High Cognitive Demand Research Articles

Dimensions of psychosocial care in the teaching profession

Introduction: working conditions and the nature of work have changed dramatically in recent decades. Current work environments are characterized by an increasing emphasis on knowledge and information-based work.Aim: to describe the dimensions of psychosocial care in the teaching staff as a result of the tensions and changes in the current scenarios of the educational sector.Methods: a qualitative phenomenological documentary study was designed to identify categories of analysis related to the dimensions of psychosocial care of people who work as teachers in the Argentine context.Results: the teaching activity implies important emotional demands that require sustained emotional effort. Academic work requires teachers to interact with a great diversity of actors. Increasing levels of competitiveness with greater demands on the quality of processes and results. Teaching is typified as one of the most stressful occupations due to high cognitive and emotional demands, increasing work overload, conflicting schedules, job instability and difficulties in reconciling academic and family life.Conclusions: the study of psychosocial risks assumes a vital role in universities, where academic professionals constitute their main strategic asset. A systemic knowledge of the work factors that expose academics to greater psychosocial risk is essential for the development of preventive policies and strategies to reduce work demands and/or increase the resources available to cope with them

Physical Fitness, Nutrition and Quality of Life in German Medical Students.

Medical students are exposed to high cognitive demands as well as to a high learning effort, which as a consequence can lead to a limited quality of life (Qol) with reduced physical performance and unhealthy eating behaviors. The aim of this retrospective analysis was to evaluate the abovementioned factors and their relationship to each other. We included 380 medical students (167 men, 213 women, age 22.2 ± 3.9 yrs) who participated in the sports medicine elective subject. Qol was measured with the SF-36 questionnaire, and endurance capacity was measured by using an incremental running test. Daily dietary intake was measured using a 7-day diary protocol. Depending on sex and the maximum speed achieved, students were divided into three performance groups. Men achieved higher maximal speed, heart rate, and lactate. Carbohydrates and fat intake did not meet recommendations in either group. Dietary fibre intake differed significantly between the performance groups in men and women, with the better groups having higher intakes. Our data do not suggest increased risk or health-damaging behaviors in medical students compared with the general population. Irrespective of this, incentives should be set to enable a healthy life even during complex studies with a high learning effort.

Computational thinking practices as tools for creating high cognitive demand mathematics instruction

Computational thinking practices as tools for creating high cognitive demand mathematics instruction

Let’s draw molecules: Students’ sequential drawing processes of resonance structures in organic chemistry

Drawing is a fundamental skill in science, technology, engineering, and mathematics (STEM) disciplines to express one’s reasoning and externalize mental models in problem-solving. Although research has highlighted the effectiveness of drawing as a learning strategy and the importance of drawing accuracy for learning success, little is known about learners’ actual drawing process. However, especially in organic chemistry, the investigation of drawing processes is of great importance as generating different representations, such as structural formulas, is inherent to problem-solving in this visual-laden discipline. Resonance structures, for example, are often used to estimate reactive sites in a molecule and to propose reaction pathways. However, this type of representation places a high cognitive demand on learners, which, besides conceptual difficulties, leads to drawing difficulties. To support learners in drawing and using resonance structures in problem-solving, it is necessary to characterize how they generate their drawings. To this end, a qualitative, exploratory study has been conducted to investigate undergraduate students’ (N = 20) drawing processes of resonance structures while solving an organic case comparison task. Using eye-tracking, the characteristics regarding the construction of productive and unproductive drawings became visible. Results indicate that unproductive drawings often stem from integrating and connecting unrelated information during the drawing process. Further, the results show that the productivity of a drawing depends on learners’ flexibility in information selection. Implications for supporting learners’ drawing process and using eye-tracking for characterizing drawing processes in other STEM disciplines are discussed.

