Concept Of Cognitive Load Research Articles

On the ability of virtual agents to decrease cognitive load: an experimental study

When attempting to solve a problem, humans call upon cognitive resources. These resources are limited, and the degree of their utilisation is described as cognitive load. While the number of parameters to be taken into account and to be processed by modern-day knowledge workers increases, their cognitive resources do not. Research shows that too high a load can increase stress and failure rates and decrease the work satisfaction and performance of employees. It is thus in the interest of organisations to reduce the cognitive load of their employees and keep it at a moderate level. One way to achieve this may be the application of virtual assistants (VAs), software programs, that can be addressed via voice or text commands and respond to the users’ input. This study uses a laboratory experiment with N = 91 participants comparing two groups in their ability to solve a task. One group was able to make use of a VA while the other could not. Besides task performance, the cognitive load of the participants was measured. Results show that (a) cognitive load is negatively related to task performance, (b) the group using the VA performed better at the task and (c) the group using the VA had a lower cognitive load. These findings show that VAs are a viable way to support employees and can increase their performance. It adds to the growing field of IS research on VAs by expanding the field for the concept of cognitive load.

Evaluating Photoplethysmogram as a Real-Time Cognitive Load Assessment during Game Playing

ABSTRACTAccurate evaluation for user experience during computer game playing is very important in optimizing game design to improve the gaming experience. When evaluating user experiences, the concept of cognitive load is crucial for dynamically responding to game players’ mental status. In our former studies, the photoplethysmogram (PPG)-based Stress-Induced Vascular Response Index (sVRI) shows better sensitivity and reliability in measuring cognitive loads compared with heart-rate variation, blood pressure, and galvanic skin response. In this study, we use memory matrixes and Pop Cap’s tower defense game Plants vs. Zombies as cognitive tasks and use sVRI to assess players’ cognitive load dynamically during the real-time computer games. Evaluations on cognitive tasks verified the usability of sVRI in comparison with other indexes derived from PPG, such as heartbeat interval, area under curve, digital pulse amplitude, reflection index, and inflection point area ratio. Our findings indicate the potential of sVRI for assessing game players’ mental workload in real time.

Leadership and Design of Data-Driven Professional Networks in Schools

Using data from a multi-method comparative case study of two matched schools, this paper adds to the growing body of applications of social network analysis to the study of distributed leadership and accountability.We contrast two approaches to instructional leadership, prescriptive and discretionary, to investigate how leaders design professional networks to increase the availability and access of individuals with the expertise needed to perform the analysis required to conduct data-driven instructional improvement. We found that the prescriptive approach to instructional leadership uses comprehensive school reform as a focal artifact to facilitate the widespread use of data for learning when compared to a leadership perspective that aimed at cultivating teacher discretion. We conclude with a discussion of how the concept of cognitive load helps illustrate the design principles leaders can use to create data-driven professional networks in schools.

Mental load: helping clinical learners

The quality of an individual's learning is influenced significantly by the quantity of mental processing they are required to manage in a clinical learning situation. Some clinical learning settings require the learner to process high levels of complex knowledge and skills, whilst simultaneously monitoring and responding to challenging social or emotional inputs. This paper introduces the concept of 'cognitive load', its negative impacts upon novice learners in particular, and its real-world implications for teaching and supervision. Narrative review and discussion. The concept of cognitive load is reviewed, and examples of its application to clinical learning and teaching are provided. Teaching and supervision strategies for managing the cognitive load of learners are presented. The clinical teacher has significant capacity to reduce the cognitive load of learners by creating safe and supportive learning environments, establishing trusting relationships with the learner, and implementing structured learning experiences that are designed to support the learner's growth in knowledge, understanding and skills. A threefold focus on the nature of the learning task, the learning environment and the learner's perceptions of these elements, which characterises cognitive load, provides a useful framework for diagnosing poor learning behaviours and maximising learning outcomes.

Logical connectives as catalysts for interactive L2 reading

The present paper focuses on logical connectives as catalysts for interactive reading. Its basic purpose is to clarify how text comprehension can be affected by the types of logical relations and by the levels of proficiency in English (L2), using Japanese university students as the subjects for experimentation and focusing on three logical connectives; for example for illustrative, therefore for causal and however for adversative. A special test (Logical Relations Reading Test) was developed, in which the subjects were asked to select appropriate logical connectives for the target logical relations. The results show that the low proficiency group's performance varied from one type of logical relation to another while the high proficiency group were little affected by the type of logical relations in their reading performance. Also shown is that the low group had a tendency to favour for example over therefore, and therefore over however while the high group had a tendency to select each of the three logical connectives evenly. Based on these findings, a concept of cognitive load is proposed as an additional factor causing the difference in performance among readers of different L2 proficiency levels, thus supplementing Murray's continuity hypothesis.

