Increase In Cognitive Load Research Articles

No Evidence for a Negative Effect of Realism When Learning About a Process Despite an Increase in Cognitive Load

ABSTRACTRealistic visualizations have been found to enhance the learning of object shapes, but regarding the learning of processes, the effects of realism are largely unclear. Previous findings indicate that realism can induce a higher level of extraneous cognitive load compared with schematics and that details are attention‐consuming. The present experiment was conducted to assess the effects of realism on learning about a process with combinations of texts and pictures. It was hypothesized that realism would be a hindrance in engaging with texts due to the potential for distraction exerted by details. Students either learned with a schematic or a realistic version of a life‐cycle diagram accompanied by texts. Realism increased participants' extraneous cognitive load, while there were no significant differences regarding retention performance. The results confirm previous results that realism can increase subjective extraneous cognitive load, but highlight that realism may not prevent learners from understanding textual information.

Design and validation of a simulated multitasking environment for assessing the cognitive load on the infantry squad leader.

The increasing cognitive load on infantry squad leaders is a common challenge in modern military operations. As this can increase health and safety risks, there is a need to study the factors responsible for the increase in cognitive load. Ecological situations inherently lack strong experimental controls; therefore, microworlds that simulate real tasks are the usual alternative to field studies. However, to the best of our knowledge, there are currently no microworlds that reproduce the main tasks of the squad leader during operations. This article adresses this gap by describing the design and validation of a new microworld: the Simulated Multitasking Environment for the Squad leader (SMES). Qualitative research was firstly conducted to highlight several squad leader's generic tasks (i.e., common to many situations in the field) that guided the design of the SMES. Psychometric validation of the SMES was then based on two experiments: (i) the first evaluated the microworld's psychometric qualities when tasks were performed individually; and (ii) the second explored concurrent tasks, reflecting real-world complexity. The results showed that the parameters manipulated for each task were relevant for inducing cognitive load, measured using a secondary detection response task and the NASA-TLX questionnaire. The SMES demonstrated satisfactory convergent and content validity in multitasking but not in single-task conditions. Performance in multitasking situations therefore does not seem to depend on task-specific skills, suggesting the existence of an independent factor-multitasking ability. Theoretical and practical implications of the SMES validation are discussed.

Effects of Time Interval and Interference Manipulations on Word-Level Repetition and Naming Performance in Persons with Aphasia

Objectives: The purpose of this paper is to investigate the impact on the repetition and naming ability of Korean aphasia patients by controlling their working memory load through time intervals and interference effects using the Temple Assessment of Language and verbal Short-term memory in Aphasia (TALSA) protocol. In addition, we examined the phonological and lexical-meaning processing abilities of persons with aphasia through word repetition tasks, nonword repetition tasks, and picture naming tasks to examine phonological and lexical-meaning production abilities. Methods: Thirteen native Korean speakers with aphasia participated in the study, along with twelve control group participants. The word and nonword repetition tasks were conducted under three conditions to examine the time delay and interference effects. Each condition entailed listening to each ten words of two and three syllables. Similarly, the picture naming tasks were carried out under three conditions involving viewing ten pictures of two and three syllables each. Results: This study examined how the repetition and naming ability of persons with aphasia, i.e., the ability to producing phonemes and lexical-meaning of persons with aphasia, varies when adjusting the working memory load under time interval and interference effect conditions. This study found that the difference in performance between groups was significant for both tasks. In particular, the larger the time interval, the greater the interference effect; that is, the greater the load of working memory, the lower the performance of aphasia subjects compared to the control group. Conclusion: Since the aphasia subjects have poor working memory ability, the results of this study indicate that as the cognitive load increases, they are more affected by the ability to process phonological and semantic activations.

Semantic reading deficits in young adults: lack of conceptual thinking

The paper describes the results of a series of qualitative studies on comprehension of metaphoric meanings of verbal texts by young healthy adults. Using stimuli of various genres (fables, jokes, short story, science education text) we showed that despite high IQ and education levels the majority of participants failed to reconstruct meanings of the texts. Namely, they struggled with: 1) formulating core ideas of the text; 2) differentiating important semantic features of the text from unimportant ones; 3) rewording the core ideas of the text with no distortion of their meanings; 4) building up the text’s cognitive representation; 5) putting together the information explicitly described in the text and use it to deduce new knowledge; 6) reading traditional cultural codes; 7) providing metacognitive control under their own subjective projections. All these difficulties indicate pre-conceptual stage of cognitive development and might be overcome through developing of conceptual thinking skills. We also discuss educational practices that supposedly contribute to the abovementioned difficulties: lack of semantic reading training in primary school, non-systematised presentation of information and prevalence of visual forms of communication, and early digitalization of education leading to the increase of cognitive load while reading.

