scholarly journals Effects of Performance and Task Duration on Mental Workload during Working Memory Task

Photonics ◽  
2019 ◽  
Vol 6 (3) ◽  
pp. 94 ◽  
Author(s):  
Kosar Khaksari ◽  
Emma Condy ◽  
John Millerhagen ◽  
Afrouz Anderson ◽  
Hadis Dashtestani ◽  
...  
Keyword(s):  
Working Memory ◽  
Learning Process ◽  
Task Difficulty ◽  
Mental Workload ◽  
Memory Task ◽  
Behavioral Data ◽  
Significant Difference ◽  
The Difference ◽  
Different Levels ◽  
Back Task

N-back is a working memory (WM) task to study mental workload on the prefrontal cortex (PFC). We assume that the subject’s performance and changes in mental workload over time depends on the length of the experiment. The performance of the participant can change positively due to the participant’s learning process or negatively because of objective mental fatigue and/or sleepiness. In this pilot study, we examined the PFC activation of 23 healthy subjects while they performed an N-back task with two different levels of task difficulty (2-, and 3-back). The hemodynamic responses were analyzed along with the behavioral data (correct answers). A comparison was done between the hemodynamic activation and behavioral data between the two different task levels and between the beginning and end of the 3-back task. Our results show that there is a significant difference between the two task levels, which is due to the difference in task complication. In addition, a significant difference was seen between the beginning and end of the 3-back task in both behavioral data and hemodynamics due to the subject’s learning process throughout the experiment.

scholarly journals Task Difficulty Regulates How Conscious and Unconscious Monetary Rewards Boost the Performance of Working Memory: An Event-Related Potential Study

2022 ◽  
Vol 15 ◽  
Author(s):  
Shiyang Xu ◽  
Senqing Qi ◽  
Haijun Duan ◽  
Juan Zhang ◽  
Miriam Akioma ◽  
...  
Keyword(s):  
Working Memory ◽  
Memory Load ◽  
Memory Task ◽  
Reward Processing ◽  
Event Related Potential ◽  
Difficulty Level ◽  
Monetary Rewards ◽  
Complex Process ◽  
The Difference ◽  
Back Task

The performance of working memory can be improved by the corresponding high-value vs. low-value rewards consciously or unconsciously. However, whether conscious and unconscious monetary rewards boosting the performance of working memory is regulated by the difficulty level of working memory task is unknown. In this study, a novel paradigm that consists of a reward-priming procedure and N-back task with differing levels of difficulty was designed to inspect this complex process. In particular, both high-value and low-value coins were presented consciously or unconsciously as the reward cues, followed by the N-back task, during which electroencephalogram signals were recorded. It was discovered that the high-value reward elicited larger event-related potential (ERP) component P3 along the parietal area (reflecting the working memory load) as compared to the low-value reward for the less difficult 1-back task, no matter whether the reward was unconsciously or consciously presented. In contrast, this is not the case for the more difficult 2-back task, in which the difference in P3 amplitude between the high-value and low-value rewards was not significant for the unconscious reward case, yet manifested significance for the conscious reward processing. Interestingly, the results of the behavioral analysis also exhibited very similar patterns as ERP patterns. Therefore, this study demonstrated that the difficulty level of a task can modulate the influence of unconscious reward on the performance of working memory.

scholarly journals Functional MRI Study of Gender Effects in Brain Activations During Verbal Working Memory Task

2018 ◽  
pp. 825-829 ◽  
Author(s):  
Z. TÜDÖS ◽  
P. HOK ◽  
P. HLUŠTÍK ◽  
A. GRAMBAL
Keyword(s):  
Working Memory ◽  
Functional Mri ◽  
Memory Task ◽  
Recognition Task ◽  
Brain Activation ◽  
Verbal Working Memory ◽  
Gender Effects ◽  
Behavioral Data ◽  
Single Subject ◽  
Significant Difference

Neuroimaging methods have been used to study differences of brain function between males and females. Differences in working memory have been also investigated, but results of such studies are mixed with respect to behavioral data, reaction times and activated brain areas. We tried to analyze functional MRI data acquired during the working memory task and search for differences of brain activation between genders. 20 healthy right-handed volunteers (10 males and 10 females) participated in the study. All of them were university students or fresh graduates. Subjects underwent block designed verbal working memory task (Item Recognition Task) inside the MRI scanner. Standard single-subject pre-processing and group fMRI analyses were performed using the FEAT software from FSL library. In the behavioral data, there was no statistically significant difference in the number of correct responses during the task. The task activated similar bilateral regions of frontal, parietal, temporal and occipital lobes, basal ganglia, the brainstem and in the cerebellum, which corresponds to the previous verbal working memory neuroimaging research. In direct comparison, there was no statistically significant difference in brain activation between small samples of male and female young healthy volunteers.