Assessments of students’ gains in conceptual understanding and technical skills after using authentic, online learning modules on hydrology and water resources

The need to adapt quickly to online or remote instruction has been a challenge for instructors during the COVID pandemic. A common issue instructors face is finding high-quality curricular materials that can enhance student learning by engaging them in solving complex, real-world problems. The current study evaluates a set of 15 web-based learning modules that promote the use of authentic, high-cognitive demand tasks. The modules were developed collaboratively by a group of instructors during a HydroLearn hackathon-workshop program. The modules cover various topics in hydrology and water resources, including physical hydrology, hydraulics, climate change, groundwater flow and quality, fluid mechanics, open channel flow, remote sensing, frequency analysis, data science, and evapotranspiration. The study evaluates the impact of the modules on students’ learning in terms of two primary aspects: understanding of fundamental concepts and improving technical skills. The study uses a practical instrument to measure students’ perceived changes in concepts and technical skills known as the Student Assessment of Learning Gains (SALG) survey. The survey was used at two-time points in this study: before the students participated in the module (pre) and at the conclusion of the module (post). The surveys were modified to capture the concepts and skills aligned with the learning objectives of each module. We calculated the learning gains by examining differences in students’ self-reported understanding of concepts and skills from pre- to post-implementation on the SALG using paired samplest-tests. The majority of the findings were statistically at the 0.05 level and practically significant. As measured by effect size, practical significance is a means for identifying the strength of the conclusions about a group of differences or the relationship between variables in a study. The average effect size in educational research isd= 0.4. The effect sizes from this study [0.45, 1.54] suggest that the modules play an important role in supporting students’ gains in conceptual understanding and technical skills. The evidence from this study suggests that these learning modules can be a promising way to deliver complex subjects to students in a timely and effective manner.

The effects of acute high-intensity aerobic exercise on cognitive performance: A structured narrative review.

It is well established that acute moderate-intensity exercise improves cognitive performance. However, the effects of acute high-intensity aerobic exercise on cognitive performance have not been well characterized. In this review, we summarize the literature investigating the exercise-cognition interaction, especially focusing on high-intensity aerobic exercise. We discuss methodological and physiological factors that potentially mediate cognitive performance in response to high-intensity exercise. We propose that the effects of high-intensity exercise on cognitive performance are primarily affected by the timing of cognitive task (during vs. after exercise, and the time delay after exercise). In particular, cognitive performance is more likely to be impaired during high-intensity exercise when both cognitive and physiological demands are high and completed simultaneously (i.e., the dual-task paradigm). The effects may also be affected by the type of cognitive task, physical fitness, exercise mode/duration, and age. Second, we suggest that interactions between changes in regional cerebral blood flow (CBF), cerebral oxygenation, cerebral metabolism, neuromodulation by neurotransmitters/neurotrophic factors, and a variety of psychological factors are promising candidates that determine cognitive performance in response to acute high-intensity exercise. The present review has implications for recreational, sporting, and occupational activities where high cognitive and physiological demands are required to be completed concurrently.

Anterior cingulate cortex causally supports flexible learning under motivationally challenging and cognitively demanding conditions

Anterior cingulate cortex (ACC) and striatum (STR) contain neurons encoding not only the expected values of actions, but also the value of stimulus features irrespective of actions. Values about stimulus features in ACC or STR might contribute to adaptive behavior by guiding fixational information sampling and biasing choices toward relevant objects, but they might also have indirect motivational functions by enabling subjects to estimate the value of putting effort into choosing objects. Here, we tested these possibilities by modulating neuronal activity in ACC and STR of nonhuman primates using transcranial ultrasound stimulation while subjects learned the relevance of objects in situations with varying motivational and cognitive demands. Motivational demand was indexed by varying gains and losses during learning, while cognitive demand was varied by increasing the uncertainty about which object features could be relevant during learning. We found that ultrasound stimulation of the ACC, but not the STR, reduced learning efficiency and prolonged information sampling when the task required averting losses and motivational demands were high. Reduced learning efficiency was particularly evident at higher cognitive demands and when subjects experienced loss of already attained tokens. These results suggest that the ACC supports flexible learning of feature values when loss experiences impose a motivational challenge and when uncertainty about the relevance of objects is high. Taken together, these findings provide causal evidence that the ACC facilitates resource allocation and improves visual information sampling during adaptive behavior.

