scholarly journals The Roles Of Cognitive Load and Appraisal Of Task Difficulty In Predicting Subjective Fatigue And Subsequent Task Disengagement

2021 ◽  
Author(s):  
Nicole E. Carmona
Keyword(s):  
Task Difficulty ◽  
Central Fatigue ◽  
Task Demands ◽  
Future Research ◽  
Cognitive Resources ◽  
Time On Task ◽  
Subsequent Effect ◽  
Almost All ◽  
Subsequent Task

Central fatigue refers to an inability to sustain mental or physical performance in self-initiated tasks and an increased perception of effort (Chaudhuri & Behan, 2000), suggesting that fatigue results from a mismatch between the perceived resources needed to initiate a task and the availability of cognitive resources available to complete it. Consequently, fatigue may be considered a “stop-emotion” to preserve cognitive resources, resulting in task disengagement (Meijman, 2000). This study investigated: 1) the role of perceived cognitive resources in the development of mental fatigue by manipulating the task demands and appraisals of task difficulty, and 2) the subsequent effect of fatigue on task engagement. Fatigue increased and cognitive resources decreased with time on task, rather than as a result of the task demands × instruction of task difficulty interaction. Increases in fatigue did not predict measures of engagement in almost all cases. Implications and suggestions for future research are discussed.

scholarly journals The Roles Of Cognitive Load and Appraisal Of Task Difficulty In Predicting Subjective Fatigue And Subsequent Task Disengagement

2021 ◽  
Author(s):  
Nicole E. Carmona
Keyword(s):  
Task Difficulty ◽  
Central Fatigue ◽  
Task Demands ◽  
Future Research ◽  
Cognitive Resources ◽  
Time On Task ◽  
Subsequent Effect ◽  
Almost All ◽  
Subsequent Task

Central fatigue refers to an inability to sustain mental or physical performance in self-initiated tasks and an increased perception of effort (Chaudhuri & Behan, 2000), suggesting that fatigue results from a mismatch between the perceived resources needed to initiate a task and the availability of cognitive resources available to complete it. Consequently, fatigue may be considered a “stop-emotion” to preserve cognitive resources, resulting in task disengagement (Meijman, 2000). This study investigated: 1) the role of perceived cognitive resources in the development of mental fatigue by manipulating the task demands and appraisals of task difficulty, and 2) the subsequent effect of fatigue on task engagement. Fatigue increased and cognitive resources decreased with time on task, rather than as a result of the task demands × instruction of task difficulty interaction. Increases in fatigue did not predict measures of engagement in almost all cases. Implications and suggestions for future research are discussed.

The Role of Metacognition in Enhancing Learning

1988 ◽  
Vol 32 (2) ◽  
pp. 127-138 ◽  
Author(s):  
John Biggs
Keyword(s):  
Study Skills ◽  
Intervention Studies ◽  
Approaches To Learning ◽  
Task Demands ◽  
Metacognitive Awareness ◽  
The Other ◽  
Cognitive Resources ◽  
Metacognitive Processes ◽  
Treatment Comparisons

A model of student learning is outlined which emphasises metacognitive processes; students need to be aware of their motives, of task demands, and of their own cognitive resources, and to exert control over the strategies appropriate for handling the task. Of three common approaches to learning—surface, deep, and achieving—the last two result from the most effective metacognition. Two intervention studies are described, one with at-risk university students and the other with two classes of Year 11 students. Both studies involved teaching study skills in a context emphasising metacognitive awareness. In each case, pre- and post-treatment comparisons showed a significant increase in certain indices of deep and achieving approaches, with evidence for longterm improvements in academic performance. Implications for teaching are discussed.

scholarly journals Eye Movements Actively Reinstate Spatiotemporal Mnemonic Content

Vision ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 21 ◽  
Author(s):  
Jordana S. Wynn ◽  
Kelly Shen ◽  
Jennifer D. Ryan
Keyword(s):  
Eye Movements ◽  
Memory Retrieval ◽  
Memory Systems ◽  
Task Demands ◽  
Oculomotor Control ◽  
Cognitive Resources ◽  
Memory Encoding ◽  
Neural Integration ◽  
Spatial Locations

Eye movements support memory encoding by binding distinct elements of the visual world into coherent representations. However, the role of eye movements in memory retrieval is less clear. We propose that eye movements play a functional role in retrieval by reinstating the encoding context. By overtly shifting attention in a manner that broadly recapitulates the spatial locations and temporal order of encoded content, eye movements facilitate access to, and reactivation of, associated details. Such mnemonic gaze reinstatement may be obligatorily recruited when task demands exceed cognitive resources, as is often observed in older adults. We review research linking gaze reinstatement to retrieval, describe the neural integration between the oculomotor and memory systems, and discuss implications for models of oculomotor control, memory, and aging.