Managing the unique size-related issues of pediatric resuscitation: reducing cognitive load with resuscitation aids.

A resuscitation is a complicated event that requires for its optimal outcome the effective completion of a distinct series of actions, some simple, some complex, most occurring simultaneously or in close proximity. In children, these actions are determined not only by the clinical situation, but also by a series of age and size factors particular to each child. Different tasks require different levels of cognitive load, or mental effort. Cognitive load describes the mental burden experienced by the decision maker and will be higher when the task is less familiar or more demanding. In the setting of resuscitation, it refers to the cumulative demands of patient assessment, the ongoing decisions for each of the various steps, and decisions around procedural intervention (e.g., intubation). In children, the level of task complexity and, hence, cognitive load is increased by the unique component of variability of pediatric age and size, introducing logistical factors, many of which involve computations. The purpose of this paper is to examine the effects of age/size-related variables on the pediatric resuscitative process and to explore how these effects can be mitigated using resuscitation aids. The concept of cognitive load and its relation to performance in resuscitation is introduced and is used to demonstrate the effect of the various aids in the pediatric resuscitative process.

Managing the Unique Size‐related Issues of Pediatric Resuscitation: Reducing Cognitive Load with Resuscitation Aids

AbstractA resuscitation is a complicated event that requires for its optimal outcome the effective completion of a distinct series of actions, some simple, some complex, most occurring simultaneously or in close proximity. In children, these actions are determined not only by the clinical situation, but also by a series of age and size factors particular to each child. Different tasks require different levels of cognitive load, or mental effort. Cognitive load describes the mental burden experienced by the decision maker and will be higher when the task is less familiar or more demanding. In the setting of resuscitation, it refers to the cumulative demands of patient assessment, the ongoing decisions for each of the various steps, and decisions around procedural intervention (e.g., intubation). In children, the level of task complexity and, hence, cognitive load is increased by the unique component of variability of pediatric age and size, introducing logistical factors, many of which involve computations. The purpose of this paper is to examine the effects of age/size‐related variables on the pediatric resuscitative process and to explore how these effects can be mitigated using resuscitation aids. The concept of cognitive load and its relation to performance in resuscitation is introduced and is used to demonstrate the effect of the various aids in the pediatric resuscitative process.

The Mutual Knowledge Problem and Its Consequences for Dispersed Collaboration

This paper proposes that maintaining “mutual knowledge” is a central problem of geographically dispersed collaboration and traces the consequences of failure to do so. It presents a model of these processes which is grounded in study of thirteen geographically dispersed teams. Five types of problems constituting failures of mutual knowledge are identified: failure to communicate and retain contextual information, unevenly distributed information, difficulty communicating and understanding the salience of information, differences in speed of access to information, and difficulty interpreting the meaning of silence. The frequency of occurrence and severity of each problem in the teams are analyzed. Attribution theory, the concept of cognitive load, and feedback dynamics are harnessed to explain how dispersed partners are likely to interpret failures of mutual knowledge and the consequences of these interpretations for the integrity of the effort. In particular, it is suggested that unrecognized differences in the situations, contexts, and constraints of dispersed collaborators constitute “hidden profiles” that can increase the likelihood of dispositional rather than situational attribution, with consequences for cohesion and learning. Moderators and accelerators of these dynamics are identified, and implications for both dispersed and collocated collaboration are discussed.

An examination of resource-based and fit-based theories of stereotyping under cognitive load and fit

Should stereotyping be characterised as an act of cognitive miserliness of one of rational meaning-seeking? This paper uses a cognitive load paradigm to investigate the adequacy of popular resource-based explanations of stereotyping in comparison to an alternative fit-based or meaning-based explanation. In Experiment 1, load was increased by means of concurrent tasks within a highly fitting context (where targets generally behaved in a stereotype-consistent fashion). A linear decrease in stereotyping resulted as measured by category confusions on a who-said what recognition task (Taylor, Fiske, Etcoff & Ruderman, 1978). This outcome is inconsistent with a resource-based analysis of stereotyping. Experiment 2 manipulated load as stimulus exposure time. Although load was successfully imposed in this second experiment, stereotyping neither increased nor decreased as a function of load. The concept of cognitive load and the importance of fit for the analysis of stereotyping are discussed. Copyright © 1999 John Wiley & Sons, Ltd.