The impact of cognitive work demands on subsequent physical activity behavior.

After cognitively demanding work, individuals tend to be less physically active. However, the psychological mechanisms underlying this effect have not been thoroughly tested. The aim of this article was to experimentally investigate the impact of cognitive work demands on subsequent physical activity behavior. Across two preregistered experiments, participants were exposed to high or low levels of cognitive work demands, operationalized as workload in Experiment 1 and as working-memory load in Experiment 2. In a subsequent choice task, participants made binary consequential choices between leisure nonphysical activities (e.g., drawing) and effortful physical activities (e.g., cycling). Choice alternatives were matched on attractiveness rankings. Additionally, physical endurance performance was measured using a standardized cycling protocol in Experiment 1. In contrast to the hypotheses, after performing work with high cognitive demands, participants were not more likely to choose nonphysical over physical activities nor did they perform significantly worse on the physical endurance task. Exploratory analyses suggest that preexisting preferences for either physical or nonphysical activities explained physical activity behavior above and beyond exposure to cognitively demanding work. These experiments question the impact of cognitively demanding work on subsequent cognitive fatigue and physical activity behavior. Implications for theory, practice, and future directions are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Decomposing the Effects of Familiarity with Music Cues on Stride Length and Variability in Persons with Parkinson's Disease: On the Role of Covariates.

This study aimed to determine the role of cognitive and affective responses to music cues in modulating the effects of familiarity with music on stride length and stride-to-stride variability in people with Parkinson’s disease (PD). Using multilevel modeling, people with PD’s spatiotemporal gait parameters and self-reported ratings of familiarity, enjoyment, cognitive and physical demand, beats salience of music cues after each walking trial, as well as music reward, were analyzed. Our findings indicate that (1) condition-varying perceived enjoyment and beat salience are positively associated with increased stride length; (2) participants with a greater music reward for mood regulation and emotion evocation show greater stride length changes compared with those with less music reward; (3) condition-varying perceived enjoyment is positively associated with decreases in stride-to-stride variability; and (4) participants with lower cognitive demand of walking with music cues and higher beat salience show lower stride-to-stride variability compared with those with higher cognitive demand and lower beat salience. These results provide behavioral evidence of independent and interactive influences of cognitive and affective responses to music cues on spatiotemporal gait parameters in people with PD.

Altered functional connectivity in children with ADHD while performing cognitive control task

Response inhibition is one of the crucial cognitive domains that exhibit deficit in children with ADHD. To further elucidate it, this study examines the task-based functional-connectivity in children with attention deficit hyperactive disorder (ADHD). We acquired the fMRI data of 16 unmedicated children with ADHD and 16 typically developing (TD) children who performed the flanker task. MVPA and seed-based connectivity analysis was performed to identify the abnormal connectivity pattern across the whole brain. MVPA revealed that six important regions, namely the right IFG, right SMA, bilateral precentral gyrus, left DLPFC, and left cerebellum, had abnormal connectivity in children with ADHD while they performed the cognitive control task. Out of these six regions, four were further used for whole-brain seed-based functional connectivity analyses, which revealed patterns of significantly altered connectivity across multiple regions. Signal intensities changes were also extracted to perform BOLD- reaction time (RT) correlation analysis, that suggest positive correlation between left DLPFC and right IFG. Overall, the results suggest that children with ADHD are unable to endure high cognitive control demand. Our findings highlight the utility of analyzing brain connectivity data in identifying the abnormal connectivity in children with ADHD.

Recent trends in telerehabilitation of stroke patients: A narrative review.