The Right-Ear Advantage in Static and Dynamic Cocktail-Party Situations.

When presenting two competing speech stimuli, one to each ear, a right-ear advantage (REA) can often be observed, reflected in better speech recognition compared to the left ear. Considering the left-hemispheric dominance for language, the REA has been explained by superior contralateral pathways (structural models) and language-induced shifts of attention to the right (attentional models). There is some evidence that the REA becomes more pronounced, as cognitive load increases. Hence, it is interesting to investigate the REA in static (constant target talker) and dynamic (target changing pseudo-randomly) cocktail-party situations, as the latter is associated with a higher cognitive load than the former. Furthermore, previous research suggests an increasing REA, when listening becomes more perceptually challenging. The present study examined the REA by using virtual acoustics to simulate static and dynamic cocktail-party situations, with three spatially separated talkers uttering concurrent matrix sentences. Sentences were presented at low sound pressure levels or processed with a noise vocoder to increase perceptual load. Sixteen young normal-hearing adults participated in the study. The REA was assessed by means of word recognition scores and a detailed error analysis. Word recognition revealed a greater REA for the dynamic than for the static situations, compatible with the view that an increase in cognitive load results in a heightened REA. Also, the REA depended on the type of perceptual load, as indicated by a higher REA associated with vocoded compared to low-level stimuli. The results of the error analysis support both structural and attentional models of the REA.

CAEVR: Biosignals-Driven Context-Aware Empathy in Virtual Reality.

There is little research on how Virtual Reality (VR) applications can identify and respond meaningfully to users' emotional changes. In this paper, we investigate the impact of Context-Aware Empathic VR (CAEVR) on the emotional and cognitive aspects of user experience in VR. We developed a real-time emotion prediction model using electroencephalography (EEG), electrodermal activity (EDA), and heart rate variability (HRV) and used this in personalized and generalized models for emotion recognition. We then explored the application of this model in a context-aware empathic (CAE) virtual agent and an emotion-adaptive (EA) VR environment. We found a significant increase in positive emotions, cognitive load, and empathy toward the CAE agent, suggesting the potential of CAEVR environments to refine user-agent interactions. We identify lessons learned from this study and directions for future work.

Wrist Extensor Muscle Fatigue During a Dual Task With Two Muscular and Cognitive Load Levels in Younger and Older Adults.

To examine the effect of concurrent physical and cognitive demands as well as age on indicators of muscle fatigue at the wrist. There are few studies examining risk indicators for musculoskeletal disorders associated with work-related physical and cognitive demands that often occur simultaneously in the workplace. Twenty-four gender-balanced older and 24 gender-balanced younger (mean age 60 and 23years) participants performed four 30min dual tasks. Tasks differed by the muscular load level during force tracking: 5% and 10% of maximum voluntary contraction force (MVC) and concurrent cognitive demands on the working memory: easy and difficult. Muscle fatigue was assessed by MVC decline and changes in surface electromyography (increased root mean square: RMS, decreased median frequency: MF) at the extensor digitorum (ED) and extensor carpi ulnaris (EU). A decline in MVC was found in all participants when tracking was performed at 10% MVC (mean ± SD: 137.9 ± 49.2 - 123.0 ± 45.3N). Irrespective of age, muscular, or cognitive load, RMS increased (ED 12.3 ± 6.5 - 14.1 ± 7.0% MVE, EU 15.4 ± 7.6 - 16.9 ± 8.6% MVE) and MF decreased (ED 85.4 ± 13.6 - 83.2 ± 12.8Hz, EU 107.2 ± 17.1 - 104.3 ± 16.7Hz) in both muscles. However, changes in MF of EU tended to be more pronounced in the older group at higher cognitive and lower muscular load, without reaching statistical significance. Maximum voluntary contraction indicated no interaction between muscle fatigue, cognitive load, or age. However, the tendencies toward altered muscle activity due to an increase in cognitive load and older age suggest muscular adaptations while maintaining tracking performance during the onset of fatigue signs in the sEMG signal. If the tendencies in muscle activity are confirmed by further studies, ergonomic assessments in industrial workplaces should consider cognitive load and age when describing the risk of musculoskeletal disorders.