scholarly journals STRATEGI GURU DALAM MENGOPTIMALKAN KECERDASAN MAJEMUK DI SEKOLAH DASAR

2021 ◽  
Vol 7 (1) ◽  
pp. 15
Author(s):  
Robiatul Munajah ◽  
Asep Supena
Keyword(s):  
Elementary Schools ◽  
Literature Review ◽  
Multiple Intelligences ◽  
Learning Process ◽  
Know How ◽  
Way Of Thinking ◽  
The Difference ◽  
The Given ◽  
Different Levels

The success of students in learning does not only depend on their own abilities. Several factors that can give effect need to be optimized. The teacher's strategy is very meaningful to optimize students' multiple intelligences according to the indicators that each student has. Every child in this world has various intelligences in different levels and indicators. This shows that all children, by nature, are intelligent. The difference lies in the level and indicators of intelligence. These differences are determined by various factors. One of them is the stimulation given when children learn in the learning process carried out by the teacher. The difference in intelligence among students demands a fair and existential way of thinking of educators. This research is a literature review to see more specifically the teacher's strategy in optimizing multiple intelligences in elementary schools based on research reference sources and books. Good educators are able to detect children's intelligence by observing the behavior, tendencies, interests, ways and qualities of children when reacting to the given stimulus. All indicators of intelligence can be recognized by educators to then make a profile of intelligence. Therefore, every teacher should know how to develop the intelligence of their students, by identifying each indicator of children's intelligence and realizing the importance of developing all the intelligences of their students. 

scholarly journals Possible Effect of Headphone Usage on Working Memory Among Students in Faculty of Medicine, Ahmadu Bello University, Zaria‒Nigeria

2019 ◽  
pp. 1-4
Author(s):  
Yushau Yusuf ◽  
Muhammad U.A ◽  
Isah F.A
Keyword(s):  
Working Memory ◽  
Signal Processing ◽  
Cognitive Abilities ◽  
Healthy Subjects ◽  
Significant Difference ◽  
Stored Information ◽  
Age Range ◽  
The Relationship ◽  
The Brain ◽  
Back Task

Working memory is a system that is responsible for transient holding and processing of new and already stored information. It also involves processing for reasoning, comprehension, learning and memory updating. Headphones are a pair of small loudspeakers that are designed to be held in place close to a user’s ear. They are electroacoustic transducers which convert electrical signals to a corresponding sound in the user’s ear. Several studies have recently shown a link between cognitive abilities and response to hearing aid and signal processing in the brain. Therefore, the relationship between headphone usage among healthy subjects become pertinent. This study is aimed at evaluating the effect of headphone on working memory using N-back task. One hundred (100) participants (55 headphone users and 45 non-headphone user’s) within the age range of 18-31 years were assessed. Participants were instructed to keep in memory, a series of letters and say “target” whenever there was a repetition of letter with exactly one intervening letter and to remain silent when any other letter appeared. The results of this study showed that there was no statistically significant difference in working memory between headphone and non-headphone users with p>0.05. In conclusion, this study revealed headphone use has no effect on working memory of the participants subjected to N–back test.

Effects of Working Memory Capacity, Task Switching, and Task Difficulty on Multitasking Performance

2016 ◽  
Vol 60 (1) ◽  
pp. 502-506 ◽  
Author(s):  
Shijing Liu ◽  
Amy Wadeson ◽  
Na Young Kim ◽  
Chang S. Nam
Keyword(s):  
Working Memory ◽  
Task Switching ◽  
Task Difficulty ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Trail Making ◽  
Human Operators ◽  
Switching Task ◽  
Different Levels ◽  
And Task

Multitasking requires human operators to handle the demands of multiple tasks through task switching at the same time and this ability is required in many jobs. Previous studies showed that different levels of working memory capacity (WMC) and task switching abilities can lead to differences on multitasking performance. With increased complexity of tasks, maintaining task performance is challenging. This study sought to find the relations of WMC, task switching, task difficulty, and multitasking performance. Multi-Attribute Task Battery II (MATB-II) was employed in this study as a platform to assess multitasking. Automated OSPAN and Trail Making Tasks (TMT) were used to assess WMC and the task switching ability, respectively. Results indicated that there were significant effects of these three parameters on multitasking performance. Other dimensions of multitasking performance will be addressed in future studies.

