Diversity, Trust and Conformity: a Simulation Study

Previous simulation models have found positive effects of cognitive diversity on group performance, but have not explored effects of diversity in demographics (e.g., gender, ethnicity). In this paper, we present an agent-based model that captures two empirically supported hypotheses about how demographic diversity can improve group performance. The results of our simulations suggest that, even when social identities are not associated with distinctive task-related cognitive resources, demographic diversity can, in certain circumstances, benefit collective performance by counteracting two types of conformity that can arise in homogeneous groups: those relating to group-based trust and those connected to normative expectations towards in-groups.

Discovering Rational Heuristics for Risky Choice

For computationally limited agents such as humans, perfectly rational decision-making is almost always out of reach. Instead, people may rely on computationally frugal heuristics that usually yield good outcomes. Although previous research has identified many such heuristics, discovering good heuristics and predicting when they will be used remains challenging. Here, we present a machine learning method that identifies the best heuristics to use in any given situation. To demonstrate the generalizability and accuracy of our method, we compare the strategies it discovers against those used by people across a wide range of multi-alternative risky choice environments in a behavioral experiment that is an order of magnitude larger than any previous experiments of its type. Our method rediscovered known heuristics, identifying them as rational strategies for specific environments, and discovered novel heuristics that had been previously overlooked. Our results show that people adapt their decision strategies to the structure of the environment and generally make good use of their limited cognitive resources, although they tend to collect too little information and their strategy choices do not always fully exploit the structure of the environment.

Head-Mounted and Hand-Held Displays Diminish the Effectiveness of Fall-Resisting Skills

Use of head-mounted displays (HMDs) and hand-held displays (HHDs) may affect the effectiveness of stability control mechanisms and impair resistance to falls. This study aimed to examine whether the ability to control stability during locomotion is diminished while using HMDs and HHDs. Fourteen healthy adults (21–46 years) were assessed under single-task (no display) and dual-task (spatial 2-n-back presented on the HMD or the HHD) conditions while performing various locomotor tasks. An optical motion capture system and two force plates were used to assess locomotor stability using an inverted pendulum model. For perturbed standing, 57% of the participants were not able to maintain stability by counter-rotation actions when using either display, compared to the single-task condition. Furthermore, around 80% of participants (dual-task) compared to 50% (single-task) showed a negative margin of stability (i.e., an unstable body configuration) during recovery for perturbed walking due to a diminished ability to increase their base of support effectively. However, no evidence was found for HMDs or HHDs affecting stability during unperturbed locomotion. In conclusion, additional cognitive resources required for dual-tasking, using either display, are suggested to result in delayed response execution for perturbed standing and walking, consequently diminishing participants’ ability to use stability control mechanisms effectively and increasing the risk of falls.

Dividing Attention and Metacognition

Students increasingly control their learning as university instructors shift away from lecture formats, courses are offered online, and the internet offers near infinite resources for student-controlled informal learning. Students typically make effective choices about learning, including what to learn, when to learn, and how to learn, but sometimes make less-than-optimal study choices, including trying to study while multi-tasking. Dividing attention among various tasks impairs both learning and learners' control over their learning because secondary tasks divert cognitive resources away from learning and metacognition. This chapter reviews recent studies explaining how dividing attention affects students' metacognition, including their assessments of their own learning and the study choices that they make. This chapter reviews the fundamentals of metacognition, describes the impact of dividing attention on the effectiveness of learners' metacognition, and provides suggestions about how to enhance the efficacy of metacognition when students' attentional resources are limited.

A Cognitive Load Perspective to Instructional Design for Online Learning

Learners struggle to keep up with the cognitive demands of online learning. Terms referring to the drain of learners' cognitive resources such as “Zoom fatigue” have been around for a while. The instructional design of online courses must consider cognitive factors more than ever. The cognitive load theory (CLT) has major underpinnings for designing online courses. The CLT seeks to optimize the learning process by considering the demands of the learning tasks (intrinsic cognitive load), design of the learning material (extrinsic cognitive load), and activation of learners' cognitive resources (germane cognitive load). Several principles have been proposed to manage each cognitive load type. This chapter will begin by outlining the CLT. Then, well-defined cognitive load effects will be introduced, along with evidence from the field. Next, new frontiers of the theory will be presented. Finally, implications of the cognitive load effects for online learning practices will be discussed.

Modeling student engagement using optimal control theory

<p style='text-indent:20px;'>Student engagement in learning a prescribed body of knowledge can be modeled using optimal control theory, with a scalar state variable representing mastery, or self-perceived mastery, of the material and control representing the instantaneous cognitive effort devoted to the learning task. The relevant costs include emotional and external penalties for incomplete mastery, reduced availability of cognitive resources for other activities, and psychological stresses related to engagement with the learning task. Application of Pontryagin's maximum principle to some simple models of engagement yields solutions of the synthesis problem mimicking familiar behaviors including avoidance, procrastination, and increasing commitment in response to increasing mastery.</p>

Effects of Differential Presentation of Noun Types on Sentence Processing in Elderly Adults: An Eye-tracking Study

Objectives: The purpose of this study is to investigate how aging influences sentence processing when noun-phrases are presented differently.Methods: A total of 40 participants participated in the study ranging in age from 19 to 71. All were presented with sentences and pictures under either dative or accusative conditions. After that, they were asked to judge if the sentences were correct or incorrect.Results: First, there were significant differences between the older adults and younger adults in accuracy. The older group showed lower accuracy in the sentence judgment task. Second, there were significant differences between the older adults and younger adults in response time. The older group needed more time due to their lower cognitive resources. They made more errors when accusative noun phrases were provided. Third, the fixation proportion of the target stimulus between regions were significant in both types of dative and accusative noun phrase presentation. The older group showed lower proportions in the last region of the sentence.Conclusion: These results shows that both the elderly and the young gradually deal with the meaning of words through the noun phrase information. However, the elderly showed difficulty in assigning the correct thematic roles by using case-markers, given the lower proportion of fixation in the region where the target stimuli are presented. It is expected that difficulties in the communication process of the elderly will be better understood through this study.

Translation/Interpreting psychological mechanism as embodied bilingual processing

Based on the psycholinguistic and neurolinguistic research on bilingualism, this paper firstly discusses three fundamental models and relevant central issues involved in the bilingual processing of interpreting: the selective and non-selective feature of bilingual access and control, the serial and parallel view of bilingual processing, and the coordination view of serial and parallel procedure of bilingual information processing, with the dual purpose of explicating the bilingual processing and cognitive control mechanism in the interpreting process and paving the way for further explanation of the embodied nature of bilingual processing in interpreting from the embodied cognition perspective. Then with the two aspects of processing mechanism and neurolinguistic evidence, it elaborates how the interpreter’s embodied experience and skills in the profession, as a part of cognitive resources, play crucial roles in different levels of cognitive processing which coordinates the serial and parallel processing in the interpreting process. Lastly, this paper argues for viewing the translating process likewise as embodied bilingual processing using a brief comparison between translating and interpreting with a focus on the embodied nature of bilingual processing in their respective processes.