Heterogeneity in Extended Reality Influences Procedural Knowledge Gain and Operation Training

Extended reality (XR) is a general term for virtual reality (VR), augmented reality (AR), and mixed reality (MR). By converting abstract digital expressions into intelligent feedback through figures, one can effectively compensate for the poor performance of traditional learning in deep cognitive processing and operational skills training. However, the extant results are uncertain, and only a limited number of studies have investigated the influence mechanism of heterogeneity among VR, AR, and MR on procedural knowledge learning, higher-level presence and generative cognitive processing, higher-quality operational behaviour and knowledge transfer. This study explored and analysed the influence of XR heterogeneity on procedural knowledge gain and operation training. Participants (n = 127) were recruited from among junior undergraduate students majoring in rail traffic signal and control. Based on the procedural disassembly and assembly of the ZD6 electric switch machine, an XR pre-training system and a 3D-printed combined virtual-real procedural training system were developed to collect three types of data regarding knowledge gain, procedural training and a set of questionnaires. Subsequently, a one-way analysis of variance was conducted with XR as the moderator variable. The results indicate that fully immersive VR is more conducive to procedural operation training; however, space and real factors must be considered. AR is consistent with the learner's operating habits, but the corresponding lack of immersion and interactivity restricts the improvement of procedural learning effects. MR multimodal perception leads to an increase in cognitive load, but moderate cognitive pressure is conducive to the cultivation of procedural cognition skills. Furthermore, this study proposes suggestions for using XR to intensify the perception and understanding of procedural cognitive actions.

The Relationship between Interleaving and Variability Effects: A Cognitive Load Theory Perspective

The interleaving effect indicates that students learn better from multiple areas that are interleaved rather than blocked. Two experiments tested the hypothesis that the effect is because interleaving facilitates comparisons between areas and is a variation of the variability effect that increases intrinsic cognitive load. Experiment 1 used an interleaved design with two obviously different topics and found no interleaving effect. Experiment 2 used a similar design but used topics that were more difficult to discriminate between, resulting in a clear advantage for the interleaved group associated with an increase in cognitive load. These results support the hypothesis that the interleaving and variability effects are closely related.

The effect of cognitive load on Detection-Response Task (DRT) performance during day- and night-time driving: A driving simulator study with young and older drivers

Over the past 25 years, distracted driving and driver inattention have been one of the main risk factors for road traffic safety. Previous research has shown that increased cognitive load from non-visual activities take our mind off the driving task, by engaging our working memory resources. Studies have shown that engagement in these tasks results in a more concentrated gaze towards the road centre, reducing lateral deviation (e.g., reduced standard deviation of lane position (SDLP) and less high frequency steering reversals). The Detection-Response Task (DRT) is an International Organization for Standardization (ISO) standard used to study the impact of cognitive load, due to secondary task, on performance. This driving simulator study examined the effect of varying levels of cognitive load (using the n-back task) on driving and DRT performance. The effect of age and lighting conditions was examined by comparing the performance of a younger group of drivers (Age Mdn = 22) with that of an older cohort (Age Mdn = 66) during day- and night-time driving conditions. Results showed that young drivers’ DRT performance was better at night-time compared to day-time, when compared to that of older drivers. Young drivers also performed better at the n-back task. Overall, an increase in cognitive load increased response time to the DRT task. In line with previous studies, an increase in cognitive load also reduced SDLP, but only in the absence of the DRT. These results provide new knowledge on drivers’ detection of peripheral stimuli during different lighting conditions, and how these are affected by a cognitively loading, non-visual, working memory task. The implications of these findings on real-world road safety are discussed.

The Pupil Knows: Pupil Dilation Indexes and Their Inhibitory Ability in Normal Aging.