scholarly journals Working Memory and the Suppression of Reflexive Saccades

2002 ◽  
Vol 14 (1) ◽  
pp. 95-103 ◽  
Author(s):  
Jason P. Mitchell ◽  
C. Neil Macrae ◽  
Iain D. Gilchrist
Keyword(s):  
Working Memory ◽  
Memory Load ◽  
Critical Role ◽  
Memory Task ◽  
Behavioral Responses ◽  
Error Rates ◽  
Antisaccade Task ◽  
Working Memory Load ◽  
Reflexive Saccades ◽  
Back Task

Conscious behavioral intentions can frequently fail under conditions of attentional depletion. In attempting to trace the cognitive origin of this effect, we hypothesized that failures of action control—specifically, oculomotor movement—can result from the imposition of fronto-executive load. To evaluate this prediction, participants performed an antisaccade task while simultaneously completing a working-memory task that is known to make variable demands on prefrontal processes (n-back task, see Jonides et al., 1997). The results of two experiments are reported. As expected, antisaccade error rates were increased in accordance with the fronto-executive demands of the n-back task (Experiment 1). In addition, the debilitating effects of working-memory load were restricted to the inhibitory component of the antisaccade task (Experiment 2). These findings corroborate the view that working memory operations play a critical role in the suppression of prepotent behavioral responses.

scholarly journals Accuracy of Ultrasound-Guided Pudendal Nerve Block in the Ischial Spine and Alcock’s Canal Levels: A Cadaveric Study

Pain Medicine ◽  
2020 ◽  
Vol 21 (11) ◽  
pp. 2692-2698
Author(s):  
Béatrice Soucy ◽  
Dien Hung Luong ◽  
Johan Michaud ◽  
Mathieu Boudier-Revéret ◽  
Stéphane Sobczak
Keyword(s):  
Pudendal Nerve ◽  
Ischial Spine ◽  
Ultrasound Guided ◽  
Us Guidance ◽  
Significant Difference ◽  
Alcock’S Canal ◽  
The Difference ◽  
One Year ◽  
Musculoskeletal Us ◽  
Different Levels

Abstract Background Blockade of the pudendal nerve (PN) using ultrasound (US) guidance has been described at the levels of the ischial spine and Alcock’s canal. However, no study has been conducted to compare anatomical accuracy between different approaches in targeting the PN. Objective To investigate the accuracy of US-guided injection of the PN at the ischial spine and Alcock’s canal levels. This study also compared the accuracy of the infiltrations by three sonographers with different levels of experience. Subjects Eight Thiel-embalmed cadavers (16 hemipelvises). Methods Three physiatrists trained in musculoskeletal US imaging with 12 years, five years, and one year of experience performed the injections. Each injected a 0.1-mL bolus of colored dye in both hemipelvises of each cadaver at the ischial spine and Alcock’s canal levels under US guidance. Each cadaver received three injections per hemipelvis. The accuracy of the injection was determined following hemipelvis dissection by an anatomist. Results The injections were accurate 33 times out of the total 42 attempts, resulting in 78% accuracy. Sixteen out of 21 injections at the ischial spine level were on target (76% accuracy), while the approach at Alcock’s canal level yielded 17 successful injections (81% accuracy). The difference between the approaches was not statistically significant. There was also no significant difference in accuracy between the operators. Conclusions US-guided injection of the PN can be performed accurately at both the ischial spine and Alcock’s canal levels. The difference between the approaches was not statistically significant.

scholarly journals PENERAPAN MEDIA BONEKA TANGAN UNTUK MENINGKATKAN KERETAMPILAN BERCERITA SANTRI

1970 ◽  
Vol 1 (3) ◽  
pp. 328-350
Author(s):  
Desty Pratiwi ◽  
Abdurrahmansyah Abdurrahmansyah ◽  
Sukirman Sukirman
Keyword(s):  
Data Collection ◽  
Quantitative Study ◽  
Learning Process ◽  
Class Iii ◽  
Significant Difference ◽  
The Difference

Hand puppet media is a way to improve Santri's storytelling skills. What is seen from the first problem What is the skill of storytelling of the control class santri that does not use puppet media. Second What is the skill of storytelling of students in the experimental class using hand puppet media. This research is a quantitative study, the data collection techniques in this study used the method of test observation and documentation, to analyze the data using the TSR test. The data of this study were collected from the number of students of class III Ibtidaiyah Indralaya Madrasah taken as much as 20% of the total number of santri namely as many as 132 students and obtained 50 respondents, starting from class III A and class III CBased on the results obtained from the field and calculations using the TSR Test, it can be concluded that: firstly the control skills of the students in the control class in the high categorized learning process were 3 santri (18.52%.) And the moderate categorized values ​​were 8 santri (59.26%) As for the low categorized values ​​as many as 16 santri (22.22%) as for the two experimental students' storytelling skills in the learning process it was categorized as high as 5 santri (21.7%) and medium ones as many as 14 santri (60.8%) and categorized low as many as 4 santri (17.39%),. To find out how the difference is using the rXY formula. from the results of the XY count, it proves that the results of r count are greater than r table both at the significant level of 5% and 1% (20.1 <4.69> 2.68). This shows that "there is a significant difference between the storytelling skills of the experimental class and the control class with the application of hand puppet media in class III of Al-Ittifaqiah Indralaya Ibtidaiyah Madrasah.

