Cognitive Load Hypothesis Research Articles

Sensorineural hearing loss and cognitive impairment: three hypotheses.

Sensorineural hearing loss (SNHL) is a category of hearing loss that often leads to difficulty in understanding speech and other sounds. Auditory system dysfunction, including deafness and auditory trauma, results in cognitive deficits via neuroplasticity. Cognitive impairment (CI) refers to an abnormality in the brain's higher intellectual processes related to learning, memory, thinking and judgment that can lead to severe learning and memory deficits. Studies have established a strong correlation between SNHL and CI, but it remains unclear how SNHL contributes to CI. The purpose of this article is to describe three hypotheses regarding this relationship, the mainstream cognitive load hypothesis, the co-morbidity hypothesis, and the sensory deprivation hypothesis, as well as the latest research progress related to each hypothesis.

Association between age-related hearing loss and cognitive decline

Background: Presbycusis, or age-related hearing loss, is a prevalent condition characterized by the gradual deterioration of hearing with age. The resulting impairments in auditory function lead to reduced speech perception in noisy environments and often have a negative impact on cognitive, behavioral, and psychosocial functions in the elderly population.Current Concepts: The proposed etiological mechanisms linking presbycusis to cognitive decline or dementia include the common-cause hypothesis, cognitive load hypothesis, cascade hypothesis, and overdiagnosis or harbinger hypothesis. Moreover, the challenges posed by the rapidly aging population in several countries, including Korea, highlight the increasing social impact of hearing loss and dementia. Consequently, interventions for hearing rehabilitation, such as the use of hearing aids and implantable hearing devices, have paramount importance in mitigating the adverse effects of hearing loss on cognitive impairment and dementia.Discussion and Conclusion: The implementation of prevention and rehabilitation programs for hearing loss in the elderly is crucial for alleviating the socioeconomic burden associated with the welfare of the aging population. However, many economically vulnerable elderly individuals reportedly do not use hearing aids, even though they experience considerable inconvenience resulting from hearing loss, primarily due to inadequate financial support. Therefore, implementing a comprehensive national policy to support hearing aid usage among elderly individuals with moderate hearing loss holds significant potential for reducing their risk of cognitive impairment and dementia.

Intrinsic Brain Activity of Inferior Temporal Region Increased in Prodromal Alzheimer's Disease With Hearing Loss.

Background and ObjectiveHearing loss (HL) is one of the modifiable risk factors for Alzheimer's disease (AD). However, the underlying mechanism behind HL in AD remains elusive. A possible mechanism is cognitive load hypothesis, which postulates that over-processing of degraded auditory signals in the auditory cortex leads to deficits in other cognitive functions. Given mild cognitive impairment (MCI) is a prodromal stage of AD, untangling the association between HL and MCI might provide insights for potential mechanism behind HL.MethodsWe included 85 cognitively normal (CN) subjects with no hearing loss (NHL), 24 CN with HL, 103 mild cognitive impairment (MCI) patients with NHL, and 23 MCI with HL from the ADNI database. All subjects underwent resting-state functional MRI and neuropsychological scale assessments. Fractional amplitude of low-frequency fluctuation (fALFF) was used to reflect spontaneous brain activity. The mixed-effects analysis was applied to explore the interactive effects between HL and cognitive status (GRF corrected, voxel p-value <0.005, cluster p-value < 0.05, two-tailed). Then, the FDG data was included to further reflect the regional neuronal abnormalities. Finally, Pearson correlation analysis was performed between imaging metrics and cognitive scores to explore the clinical significance (Bonferroni corrected, p < 0.05).ResultsThe interactive effects primarily located in the left superior temporal gyrus (STG) and bilateral inferior temporal gyrus (ITG). Post-hoc analysis showed that NC with HL had lower fALFF in bilateral ITG compared to NC with NHL. NC with HL had higher fALFF in the left STG and decreased fALFF in bilateral ITG compared to MCI with HL. In addition, NC with HL had lower fALFF in the right ITG compared to MCI with NHL. Correlation analysis revealed that fALFF was associated with MMSE and ADNI-VS, while SUVR was associated with MMSE, MoCA, ADNI-EF and ADNI-Lan.ConclusionHL showed different effects on NC and MCI stages. NC had increased spontaneous brain activity in auditory cortex while decreased activity in the ITG. Such pattern altered with disease stage changing and manifested as decreased activity in auditory cortex along with increased activity in ITG in MCI. This suggested that the cognitive load hypothesis may be the underlying mechanism behind HL.