Stroke is the main reason for disabilities worldwide leading to motor dysfunction, spatial neglect and cognitive problems, aphasia, and other speech-language pathologies, reducing the life quality. To overcome disabilities, telerehabilitation (TR) has been recently introduced. The aim of this review was to analyze current TR approaches for stroke patients' recovery. We searched 6 online databases from January 2018 to October 2021, and included 70 research and review papers in the review. We analyzed TR of 995 individuals, which was delivered synchronously and asynchronously. Findings show TR is feasible improving motor function, cognition, speech, and language communication among stroke patients. However, the dose of TR sessions varied significantly. We identified the following limitations: lack of equipment, software, and space for home-based exercises, insufficient internet capacity and speed, unavailability to provide hands on guidance, low digital proficiency and education, high cognitive demand, small samples, data heterogeneity, and no economic evaluation. The review shows TR is superior or similar to conventional rehabilitation in clinical outcomes and is used as complementary therapy or as alternative treatments. More importantly, TR provides access to rehabilitation services of a large number of patients with immobility, living in remote areas, and during COVID-19 pandemic or similar events.

Avoidant Personality Disorder Symptoms and Cardiovascular Reactivity to Psychological Stress Tasks With Increasing Cognitive Demands

Abstract. This study aimed to investigate whether and how avoidant personality disorder symptoms are related to cardiovascular reactivity to stress tasks with different levels of cognitive demands. The revised Chinese edition of the avoidant personality disorder subscale of Personality Diagnosed Questionnaire-4+ (PDQ-4+) was administered to 222 undergraduate students randomly assigned to psychological stress tasks (i.e., mental arithmetic tasks) with low, moderate, or high cognitive demands (manipulated by task difficulty), during which their physiological data were continuously collected. Results showed that avoidant personality disorder symptoms and cognitive demands of tasks interactively predicted systolic blood pressure (SBP) and diastolic blood pressure (DBP) reactivity. In specific, avoidant personality disorder symptoms were not associated with SBP reactivity under the low- and moderate-demand conditions and DBP reactivity under the low-demand condition but were associated with blunted SBP reactivity under the high-demand condition and blunted DBP reactivity under the moderate- and high-demand conditions. These findings indicate that the association between avoidant personality disorder symptoms and cardiovascular reactivity to psychological stress is contingent on the cognitive demands of tasks, which have potential implications for physical health.

Scaffolding Language for Learning in Mathematics for English Learners Receiving Intensive Intervention

AbstractEliciting student thinking during mathematics instruction allows teachers to choose tasks with high cognitive demand while also engaging students to use productive struggle to solve mathematical problems, thus increasing their conceptual understanding. Often, students who require intensive intervention in mathematics, in particular, students who are English learners, are not able to participate in discourse opportunities within core instruction in mathematics because they lack the confidence or the necessary skills. This includes students with mathematics difficulties as well as students with identified mathematics disabilities. Discourse provides multiple opportunities to practice using and listening to content‐specific language, which is critical to developing academic language and accessing higher‐level mathematics. This article summarizes the research supporting discourse in mathematics interventions as well as appropriate scaffolds to support discourse within intensive intervention for English learners, ultimately improving student understanding and performance.

Psychophysiological Responses of Adults According to Cognitive Demand Levels for Horticultural Activities

We aimed to compare psychophysiological responses in adults according to cognitive demand levels for horticultural activities to confirm the feasibility of horticultural activity for improving attention and emotional states. A total of 60 adults in their 20s were included in this crossover design study. Participants performed soil-mixing activities with 2 cognitive demand levels for 2 min each. Electroencephalography (EEG) and electrocardiography (ECG) were performed during these activities. After each activity, the semantic differential method (SDM) was used to evaluate the emotional states of the participants. EEG results revealed that relative fast alpha and low beta power spectrums in the frontal lobes were high during the activity with high cognitive demand compared to those during the low demand activity, which indicates activation in the prefrontal cortex. ECG results showed that during the high cognitive demand activity, the standard deviation of the RR intervals of male adults was high, indicating a high-stress resistance ability of the autonomic nervous system. However, as a result of the SDM, there were no significant differences in emotional states according to the level of activity difficulty. Therefore, this study confirmed the possibility that the intervention of horticultural activities of an appropriate difficulty did not negatively affect subjective emotional changes and could have a positive effect on the improvement of attention levels and emotional stability in adults.

Increased Cognitive Demands Affect Agility Performance in Female Athletes - Implications for Testing and Training of Agility in Team Ball Sports.