scholarly journals Students’ Motivation to Learn English as a Foreign Language in the Context of Saudi Arabian Learners

2021 ◽  
Vol 12 (3) ◽  
pp. 242-256
Author(s):  
Hind Aljuaid
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Saudi Arabian ◽  
Motivation To Learn ◽  
Mean Values ◽  
Significant Difference ◽  
Integrative Effort ◽  
Motivation Scale ◽  
The Difference ◽  
Different Levels

Motivation is the major contributor to the students’ learning English as a second language. However, varying reasons have been suggested by different researchers and theorists to explain the reasons and dimensions of this motivation. Therefore, the study aimed to evaluate the motivation to learn English as a foreign language (EFL) among 157 Saudi Arabian university students. The instrument used for the analysis was a modified version of the motivation scale developed by Wen (1997), which measures motivation based on six subscales: integrative, instrumental, effort, valence, expectation, and ability. In addition, students’ motivation was compared among students with different English language levels using multivariate analysis of variance (MANOVA) on six motivation subscales. The results of the MANOVA revealed that there was no significant difference among students of different levels of English knowledge when each level was compared separately. Nevertheless, when comparing a merged group of students with English level knowledge of 1st to 3rd with the group of 4th level, the motivation of the latter group was statistically significantly higher. Furthermore, the difference in mean values was significant for integrative, effort, valence, and ability subscales. Thus, the findings of this research depicted that instrumental and integrative motivations could be the main contributor to students’ motivation to learn English as a foreign language.

A novel approach to evaluate the pharmacodynamics of a selective dopamine D1/D5 receptor partial agonist (PF-06412562) in patients with stable schizophrenia

2019 ◽  
Vol 33 (10) ◽  
pp. 1237-1247 ◽  
Author(s):  
Estibaliz Arce ◽  
Rita Balice-Gordon ◽  
Sridhar Duvvuri ◽  
Melissa Naylor ◽  
Zhiyong Xie ◽  
...  
Keyword(s):  
Working Memory ◽  
Partial Agonist ◽  
Monetary Incentive ◽  
Reward Processing ◽  
Adjunctive Treatment ◽  
Drug Mechanism ◽  
Significant Difference ◽  
Monetary Incentive Delay ◽  
Selective Dopamine ◽  
Back Task

Background: PF-06412562 is an orally bioavailable, selective dopamine D1/D5 receptor partial agonist with a non-catechol structure under evaluation for treatment of cognitive impairment in schizophrenia. Aims: This randomized, double-blind, placebo-controlled, parallel-group, Phase 1b study examined the pharmacokinetics and pharmacodynamics of three doses of PF-06412562 (3 mg, 9 mg, and 45 mg twice daily) over 15 days in patients with schizophrenia receiving antipsychotics. Methods: Primary endpoints included adjunctive safety/tolerability and effects on MATRICS Consensus Cognitive Battery Working Memory domain and reward processing (Monetary Incentive Delay) tasks. Exploratory endpoints included other behavioral/neurophysiological tasks, including the N-back task. Results: Among 95 subjects (78% male; mean age 34.8 years), baseline characteristics were similar across groups. The MATRICS Consensus Cognitive Battery Working Memory composite change from baseline on Day 13 improved in all groups, the smallest improvement was observed in the 45 mg group and was significantly smaller than that in the placebo group (two-sided p=0.038). For the Monetary Incentive Delay task (change from baseline in blood-oxygen-level-dependent functional magnetic resonance imaging activation in anterior ventral striatum for the contrast of cue gain>cue no gain on Day 15), no PF-06412562 dose was significantly different from placebo. No doses of PF-06412562 showed a significant difference on two-back task accuracy versus placebo. Conclusions: Adjunctive treatment with PF-06412562 was safe and well tolerated in patients with schizophrenia. PF-06412562 failed to show clinical benefit relative to placebo on assessments of cognition or reward processing in symptomatically stable patients over a 15-day treatment period. Numerous limitations due to the safety study design warrant further efficacy evaluation for this drug mechanism.

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