Episodic memory and aging: The role of cognitive reserve and cognitive resources according to task difficulty

2021 ◽  
Vol 19 (2) ◽  
pp. 219-228
Author(s):  
Léa Martinez ◽  
Séverine Fay ◽  
Tugba Onsekiz ◽  
Badiâa Bouazzaoui ◽  
Laurence Taconnat
Keyword(s):  
Episodic Memory ◽  
Task Difficulty ◽  
Cognitive Reserve ◽  
Cognitive Resources

The Eye Blink and Workload Considerations

1984 ◽  
Vol 28 (11) ◽  
pp. 942-944 ◽  
Author(s):  
John A. Stern ◽  
June J. Skelly
Keyword(s):  
Task Difficulty ◽  
Task Demands ◽  
High Fidelity ◽  
Time On Task ◽  
Blink Rate ◽  
Complex Environments ◽  
Eye Blink ◽  
Task Effects ◽  
Two Parameters ◽  
Task Modality

Two parameters of the eye blink, blink rate and blink duration, were used to assess workload in two independent operational studies. Both studies involved high fidelity strategic bomber mission simulations. The first study was an extended wartime mission where workload was evaluated during mission segments. The second study involved shorter, discrete training missions where task difficulty was systematically manipulated. Both studies produced complementary results. Results show that: (1) blink rate is significantly affected by task demands; (2) blink rate is sensitive to task modality; (3) blink duration is significantly affected by task modality and complexity; and (4) blink duration is a sensitive index of time on task effects. These data support the use of eye blink measurement in “noisy” complex environments as both a feasible and valuable assessment technique.

scholarly journals Eye Movements Actively Reinstate Spatiotemporal Mnemonic Content

2019 ◽  
Author(s):  
Jordana Wynn ◽  
Kelly Shen ◽  
Jennifer Ryan
Keyword(s):  
Eye Movements ◽  
Memory Retrieval ◽  
Memory Systems ◽  
Task Demands ◽  
Oculomotor Control ◽  
Cognitive Resources ◽  
Memory Encoding ◽  
Neural Integration ◽  
Spatial Locations

Eye movements support memory encoding by binding distinct elements of the visual world into coherent representations. However, the role of eye movements in memory retrieval is less clear. We propose that eye movements play a functional role in retrieval by reinstating the encoding context. By overtly shifting attention in a manner that broadly recapitulates the spatial locations and temporal order of encoded content, eye movements facilitate access to, and reactivation of, associated details. Such mnemonic gaze reinstatement may be obligatorily recruited when task demands exceed cognitive resources, as is often observed in older adults. We review research linking gaze reinstatement to retrieval, describe the neural integration between the oculomotor and memory systems, and discuss implications for models of oculomotor control, memory, and aging.

scholarly journals Relationships Between the Early Development of Drawing and Language: The Role of Executive Functions and Working Memory

2018 ◽  
Vol 11 (1) ◽  
pp. 15-24 ◽  
Author(s):  
Sabrina Panesi ◽  
Sergio Morra
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Executive Functions ◽  
Relevant Literature ◽  
Future Research ◽  
Cognitive Resources ◽  
Representation Systems ◽  
Symbolic Resource ◽  
The Relationship

Background:Extensive research examined the development of both language and drawing, but the relationship between these symbolic representation systems is less investigated and controversial. Working memory and executive functions seem to be involved in the acquisition of both drawing and language, but how they are involved in the relation between language and drawing is still unclear.Objective:This article reviews the relevant literature and, as a synthesis, outlines a set of models that future research could use to specify the developmental relations between language, drawing, working memory, and executive functions.Drawing and Language:Four theoretical positions are discussed: (a) drawing and language emerge from the same general-domain symbolic resource; (b) drawing and language as two independent systems; (c) drawing as a form of language (d) drawing influenced by language.Executive Functions and Working Memory:The literature on the role of executive functions and working memory in the development of either drawing or language is rather fragmentary, but on the whole, it indicates that these domain-general cognitive resources and abilities are involved in supporting the development of these representation systems. An ongoing controversy on the structure of executive functions in early childhood adds further complexity to the debate on their role.Conclusions:A set of models is outlined that systematically embodies the different theoretical views regarding (a) executive function development and (b) the relations of drawing development with language, executive function, and working memory. Future research can benefit from explicit models of the causal relations between these aspects of cognitive development.