Forgetting under difficult conditions: Item-method directed forgetting under perceptual processing constraints.

Intentional forgetting of unwanted items is effortful, yet directed forgetting seems to improve when a secondary task is performed. According to the cognitive load hypothesis of directed forgetting, allocating attentional resources to another task improves forgetting by restricting unwanted encoding of to-be-forgotten (TBF) items. Alternatively, it might be that anything that makes studying more difficult will encourage greater effort to perform the task well and therefore lead to improved intentional forgetting. To assess these proposals we imposed data-processing limitations on study words in an item-method directed forgetting paradigm. Across six experiments, the perceptual quality of study words was manipulated by varying: (1) the duration of study word presentation (Experiments 1-4); (2) the contrast of the displayed word against its visual background (Experiment 5); or (3) the amount of visual background noise on which the word was presented (Experiment 6). In Experiments 4-6, a lexical decision task corroborated the difficulty of study word processing. Despite evidence that relatively low visual contrast and relatively high visual background noise, in particular, create challenging conditions, we found no evidence that perceptual quality impacts the magnitude of the directed forgetting effect. This work suggests that data limitations have no discernible effect on forgetting and corroborate that only attentional resource limitations improve directed forgetting.

Association of Age-Related Hearing Loss with Cognitive Decline

A number of studies have demonstrated a significant association between age-related hearing loss (ARHL) and cognitive decline. However their relationship is not clear. In this review, we focused on the etiological mechanisms between ARHL and cognitive decline to explain the nature of this relationship: 1) causal mechanisms (e.g., cognitive load hypothesis, cascade hypothesis); 2) common cause mechanisms (e.g., microvascular disease); 3) overdiagnosis or harbinger hypothesis. We conclude that no single mechanism is sufficient and hearing and cognition related to each other in several different ways. In addition, we reviewed the effectiveness of hearing intervention (e.g., hearing aids and cochlear implants) on cognition function, and the role of hearing aid use and cochlear implant depends on the relevant mechanism.

Metacognitive and motivation deficits, exposure to trauma, and high parental demands characterize adolescents with late-onset ADHD.

The objective of this study is to evaluate support for three hypotheses about the etiology of adolescent-onset ADHD symptoms: (1) a "cool" cognitive load hypothesis, (2) a "hot" rewards processing hypothesis, and (3) a trauma exposure hypothesis. Participants (N = 50) were drawn from two public high schools in a culturally diverse metropolitan area. A detailed procedure for identifying and confirming late-onset ADHD cases is described. Adolescents with late-onset ADHD (n = 15) were identified and compared to childhood-onset (n = 17) and non-ADHD classmates (n = 18). Adolescents and parents completed measures of neurocognition, rewards' processing, clinical profile, and environmental demands. Late-onset cases were clinically and neurocognitively indistinguishable from childhood-onset cases; however, they experienced higher demands from parents (d = 1.09). Compared to the non-ADHD group, late-onset cases showed significant deficits in metacognition (d = 1.25) and academic motivation (d = 0.80), as well as a pronounced history of multiple trauma exposure (OR 11.82). At 1-year follow-up, ADHD persisted in 67.7% of late-onset cases. Late-onset cases (26.7%) were more likely than childhood-onset cases (0.0%) to transfer to alternative schools by 1-year follow-up. Multiple factors may contribute to adolescent-onset ADHD. Adolescents with metacognition and motivation deficits may be at greatest risk for the late-onset ADHD phenotype, particularly in highly demanding environments. Exposure to traumatic stress may play a key role in the exacerbation of existing deficits or onset of new symptoms. Late-onset ADHD was persistent in most cases and associated with higher risk for school disengagement than childhood-onset ADHD. Further work is needed to better understand the etiologies of late-onset ADHD symptoms.

