Investigating the influence of working memory capacity when driving behavior is combined with cognitive load: An LCT study of young novice drivers

2014 ◽  
Vol 62 ◽  
pp. 377-387 ◽  
Author(s):  
Veerle Ross ◽  
Ellen M.M. Jongen ◽  
Weixin Wang ◽  
Tom Brijs ◽  
Kris Brijs ◽  
...  
Keyword(s):  
Working Memory ◽  
Cognitive Load ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Driving Behavior ◽  
Novice Drivers

Learning from screencast videos for software training : a comparison of dual and single-monitor learning environments

2017 ◽  
Author(s):  
◽  
Douglas Paul Kueker
Keyword(s):  
Working Memory ◽  
Eye Tracking ◽  
Cognitive Load ◽  
Working Memory Capacity ◽  
Worked Examples ◽  
Memory Capacity ◽  
Instructional Efficiency ◽  
Experimental Conditions ◽  
Split Attention ◽  
Set Up

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Learning to use software programs using worked examples in screencast videos presents a classic split-attention problem that requires learners to mentally integrate information from the video with a target application. While much is known about sound screencast tutorial design, little is known about the features of the learning environment, such as monitor configuration, that may influence learning from this form of instruction. An experiment was conducted with 42 novice learners to fill this gap by comparing the effects of two common monitor configurations which split attention in different ways. In one condition, subjects split attention temporally by toggling back and forth between the video and target application on one monitor, while the other condition required subjects to split attention spatially by shifting their gaze between the video and target application displayed on two side-by-side monitors. Effects due to the monitor set-up were assessed for measures of cognitive load, instructional efficiency, and motivation using a 2x2 study design that controlled for task order. Results indicated that cognitive load as measured through task evoked pupil response was significantly higher, pless than .05, for groups with two monitors during both instruction and testing, even after controlling for working memory capacity. Analyses of three gaze-related eye-tracking metrics and NASA-TLX ratings did not indicate any differences in workload due to the experimental treatment; however, attentional patterns indicated by the eye-tracking data were shaped by two- and three-way interactions between working memory capacity and the experimental conditions. Measures of instructional efficiency indicated that the single monitor set-up was most efficient as learners attempted to transfer learning. While task efficacy and relevance ratings increased after training, monitor set-up did not affect post-training motivation.

Bilingual children’s gesture use

Gesture ◽  
2011 ◽  
Vol 11 (3) ◽  
pp. 330-347 ◽  
Author(s):  
Lisa Smithson ◽  
Elena Nicoladis ◽  
Paula Marentette
Keyword(s):  
Working Memory ◽  
Short Stories ◽  
Cognitive Load ◽  
Speech Production ◽  
Speech Rate ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Bilingual Children ◽  
Lexical Retrieval ◽  
Bilingual Group

Previous studies have shown that bilinguals use more manual gestures than monolinguals (Pika et al., 2006; Nicoladis et al., 2009), suggesting that gestures may facilitate lexical retrieval or may reduce the cognitive load on working memory during speech production. In this study, we tested the generalizability of these findings by comparing the use of gestures in three groups of children (English monolinguals, Mandarin Chinese-English bilinguals, and French-English bilinguals) between 7 and 10 years of age as they retold two short stories about a cartoon. The bilingual children were asked to retell narratives in both languages. The results showed that the French-English bilinguals used significantly more gestures than the Chinese-English bilinguals. With respect to gesture rates accompanying speech in English, the monolinguals did not differ from either bilingual group. The bilingual children’s use of gestures was generally not correlated with our measures of working memory (narrative length and speech rate). These results suggest that culture may be a more important determiner of gesture rate than bilingualism and/or working memory capacity.

PRE-LEARNING ACTIVITIES USING A TEXTBOOK: A CROATIAN VIEW

2017 ◽  
Author(s):  
Snježana Smerdel ◽  
◽  
Meliha Zejnilagić-Hajrić ◽  
Keyword(s):  
Working Memory ◽  
Cognitive Load ◽  
Learning Strategy ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Education Level ◽  
Learning Activities ◽  
Online Resources ◽  
Teaching Chemistry ◽  
Written Materials

A pilot research was carried out on a sample of teachers in order to determine the frequency of textbook usage within the pre-learning strategy for teaching chemistry and biology in primary and secondary schools. Data were collected through a questionnaire, and processed with descriptive and inferential statistics. Teachers use a textbook with written materials, as well as online resources within the frame of the pre-learning strategy quite rarely, and there is no difference in textbook usage regarding the education level. Keywords: cognitive load, pre-learning activities, using a textbook, working memory capacity.

The Role of Working Memory Capacity and Cognitive Load in Producing Lies for Autobiographical Information

2018 ◽  
Vol 7 (4) ◽  
pp. 574-586 ◽  
Author(s):  
Ted Maldonado ◽  
Frank M. Marchak ◽  
Danielle M. Anderson ◽  
Keith A. Hutchison
Keyword(s):  
Working Memory ◽  
Cognitive Load ◽  
Working Memory Capacity ◽  
Memory Capacity

scholarly journals Evaluation of User Experience, Cognitive Load, and Training Performance of a Gamified Cognitive Training Application for Children With Learning Disabilities

2021 ◽  
Vol 3 ◽  
Author(s):  
Adel Shaban ◽  
Elaine Pearson ◽  
Victor Chang
Keyword(s):  
Working Memory ◽  
Learning Disabilities ◽  
Cognitive Load ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Load Level ◽  
Expected Improvement ◽  
Training Period ◽  
Training Performance ◽  
Egyptian Children

This study presents a gamified application for children with learning disabilities, designed to train and improve their working memory capacity. The application takes the form of a treasure hunt and is designed according to a framework incorporating a set of guidelines derived from accessibility, usability, and cognitive load theory principles, and from gamification techniques. The aim is to motivate and engage the children in working memory-training activities and exploit their working memory capacity. The main focus of this study is the evaluation of the cognitive load level induced by the application, the children’s perceived experience, and their training performance over the training period. A sample of 12 Egyptian children with learning disabilities completed a five-week training period using the application, followed by an evaluation process. The evaluation took the form of a simple usability survey, an unstructured observation, and a cognitive load measurement scale. The purpose was to evaluate the children’s perceived experience, assess the level of cognitive load experienced in each of the activities, and measure the expected improvement in the children’s training performance. The results revealed that all the children enjoyed playing the gamified application, were eager to participate in the daily training, and the cognitive load experienced during the training was found to be generally appropriate, although some areas for improvement were identified. Finally, the children’s training performance and their perceived experience were better in the gamified activities with a lower cognitive load level.

WORKING MEMORY CAPACITY AND INDIVIDUAL RESPONSE DIFFERENCES TO INCREASING COGNITIVE LOAD

2008 ◽  
Vol 102 (1-3) ◽  
pp. 101
Author(s):  
Morgan Prust ◽  
Hao-Yang Tan ◽  
Venkata Mattay ◽  
James Gold ◽  
Daniel R Weinberger ◽  
...  
Keyword(s):  
Working Memory ◽  
Cognitive Load ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Individual Response
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