Agility, a key component of team ball sports, describes an athlete´s ability to move fast in response to changing environments. While agility requires basic cognitive functions like processing speed, it also requires more complex cognitive processes like working memory and inhibition. Yet, most agility tests restrict an assessment of cognitive processes to simple reactive times that lack ecological validity. Our aim in this study was to assess agility performance by means of total time on two agility tests with matched motor demands but with both low and high cognitive demands. We tested 22 female team athletes on SpeedCourt, using a simple agility test (SAT) that measured only processing speed and a complex agility test (CAT) that required working memory and inhibition. We found excellent to good reliability for both our SAT (ICC = .79) and CAT (ICC =.70). Lower agility performance on the CAT was associated with increased agility total time and split times (p < .05). These results demonstrated that agility performance depends on the complexity of cognitive demands. There may be interference-effects between motor and cognitive performances, reducing speed when environmental information becomes more complex. Future studies should consider agility training models that implement complex cognitive stimuli to challenge athletes according to competitive demands. This will also allow scientists and practitioners to tailor tests to talent identification, performance development and injury rehabilitation.

Association Between Operating Room Noise and Team Cognitive Workload in Cardiac Surgery.

Excessive intra-operative noise in cardiac surgery has the potential to serve as source of distraction and additional cognitive workload for the surgical team, and may interfere with optimal performance. The separation from bypass phase is a technically complex phase of surgery, making it highly susceptible to communication breakdowns due to high cognitive demands and requiring tightly coupled team coordination. The objective of this study was to investigate team cognitive workload levels and communication in relation to intra-operative time periods representative of infrequent vs. frequent peaks in ambient noise. Compared to 5-minute segments with no peaks in noise at all, segments with the highest percentage of noise peaks (≥10%) were significantly associated with higher team members' heart rate before, during, and after noise segments analyzed. These noisier segments were also associated with a significantly higher level of case-irrelevant communication events. These data suggest that case-irrelevant conversations associated with a greater degree of excessive peaks in noise may be associated with team workload levels, warranting further investigation into efforts to standardize communication during critical surgical phases.

Changes in Electrical Brain Activity and Cognitive Functions Following Mild to Moderate COVID-19: A one-Year Prospective Study After Acute Infection.

The coronavirus disease 2019 (COVID-19) can disrupt various brain functions. Over a one-year period, we aimed to assess brain activity and cognitive function in 53 COVID-19 patients and 30 individuals without COVID-19 (or asymptomatic). The Montreal Cognitive Assessment, Trail Making Test Parts A and B (TMT-A and B), and Digit Span Test were used to assess cognitive function. Cognitive variables and electroencephalography (EEG) data (activity, mobility, and complexity) were compared between the groups at rest and during cognitive demand (F3-F7, Fz-F3, Fz-F4, and F4-F8). There was a reduction in F3-F7 activity during the TMT-B in the COVID-19 group at 6-12 months compared to the controls (p = 0.01) at baseline (p = 0.03), a reduction in signal complexity at F3-F7 at rest in the COVID-19 group at baseline and 6-12 months compared to the controls (p < 0.001), and a reduction in Fz-F4 activity at rest from 6-12 months in the post-COVID group compared to baseline (p = 0.02) and 3-6 months (p = 0.04). At 6-12 months, there was a time increase in TMT-A in the COVID-19 group compared to that in the controls (p = 0.04). Some correlations were found between EEG data and cognitive test in both groups. In conclusion, there was a reduction in brain activity at rest in the Fz-F4 areas and during high cognitive demands in the F3-F7 areas. A reduction in signal complexity in F3-F7 at rest was found in the COVID-19 group at 6-12 months after acute infection. Furthermore, individuals with COVID-19 experience long-term changes in cognitive function.