Asking students to be active learners: the effects of totally or partially self-generating a graphic organizer on students’ learning performances

We compared performances on a learning task in which students (N = 81) viewed a pedagogical multimedia document without (control group) or with a readymade graphic organizer (readymade group) with performances on an active learning task where students self-generated a graphic organizer either totally (total self-generated group) or partially (partial self-generated group) while learning from the same multimedia document. According to the generative hypothesis, asking students to actively engage in the construction of a graphic organizer enhances their learning, owing to the generative processes (selection, organization, integration) required to perform the task. However, according to the cognitive load hypothesis, generating a graphic organizer can hinder students’ learning, owing to the extraneous processing elicited by the task. It can nonetheless be assumed that if scaffolding is provided to students in the shape of an empty graphic organizer to fill in, these negative effects can be avoided. Results confirmed the beneficial effect of providing a graphic organizer on students’ retention of the elements contained in the multimedia document (macrostructure information, hierarchical relations). Evidence in favor of the cognitive load hypothesis and against the generative hypothesis was found, as students in the total self-generated group performed more poorly on the retention and transfer tests than those in the readymade group. This negative effect on learning ceased to be observed when scaffolding was provided to students in the partial self-generated group, although they still spent more time on the document than those in the readymade group. Overall, we failed to observe any beneficial effect of generation on learning.

Does self-generating a graphic organizer while reading improve students' learning?

To understand a document, learners must select the relevant information, organize this information into a coherent representation, and integrate it with their prior knowledge. One way of facilitating these cognitive processes is to display a graphic organizer alongside the document, showing the main items of information contained in the text and the links between them. To ensure students' active engagement in these processes, they can also be asked to self-generate an organizer (generative processing). However, this kind of task can be too demanding and overload their cognitive capacity (extraneous processing). We therefore compared the learning of students who were instructed to study an illustrated text either on its own or accompanied by a readymade graphic organizer (displayed statically or step-by-step). In another group, students had to self-generate the organizer while reading. As predicted, providing a graphic organizer improved students' recall compared with that of the control group. Contrary to the generative hypothesis and consistent with the cognitive load hypothesis, the self-generated organizer group 1) performed more poorly on the recall test than the readymade organizer groups, and 2) achieved lower transfer scores.

How does adding versus self-generating a hierarchical outline while learning from a multimedia document influence students' performances?

The present study investigated the effects of a visual aid (i.e., hierarchical outline) on students' multimedia learning. We expected the presence of this aid to improve students' learning from a multimedia document, by making the relevant information more salient and explicitly highlighting the text's structure. We postulated that asking students to self-generate an outline during learning would involve them in generative processing (selection and organization), thereby promoting effective learning (generative hypothesis). However, the generation activity might prove too demanding and overload students' cognitive capacity, thus impairing their learning (cognitive load hypothesis). When we compared the learning of students who viewed a readymade outline, generated one themselves, or studied a text with no outline at all, we found that providing an outline enhanced students' retention and transfer performances compared with the control group. Contrary to the generative hypothesis and consistent with the cognitive load hypothesis, the group who self-generated a hierarchical outline performed more poorly on the retention and transfer tests than those who viewed a readymade one.

Cognitive Load Mediates the Effect of Emotion on Analytical Thinking.

Although the detrimental effect of emotion on reasoning has been evidenced many times, the cognitive mechanism underlying this effect remains unclear. In the present paper, we explore the cognitive load hypothesis as a potential explanation. In an experiment, participants solved syllogistic reasoning problems with either neutral or emotional contents. Participants were also presented with a secondary task, for which the difficult version requires the mobilization of cognitive resources to be correctly solved. Participants performed overall worse and took longer on emotional problems than on neutral problems. Performance on the secondary task, in the difficult version, was poorer when participants were reasoning about emotional, compared to neutral contents, consistent with the idea that processing emotion requires more cognitive resources. Taken together, the findings afford evidence that the deleterious effect of emotion on reasoning is mediated by cognitive load.