Pupil dilation is considered an index of cognitive effort, as the pupil typically dilates as the cognitive load increases. In this paper, we evaluated whether older adults demonstrate increased pupil size when performing tasks requiring cognitive inhibition. We invited 44 older and 44 younger adults to perform the Stroop task while their pupil dilation was recorded with eye-tracking glasses. The dependent variables were the number of accurate responses on the Stroop task as well as pupil size in the three conditions of the task (i.e., color naming, word reading, and the interference condition). The results demonstrated less accurate responses in the interference condition than in the color-naming or word-reading conditions, in both older and younger adults. Critically, larger pupil dilation was observed in the interference condition than in the color-naming and word-reading conditions, in both older and younger adults. This study demonstrates that pupil dilation responds to cognitive effort in normal aging, at least in the interference condition of the Stroop task.

Sow in tears and reap in joy: Eye tracking reveals age-related differences in the cognitive cost of spoken context processing.

Older adults have been found to use context to facilitate word recognition at least as efficiently as young adults. This may pose a conundrum, as context use is based on cognitive resources that are considered to decrease with aging. The goal of this study was to shed light on this question by testing age-related differences in context use and the cognitive demands associated with it. The eye movements of 30 young (21-27 years old) and 30 older adults (61-79 years old) were examined as they listened to spoken instructions to touch an image on a monitor. The predictability of the target word was manipulated between trials: nonpredictive (baseline), predictive (context), or predictive of two images (competition). In tandem, listeners were asked to retain one or four spoken digits (low or high cognitive load) for later recall. Separate analyses were conducted for the preceding sentence and the (final) target word. Sentence processing: Older adults were slower than young adults to accumulate evidence for target-word prediction (context condition), and they were more negatively affected by the increase in cognitive load (context and competition). Target-word recognition: No age-related differences were found in word recognition rate or the effect of cognitive load following predictive context (context and competition). Although older adults have greater difficulty processing context, they can use context to facilitate word recognition as efficiently as young adults. These results provide a better understanding of how cognitive processing changes with aging. They may help develop interventions aimed at improving communication in older adults. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Spatial ability and 3D model colour-coding affect anatomy performance: a cross-sectional and randomized trial

Photorealistic 3D models (PR3DM) have great potential to supplement anatomy education; however, there is evidence that realism can increase cognitive load and negatively impact anatomy learning, particularly in students with decreased spatial ability. These differing viewpoints have resulted in difficulty in incorporating PR3DM when designing anatomy courses. To determine the effects of spatial ability on anatomy learning and reported intrinsic cognitive load using a drawing assessment, and of PR3DM versus an Artistic colour-coded 3D model (A3DM) on extraneous cognitive load and learning performance. First-year medical students participated in a cross-sectional (Study 1) and a double-blind randomised control trial (Study 2). Pre-tests analysed participants' knowledge of anatomy of the heart (Study 1, N = 50) and liver (Study 2, N = 46). In Study 1, subjects were first divided equally using a mental rotations test (MRT) into low and high spatial ability groups. Participants memorised a 2D-labeled heart valve diagram and sketched it rotated 180°, before self-reporting their intrinsic cognitive load (ICL). For Study 2, participants studied a liver PR3DM or its corresponding A3DM with texture-homogenisation, followed by a liver anatomy post-test, and reported extraneous cognitive load (ECL). All participants reported no prior anatomy experience. Participants with low spatial ability (N = 25) had significantly lower heart drawing scores (p = 0.001) than those with high spatial ability (N = 25), despite no significant differences in reported ICL (p = 0.110). Males had significantly higher MRT scores than females (p = 0.011). Participants who studied the liver A3DM (N = 22) had significantly higher post-test scores than those who studied the liver PR3DM (N = 24) (p = 0.042), despite no significant differences in reported ECL (p = 0.720). This investigation demonstrated that increased spatial ability and colour-coding of 3D models are associated with improved anatomy performance without significant increase in cognitive load. The findings are important and provide useful insight into the influence of spatial ability and photorealistic and artistic 3D models on anatomy education, and their applicability to instructional and assessment design in anatomy.