From the Familiar to the Abstract: Exploring Grade 11 Learners’ Development in Stoichiometry Problem Solving Competency with Exposure to POGIL

This qualitative case study explored how exposure to Process-Oriented Guided Inquiry Learning (POGIL) improves 11th grade physical sciences learners’ competency in solving stoichiometry problems. Two township schools of low socioeconomic status in Pretoria, South Africa, were conveniently and purposively sampled. Two classes (N = 48) composed of multicultural black learners of mixed gender participated in the study. Data were collected at each school using a pre-test, post-test and video-recorded classroom observations. The Interactive–Constructive–Active–Passive theory served as a conceptual and analytical framework to understand the nature of student engagement during the POGIL activities. High student engagement could contribute to improved problem-solving competency in the post-test. The findings from the classroom observations and recorded group discussions served as evidence of the learners’ engagement. The learners collaboratively engaged in the analysis, synthesis and evaluation of ideas, reasoning and justifying their suggestions in solving POGIL tasks. Interactions were largely characterised as interactive and constructive modes of engagement, both facilitating deep processing strategies. Regarding data from the tests, problem-solving competency was classified at four levels based on Bloom’s taxonomy. The pre-test results indicated a lack of competency in solving complex stoichiometry problems. ANOVA indicated that the differences in the frequencies of the competency levels found in the pre- and post-test are statistically significant. High student engagement could have contributed to improved problem-solving competency in the post-test, although more improvement could be made in terms of problem solving competency in questions introducing more complexity and higher cognitive demand such as multistep calculations. The study shows how using POGIL in high school science may empower learners with enhanced problem solving skills.

Effectiveness of nutrition interventions on improving diet quality and nutrition knowledge in military populations: a systematic review.

Optimizing nutrition in military groups through improved diet quality and nutrition knowledge is key in supporting the high physical and cognitive demands. The objective of this investigation was to systematically review the effectiveness of nutrition interventions among military personnel in improving diet quality and/or nutrition knowledge. Medline, Embase, CINAHL, and Scopus were searched from the earliest records to May 2020. Data were extracted by 2 reviewers. The primary outcomes were diet quality and/or nutrition knowledge. Twenty studies were included. The main intervention approaches identified were nutrition education of individuals (i.e., education-based studies; EB) (n = 12), and manipulation of the food service environment (i.e., dining facility studies; DFACs) (n = 8). The most common strategies were face-to-face lectures (n = 8) for EB, and healthier menus (n = 7) and education of catering staff (n = 6) for DFAC interventions. Most studies (18/20) demonstrated favorable within-group effects; however, dietary changes were inconsistent. Five of 10 studies using a comparator group demonstrated positive between-group differences. Although potential exists for improving diet quality and nutrition knowledge in military populations, the heterogeneity of the studies to date limits conclusions on the most efficacious strategies.

DLPFC stimulation alters working memory related activations and performance: An interleaved TMS-fMRI study

BackgroundFindings from correlative neuroimaging studies link increased frontoparietal network (FPN) activation and default mode network (DMN) deactivation to enhanced high cognitive demand processing. To causally investigate FPN-DMN contributions to high cognitive demand processing, the current interleaved TMS-fMRI study simultaneously manipulated and indexed neural activity while tracking cognitive performance during high and low cognitive load conditions. MethodsTwenty participants completed an n-back task consisting of four conditions (0-back, 0-backTMS, 2-back, 2-backTMS) while undergoing interleaved TMS-fMRI. During TMS concurrent with n-back blocks, TMS single pulses were delivered to the left DLPFC at 100% motor-threshold every 2.4s. ResultsTMS delivered during high cognitive load strengthened cognitive processing. FPN node activations and DMN node deactivations were increased in the high versus low cognitive load TMS condition. Contrary to our hypothesis, TMS did not increase high load related activation in FPN nodes. However, as hypothesized, increased DMN node deactivations emerged as a function of TMS during high load (right angular gyrus) and from interactions between cognitive load and TMS (right middle temporal gyrus). Load and TMS combined to dampen activation within the DMN at trend level (p = .058). Deactivation in a dorsomedial DMN node was associated with TMS driven improvements in high load cognitive processing. ConclusionsExogenous perturbation of the DLPFC via single pulse TMS amplified DMN node deactivations and enhanced high cognitive demand processing. Neurobehavioral findings linking these effects hint at a promising, albeit preliminary, cognitive control substrate requiring replication in higher-powered studies that use control stimulation.