The cognitive mechanisms underlying deception: An event-related potential study

The cognitive view on deception proposes that lying comes with a cognitive cost. This view is supported by the finding that lying typically takes longer than truth telling. Event-related potentials (ERPs) provide a means to unravel the cognitive processes underlying this cost. Using a mock-crime design, the current study (n=20) investigated the effects of deception on the Contingent Negative Variation (CNV), the Lateralized Readiness Potential (LRP), the Correct Response Negativity (CRN), and the stimulus-locked N200 and P300 components. In line with previous research, lying resulted in more errors, longer reaction times (RTs) and longer RT standard deviations compared to truthful responses. A marginally significant effect suggested a stronger CNV for the anticipation of lying compared to the anticipation of truth telling. There were no significant deception effects on the stimulus- and the response-locked LRPs. Unexpectedly, we found a significantly larger CRN for truth telling compared to lying. Additional analyses revealed an enhanced N200 and a decreased P300 for lying compared to truth telling. Our results support the cognitive load hypothesis for lying, yet are mixed regarding the response conflict hypothesis. Results are discussed with regard to the specific characteristics of our design and their theoretical and applied implications.

Cognitive Load Hypothesis of Item-Method Directed Forgetting

This study examined the effect of the processing demands of to-be-remembered (TBR) words on item-method directed forgetting. Experiment 1 found that a standard memory group remembered fewer to-be-forgotten (TBF) words than a naming group, in which participants simply named the TBR words during the study phase, even though both groups were equally instructed to forget the TBF words. Experiment 2 manipulated the number of TBR words in the study list, keeping the number of TBF words constant, and found that TBF word forgetting was more difficult in the few TBR words condition than the more TBR words condition. The same pattern was found in the result of Experiment 3 when a cued recall test, instead of a free recall test, was used. In all the experiments, participants were asked to recall the TBF words before the TBR words. These findings are consistent with the cognitive load hypothesis that it is easier to forget when there are fewer cognitive resources available during encoding.

Effect of Cognitive Load on Working Memory Forgetting in Aging

Functional approaches to working memory (WM) have been proposed recently to better investigate "maintenance" and "processing" mechanisms. The cognitive load (CL) hypothesis presented in the "Time-Based Resource-Sharing" model (Barrouillet & Camos, 2007) suggests that forgetting from WM (maintenance) can be investigated by varying the presentation rate and processing speed (processing). In this study, young and elderly participants were compared on WM tasks in which the difference in processing speed was controlled by CL manipulations. Two main results were found. First, when time constraints (CL) were matched for the two groups, no aging effect was observed. Second, whereas a large variation in CL affected WM performance, a small CL manipulation had no effect on the elderly. This suggests that WM forgetting cannot be completely accounted for by the CL hypothesis. Rather, it highlights the need to explore restoration times in particular, and the nature of the refreshment mechanisms within maintenance.

Eyeclosure helps memory by reducing cognitive load and enhancing visualisation

Closing the eyes helps memory. We investigated the mechanisms underlying the eyeclosure effect by exposing 80 eyewitnesses to different types of distraction during the witness interview: blank screen (control), eyes closed, visual distraction, and auditory distraction. We examined the cognitive load hypothesis by comparing any type of distraction (visual or auditory) with minimal distraction (blank screen or eyes closed). We found recall to be significantly better when distraction was minimal, providing evidence that eyeclosure reduces cognitive load. We examined the modality-specific interference hypothesis by comparing the effects of visual and auditory distraction on recall of visual and auditory information. Visual and auditory distraction selectively impaired memory for information presented in the same modality, supporting the role of visualisation in the eyeclosure effect. Analysis of recall in terms of grain size revealed that recall of basic information about the event was robust, whereas recall of specific details was prone to both general and modality-specific disruptions.

