC) as the primary performance metric. Bayesian hierarchical modelling was used to construct predictive models that showed drivers responded more slowly (and less consistently) during less critical failures (for each 1 s increase in TLC at failure there was a 0.36 s increase in TLC at takeover). A manipulation that increased cognitive load impaired driver performance further (TLC at takeover decreased by 0.1 s and variability increased by 10\%). Steering response magnitudes scaled according to TLC at takeover, but increased cognitive load dampened steering. Whilst these results demonstrate increased risk caused by additional cognitive load, the magnitude of the effect was fairly small compared to the within and between participant variability. Modelling this variability allowed simulations of hypothetical silent failures to be run based on different road conditions (varied curvature, width and speed) and various delays in response times. This modelling suggests that a high proportion of silent failures would result in unsafe transitions of control from AV to a human driver.

When moderate mental workload and driving are mutually beneficial

2021 ◽  
Author(s):  
Fatima Maria Felisberti ◽  
Thiago P Fernandes
Keyword(s):  
Cognitive Load ◽  
Cognitive Performance ◽  
Cognitive Processing ◽  
Mental Workload ◽  
Cognitive Task ◽  
Attentional Processes ◽  
Subsequent Performance ◽  
Short Period ◽  
Driving Task ◽  
Lane Keeping

Background: High cognitive load during driving is often disruptive and one of the main causes of road accidents. Surprisingly, we know little about the effect (if any) of cognitive load immediately before driving, and even less about the effect of driving (with its own cognitive load) on subsequent performance in cognitive tasks. Method: The effect of cognitive load on a subsequent driving task was examined in Study 1 (n = 31). Participants completed a battery of cognitive tests with low or moderate cognitive demands and their driving performance on a simulator was assessed on two consecutive days (speed, distance from the car ahead, and lane keeping ability). Study 2 (n = 98) examined the effect of a cognitively demanding driving task on the performance of follow up cognitive task, the multi-source interference task (MSIT). In that study, accuracy, and reaction time to MSIT were compared in two conditions: no driving vs post-driving.Results: A moderate level of cognitive load pre-driving led to a modest increase in the distance kept from the car ahead, while a demanding period of driving led to a significant increase in cognitive performance when compared to the control condition (e.g., prior driving).Conclusion: The findings suggest that increases in cognitive processing during periods of demanding mental activity mobilise attentional processes which are likely to remain active for a short period of time benefiting subsequent cognitive performance.

Lane-Keeping Behavior and Cognitive Load with Use of Lane Departure Warning

2017 ◽  
Author(s):  
Helene G. Moorman ◽  
Andrea Niles ◽  
Caroline Crump ◽  
Audra Krake ◽  
Benjamin Lester ◽  
...  
Keyword(s):  
Cognitive Load ◽  
Lane Departure Warning ◽  
Lane Departure ◽  
Lane Keeping

Lane Keeping Under Cognitive Load

2013 ◽  
Vol 56 (2) ◽  
pp. 414-426 ◽  
Author(s):  
Jibo He ◽  
Jason S. McCarley ◽  
Arthur F. Kramer
Keyword(s):  
Cognitive Load ◽  
Lane Keeping

Cognitive Load Affects Speech Motor Performance Differently in Older and Younger Adults

2019 ◽  
Vol 62 (5) ◽  
pp. 1258-1277 ◽  
Author(s):  
Megan K. MacPherson
Keyword(s):  
Older Adults ◽  
Cognitive Load ◽  
Motor Performance ◽  
Age Groups ◽  
Incongruent Condition ◽  
Sentence Production ◽  
Movement Duration ◽  
Production Task ◽  
Younger Adults ◽  
Speech Motor

PurposeThe aim of this study was to determine the impact of cognitive load imposed by a speech production task on the speech motor performance of healthy older and younger adults. Response inhibition, selective attention, and working memory were the primary cognitive processes of interest.MethodTwelve healthy older and 12 healthy younger adults produced multiple repetitions of 4 sentences containing an embedded Stroop task in 2 cognitive load conditions: congruent and incongruent. The incongruent condition, which required participants to suppress orthographic information to say the font colors in which color words were written, represented an increase in cognitive load relative to the congruent condition in which word text and font color matched. Kinematic measures of articulatory coordination variability and movement duration as well as a behavioral measure of sentence production accuracy were compared between groups and conditions and across 3 sentence segments (pre-, during-, and post-Stroop).ResultsIncreased cognitive load in the incongruent condition was associated with increased articulatory coordination variability and movement duration, compared to the congruent Stroop condition, for both age groups. Overall, the effect of increased cognitive load was greater for older adults than younger adults and was greatest in the portion of the sentence in which cognitive load was manipulated (during-Stroop), followed by the pre-Stroop segment. Sentence production accuracy was reduced for older adults in the incongruent condition.ConclusionsIncreased cognitive load involving response inhibition, selective attention, and working memory processes within a speech production task disrupted both the stability and timing with which speech was produced by both age groups. Older adults' speech motor performance may have been more affected due to age-related changes in cognitive and motoric functions that result in altered motor cognition.

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.

Complex Problem Solving and Worked Examples

2009 ◽  
Vol 23 (2) ◽  
pp. 129-138 ◽  
Author(s):  
Florian Schmidt-Weigand ◽  
Martin Hänze ◽  
Rita Wodzinski
Keyword(s):  
Problem Solving ◽  
Cognitive Load ◽  
Learning Experience ◽  
Worked Examples ◽  
Complex Problem ◽  
Complex Problem Solving ◽  
Strategic Learning ◽  
Learning Behavior ◽  
Worked Example ◽  
8Th Grade

How can worked examples be enhanced to promote complex problem solving? N = 92 students of the 8th grade attended in pairs to a physics problem. Problem solving was supported by (a) a worked example given as a whole, (b) a worked example presented incrementally (i.e. only one solution step at a time), or (c) a worked example presented incrementally and accompanied by strategic prompts. In groups (b) and (c) students self-regulated when to attend to the next solution step. In group (c) each solution step was preceded by a prompt that suggested strategic learning behavior (e.g. note taking, sketching, communicating with the learning partner, etc.). Prompts and solution steps were given on separate sheets. The study revealed that incremental presentation lead to a better learning experience (higher feeling of competence, lower cognitive load) compared to a conventional presentation of the worked example. However, only if additional strategic learning behavior was prompted, students remembered the solution more correctly and reproduced more solution steps.

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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