The effect of cognitive load on code-switching

Aims and objectives: This study explores the effect of cognitive load on code-switching (CS), by examining whether an increase in cognitive load can lead to a different amount and/or pattern of CS use, and whether there is an interplay between the effect of cognitive load and the effect of social factors (i.e., language and use, and attitudes towards CS). Methodology: Thirty-one Chinese-English bilinguals participated in a picture recall experiment consisting of three sessions, with an incremental increase in cognitive load which was achieved by manipulating the number of attentional targets that should be attended to. The increase in cognitive load was validated by a self-report survey adapted from Paas. Information on social variables was collected by a language use questionnaire. Data and analysis: The amount and pattern (intraclausal vs interclausal) of CS were coded and quantified. One-way analysis of variance (ANOVA) was performed to compare the within-participant use of CS across the sessions. Hierarchal regression analyses were also conducted to examine how cognitive load and the social variables of interest predicted the between-participant variation of CS in each session. Findings/conclusions: The results showed that the participants used significantly less intraclausal CS in Session 3, in which they reported the highest degree of cognitive load. In addition, the results of hierarchical regression analyses for overall CS use in Session 2 confirmed the significant effect of cognitive load. The influence of attitudes towards CS was also shown to be another significant predictor with large effect size. However, in the more demanding Session 3, none of the factors of interest could predict between-participant variation in CS use. Originality: This study is among the first to examine how cognitive load affects nonlaboratory CS. Significance/implications: This study argues for a recognition of the cognitive processing basis of socially driven language use, linking sociolinguistic and psycholinguistic perspectives on the use of CS.

Influences of different cognitive loads on central common neural drives to the ankle muscles during dual-task walking

While dual-task walking with additional cognitive tasks may decrease walking performance, many studies have also shown increases in walking performance during dual tasks, especially as cognitive load increases. However, the neural mechanisms that cause changes in postural control during dual tasks according to the difference in cognitive load remain unclear. Therefore, this study aimed to investigate the influence of different cognitive loads on the neural control of muscle activity during dual-task walking using intra- and intermuscular coherence analyses. Eighteen healthy young adults were subjected to treadmill walking measurements in a single-task condition (normal walking without cognitive load) and two dual-task conditions (watching digits and digit 2-back task) with the measurements of reaction time to auditory stimulation. During walking with the digit 2-back task, stride-time variability was significantly reduced compared to that during normal walking, and reaction time was significantly delayed compared to those during normal walking and walking with watching digits. The peak value of the tibialis anterior intramuscular coherence in the beta band (15–35 Hz) significantly increased during walking with the digit 2-back task than that during walking with watching digits. The present results suggest that young adults can increase their central common neural drive and decrease their walking variability for concentration on cognitive tasks during dual-task walking.

Overcoming cognitive overload of students through the design and development of the structure of the e-learning system

The introduction and expansion of the use of e-learning systems (ELS) in the higher education system has made the educational resources of universities more accessible, interactive and effective for students. The growth in the number of users and the amount of data in the system leads to a number of technical and pedagogical problems. These include insufficient orientation to cognition and the lack of adequate pedagogical support for the needs of students. This leads to an increase in cognitive load and an increase in the dependence of learning success on the external motivation of students. The article presents some results of the study of the problem of developing a pedagogical model to expand the context of adult education in the higher education system, conducted by the author in 2021-2023. The purpose of the article is to substantiate the theoretical and practical aspects of the model in terms of design and development of the ELS structure. The author conducted a critical analysis of the literature on the problem of using ICT to improve e-learning services. Modern e-learning systems, elements of their architecture, and problems of use in order to improve e-learning are systematized. The role of cognitive schemas and knowledge maps in the design and development of ELS is analyzed. The requirements for ELS based on knowledge mapping and the main elements of its structure have been developed. Using the results of this study in the process of designing and developing ELS will reduce the cognitive load of students and the number of refusals from the course, as well as increase the level of satisfaction with e-learning.

The frontoparietal multiple demand network interacts with the dual pathways in auditory working memory.

The frontoparietal multiple demand (MD) network has been proposed as a control network that regulates processing demands while enabling goal-directed actions. This study tested the MD network account in auditory working memory (AWM) and identified its functional role and relationship with the dual pathways model in AWM, where segregation of function was based on the sound domain. Forty-one healthy young adults performed an n-back task consisting of an orthogonal combination of the sound domain (spatial versus nonspatial) and cognitive operation (low load versus high load). Functional connectivity and correlation analyses were performed to assess the connectivity of the MD network and the dual pathways. Our results confirmed the contribution of the MD network to AWM and identified its interactions with the dual pathways in both sound domains and during high and low load levels. At high loads, the strength of connectivity with the MD network correlated with task accuracy, indicating the key role of the MD network in supporting successful performance as cognitive load increases. This study contributed to the auditory literature by showing that both the MD network and dual pathways collaborate with each other to support AWM, and neither of them alone is adequate to explain auditory cognition.