Testing the Cognitive Load Hypothesis: Repair Rates and Usage in a Bilingual Community

Abstract It has been assumed that bilingual speakers have a heavier cognitive load than monolinguals, which may be responsible for language change such as simplification, overgeneralization, transfer and code-switching. While the cognitive load hypothesis is interesting, the hypothesis has not been empirically tested using naturally occurring speech. Using data from a Spanish/English bilingual community, this study operationalizes and tests the cognitive load hypothesis by studying disfluencies in two groups of Spanish speakers with varying degrees of English proficiency. Specifically, truncated utterances and the mechanisms of linguistic repair involved in fixing these disfluencies are examined. The results show measurable differences between the two groups. The group of speakers with higher bilingual proficiency, who are predicted to have a heavier cognitive load, shows a significantly higher rate of repair; additionally the syntactic patterns and types of repair are significantly different between the more bilingual and the less bilingual speakers, suggesting that they use repair in divergent ways. There is not sufficient evidence, however, to conclude that the more bilingual speakers have a higher cognitive load.

Decreased respiratory sinus arrhythmia in individuals with deceptive intent

In detecting deception, the Cognitive Load hypothesis states that lying requires more cognitive resources compared to truth telling. Further, increases in cognitive load are predicted to decrease respiratory sinus arrhythmia (RSA). We evaluated the impact of cognitive tasks and the intent to deceive on RSA in 40 male, native Arabic-speaking participants quasi-randomized into truthful (n=14) or deceptive (n=26) groups. Participants donned an ambulatory physiologic recording device and completed cognitive testing after receiving translated instructions about their role in an impending mock crime. The results show that a decrease in RSA recorded during the cognitive testing was greater in individuals who were about to commit a deceptive act.

Thought suppression failures in combat PTSD: A cognitive load hypothesis

The present study investigated the relation between thought suppression of emotionally neutral content [i.e., Wegner's (1994) “white bear”], incidental traumatic thought intrusion, and skin conductance responses in combat-related Posttraumatic Stress Disorder (PTSD). Participants included service members who either: a) had PTSD following an Operation Iraqi Freedom deployment; b) were free of psychiatric diagnosis following deployment (Combat Equivalent), or c) were pre-deployed and without psychiatric diagnosis (Pre-Deployed). PTSD Service Members reported the greatest intrusion of combat thoughts during the suppression task and demonstrated a post-suppression rebound effect with a neutral thought. Non-specific skin conductance responses indicated that the suppression task was related to similar levels of increased sympathetic activity for both the PTSD and Pre-Deployed groups, whereas the Combat Equivalent group showed no increased activation during thought suppression. Intrusive traumatic thoughts combined with failures in neutral thought suppression may be a consequence of increased cognitive load in PTSD.

A Test of the Cognitive Load Hypothesis: Investigating the Impact of Number of Nonverbal Cues Coded and Length of Coding Session on Observer Accuracy

In their meta-analysis investigating the relationship between extraversion and nonverbal behavior La France, Heisel, and Beatty (2004) found a substantial negative correlation between effect size and sample size, which they explained using the cognitive load hypothesis. The cognitive load hypothesis predicts that increases in coding scheme complexity result in greater opportunities for observer error. To test this hypothesis, the impact of coding scheme complexity on observer error was assessed via varying the number of nonverbal cues coded and the length of observational coding session. The decision to increase the number of nonverbal cues observers coded created 26% more errors, and over time observers made 10% more errors.

Is Graphic Activity Cognitively Costly? A Developmental Approach.

The present experiment was carried out to test the hypothesis that the use of the written mode increases the working memory load. Second and fourth graders were orally presented with series of unrelated words which they were required to recall in sequence. Each subject had to recall five different lists in the following conditions: oral alone, written, oral with a concurrent task (tapping, categorization, drawing). Participants recalled more words in the oral condition than in either the written mode or the `oral and categorization' conditions. Moreover, second graders performed better in the oral mode than in the `oral and drawing condition'. This trend was not significant with older children. Finally, the tapping task did not affect children's performance. The results are consistent with our cognitive load hypothesis.