scholarly journals Confidence as a priority signal

2018 ◽  
Author(s):  
David Aguilar-Lleyda ◽  
Maxime Lemarchand ◽  
Vincent de Gardelle
Keyword(s):  
Human Behavior ◽  
Task Difficulty ◽  
Active Role ◽  
Two Dimensions ◽  
Task Demands ◽  
Subjective Feeling ◽  
List Type ◽  
Response Accuracy ◽  
A Priority

AbstractWhen dealing with multiple tasks, we often find ourselves in the problem of establishing the order in which to tackle them. Here we asked whether confidence, the subjective feeling in the accuracy of our decisions, plays an active role in this ordering problem. In a series of experiments, we show that confidence acts as a priority signal when ordering responses about tasks already completed, or ordering tasks that are to be made. In experiments 1-3, participants were engaged in a dual task and categorized perceptual stimuli along two dimensions. We found that they tended to give first the decision in which they were more confident. We also prove that confidence drives prioritization above and beyond task difficulty or response accuracy, and we discard alternative interpretations in terms of response availability or task demands. In experiments 4-6, we show that when participants have to select which of two sets of trials they want to perform first, they engage first in the set associated with higher confidence, and we extend this finding to situations involving non-perceptual (mental calculation) decisions. Our results thus support the role of confidence as a priority signal, thereby demonstrating a new way in which it regulates human behavior.HighlightsWe show that when having to decide the order in which to approach two tasks, humans prefer to start with the one they feel more confident in.This holds both when deciding in which order to report two already completed tasks, and when deciding the order in which to tackle two tasks yet to complete. Our results are replicated in perceptual and non-perceptual situations.The role of confidence on prioritization cannot be reduced to that of task difficulty or response accuracy.Our findings demonstrate a new way in which confidence regulates human behavior.

scholarly journals How Can Physiological Computing Benefit Human-Robot Interaction?

Robotics ◽  
2020 ◽  
Vol 9 (4) ◽  
pp. 100
Author(s):  
Raphaëlle N. Roy ◽  
Nicolas Drougard ◽  
Thibault Gateau ◽  
Frédéric Dehais ◽  
Caroline P. C. Chanel
Keyword(s):  
Mental States ◽  
Task Demands ◽  
Human Robot Interaction ◽  
Cognitive Resources ◽  
Time On Task ◽  
Learning Tools ◽  
Robot Interaction ◽  
Planning Technique ◽  
And Performance ◽  
Mixed Initiative

As systems grow more automatized, the human operator is all too often overlooked. Although human-robot interaction (HRI) can be quite demanding in terms of cognitive resources, the mental states (MS) of the operators are not yet taken into account by existing systems. As humans are no providential agents, this lack can lead to hazardous situations. The growing number of neurophysiology and machine learning tools now allows for efficient operators’ MS monitoring. Sending feedback on MS in a closed-loop solution is therefore at hand. Involving a consistent automated planning technique to handle such a process could be a significant asset. This perspective article was meant to provide the reader with a synthesis of the significant literature with a view to implementing systems that adapt to the operator’s MS to improve human-robot operations’ safety and performance. First of all, the need for this approach is detailed regarding remote operation, an example of HRI. Then, several MS identified as crucial for this type of HRI are defined, along with relevant electrophysiological markers. A focus is made on prime degraded MS linked to time-on-task and task demands, as well as collateral MS linked to system outputs (i.e., feedback and alarms). Lastly, the principle of symbiotic HRI is detailed and one solution is proposed to include the operator state vector into the system using a mixed-initiative decisional framework to drive such an interaction.

Coping Humor as a Mediator Between Emotional Intelligence and Job Satisfaction

2017 ◽  
Vol 16 (3) ◽  
pp. 155-159 ◽  
Author(s):  
Peizhen Sun ◽  
Jennifer J. Chen ◽  
Hongyan Jiang
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Future Research ◽  
Satisfaction Scale ◽  
Primary School Teachers ◽  
Mediating Role ◽  
Regulation Of Emotion ◽  
The Relationship ◽  
Overall Job Satisfaction

Abstract. This study investigated the mediating role of coping humor in the relationship between emotional intelligence (EI) and job satisfaction. Participants were 398 primary school teachers in China, who completed the Wong Law Emotional Intelligence Scale, Coping Humor Scale, and Overall Job Satisfaction Scale. Results showed that coping humor was a significant mediator between EI and job satisfaction. A further examination revealed, however, that coping humor only mediated two sub-dimensions of EI (use of emotion and regulation of emotion) and job satisfaction. Implications for future research and limitations of the study are discussed.

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