Enhanced cognitive interference during visuomotor tasks may cause eye-hand dyscoordination.

In complex visuomotor tasks, such as cooking, people make many saccades to continuously search for items before and during reaching movements. These tasks require cognitive resources, such as short-term memory and task-switching. Cognitive load may impact limb motor performance by increasing demands on mental processes, but mechanisms remain unclear. The Trail-Making Tests, in which participants sequentially search for and make reaching movements to 25 targets, consist of a simple numeric variant (Trails-A) and a cognitively challenging variant that requires alphanumeric switching (Trails-B). We have previously shown that stroke survivors and age-matched controls make many more saccades in Trails-B, and those increases in saccades are associated with decreases in speed and smoothness of reaching movements. However, it remains unclear how patients with neurological injuries, e.g., stroke, manage progressive increases in cognitive load during visuomotor tasks, such as the Trail-Making Tests. As Trails-B trial progresses, switching between numbers and letters leads to progressive increases in cognitive load. Here, we show that stroke survivors with damage to frontoparietal areas and age-matched controls made more saccades and had longer fixations as they progressed through the 25 alphanumeric targets in Trails-B. Furthermore, when stroke survivors made saccades during reaching movements in Trails-B, their movement speed slowed down significantly. Thus, damage to frontoparietal areas serving cognitive motor functions may cause interference between oculomotor, visual, and limb motor functions, which could lead to significant disruptions in activities of daily living. These findings augment our understanding of the mechanisms that underpin cognitive-motor interference during complex visuomotor tasks.

DOES TIME MATTER? A MULTIMODAL ANALYSIS OF SI FROM L2 TO L1

Simultaneous interpreting is regarded as one of the most difficult and stressful types of activity. Simultaneous interpreters work in a severe time deficit and have to absorb much information per unit of time, which means that different cognitive processes (e.g., memory, attention, thinking, perception) are engaged concurrently. This leads to a severe cognitive load, which is sometimes compared with that of pilots. In the current study we investigate how the increase in cognitive load, which happens throughout time, affects interpreters’ performance. This surge, we expect, will be observed on two language levels: verbal and nonverbal (gestural). The analysis is based on 10 videos of simultaneous interpreting of a lecture about biodiversity from English (L2) into Russian (L1), approximately 10 minutes each. The results of the study show an increase in speech disfluencies on the verbal level and distribution of various gesture functions on the nonverbal level. In particular, verbal disfluencies are exteriorized in fillers, draggings and truncations, and their number increases during the interpreting. Along with disfluencies we observed the rise of the co-speech gestures, e.g., adapters and pragmatic gestures, that help maintain control over the process of simultaneous interpreting, structure the output and reduce the cognitive load and stress experienced by participants while performing the task.

DISFLUENCIES AND THEIR GESTURE PROFILES: THE ANALYSIS OF SIMULTANEOUS INTERPRETING FROM L1 TO L2

The article elaborates on the specifics of simultaneous interpreting as a highly demanding cognitive task which is reflected in the presence of speech disfluencies and co-occurring gestures. The analysis of simultaneous interpreting showed the differences in the distribution of speech disfluencies and demonstrated some correlations between these disfluencies and gestures. The data was obtained from 24 simultaneous interpreters, 12 per each group (Russian-English and Russian-German). The corpus was annotated in ELAN program and analyzed using quantitative and statistical methods. The results suggest that in simultaneous interpreting there are certain differences in the distribution of disfluencies, and in the ways they are accompanied by gestures. Such differences are related to the target language, namely, whether it is English or German. Thus, Russian-English interpreting demonstrated a higher variety of disfluencies accompanied by gestures in comparison to Russian-German interpreting as was shown in the results of the qualitative analysis. For adapters and pragmatic gestures significant statistical co-dependences were found between types of disfluencies and gestures both in Russian-English and Russian-German corpora, however these correlations played out differently for the two target languages. Almost no significant differences were found for the representational and deictic gestures: they did not frequently co-occur with the speech disfluencies in our data base - probably, due to their higher conceptual purport and to the increase of cognitive load during this type of activity.