Role Of Cognitive Resources Research Articles

Spoken Word Recognition in Listeners with Mild Dementia Symptoms.

Difficulty understanding speech is a common complaint of older adults. In quiet, speech perception is often assumed to be relatively automatic. However, higher-level cognitive processes play a key role in successful communication in noise. Limited cognitive resources in adults with dementia may therefore hamper word recognition. The goal of this study was to determine the impact of mild dementia on spoken word recognition in quiet and noise. Participants were 53-86 years with (n = 16) or without (n = 32) dementia symptoms as classified by the Clinical Dementia Rating scale. Participants performed a word identification task with two levels of word difficulty (few and many similar sounding words) in quiet and in noise at two signal-to-noise ratios, +6 and +3 dB. Our hypothesis was that listeners with mild dementia symptoms would have more difficulty with speech perception in noise under conditions that tax cognitive resources. Listeners with mild dementia symptoms had poorer task accuracy in both quiet and noise, which held after accounting for differences in age and hearing level. Notably, even in quiet, adults with dementia symptoms correctly identified words only about 80% of the time. However, word difficulty was not a factor in task performance for either group. These results affirm the difficulty that listeners with mild dementia may have with spoken word recognition, both in quiet and in background noise, consistent with a role of cognitive resources in spoken word identification.

Child-Like Adults: Dual-Task Effects on Collective vs. Distributive Sentence Interpretations.

In this work, we consider a recent proposal that claims that the preferred interpretation of sentences containing definite plural expressions, such as “The boys are building a snowman,” is not determined by semantic composition but is pragmatically derived via an implicature. Plural expressions can express that each member of a group acts individually (distributive interpretation) or that the group acts together (collective interpretation). While adults prefer collective interpretations for sentences that are not explicitly marked for distributivity by the distributive marker each, children do not show this preference. One explanation is that the adult collective preference for definite plurals arises due to a conversational implicature. If implicature calculation requires memory resources, children may fail to calculate the implicature due to memory limitations. This study investigated whether loading Dutch-speaking adults' working memory, using a dual task, would elicit more child-like distributive interpretations, as would be predicted by the implicature account. We found that loading WM in adults did lead to response patterns more similar to children. We discuss whether our results offer a plausible explanation for children's development of an understanding of distributivity and how our results relate to recent debates on the role of cognitive resources in implicature calculation.

Cognitive performance in older adults at three months following mild traumatic brain injury

ABSTRACT Introduction: In the context of limited research assessing outcomes following mild traumatic brain injury (mTBI) in older adults, this study evaluated cognitive outcomes through prospective memory, and expected that performance of an older mTBI group (≥65 years) would be lower compared to orthopedic and community controls. The study also explored whether cognitive resources (retrospective memory, executive function) moderated any association between presenting Glasgow Coma Scale (GCS) and prospective memory. Method: At three-months post-injury, a mTBI group (n = 39), an orthopedic control group (n = 63), and a community control group (n = 46) completed a neuropsychological assessment, including (i) prospective memory, using a standardized paper-and-pencil task (Cambridge Prospective Memory Test), an augmented reality task and a naturalistic task, and (ii) standardized measures of retrospective memory (Hopkins Verbal Learning Test) and executive function (Trail Making Test). Group performances were compared, and bootstrapped moderation analyses evaluated the role of cognitive resources in the relationship between GCS and prospective memory outcome. Results: The mTBI group, as compared to community controls, performed significantly lower on the augmented reality task (d = −0.64 to d = −0.79), and there was a small-moderate but non-significant effect (d = −0.45) on the naturalistic task. There were no differences between the mTBI group and orthopedic controls. Retrospective memory was a unique predictor of the augmented reality task (B = 1.83) and moderated the relationship between presenting GCS and the naturalistic task (B = −5.60). Executive function moderated the association between presenting GCS and augmented reality (B = −1.13) and naturalistic task (B = −1.57). Conclusions: At three-months post-mTBI, older adults are at risk of poor cognitive performance; and the relationship between GCS and prospective memory can be moderated by cognitive resources. Further follow-up is indicated to determine whether impairments resolve or persist over time.

Resources, Potentials and Academic Achievements of Students. Part 2. From Differentiation to Integration of Resources, Potentials and Academic Achievements of Students

Introduction. In Part 1, an analytical review of diverse studies into resources and potentials as prerequisites for academic success of university students was conducted. These categories were defined in terms of their differentiation. However, the opposite trend - their systemic integration - remains inadequately investigated. The aims of the present publication are the following: to reveal similarities and differences in resources and potentials of individual-professional development of university students; on this basis, to develop the contours of the corresponding empirical model. Methodology and research methods . The work is based on a system-integrative approach to the study of individuality. Initially, this approach involves the identification (differentiation) of the basic components of the system followed by the reverse process - their commonality (integration) into the system. The systematisation of the main positions of the formed model was performed in accordance with the problem and comparative analysis based on the inductive method. Results and scientific novelty. Students’ resources and potentials are developed through common grounds, linking them to a special class system with a dual configuration. In this system, the phenomena under discussion differ in the way of existence and position on the time axis. Their common feature and integrator is the category of possible, which brings integrity to this system. The formulated hypotheses are aimed at finding independent variables of the designed empirical model - resources and potentials of students’ academic achievements. The list of hypotheses includes testing of self-control variables in the form of a separate item as a mediating link. On this basis, a new understanding of student individual-professional development in higher school is presented. An integrative model of such student development was built, in which the time factor is taken into account. It is demonstrated that this development can be based on a spiral type - as cyclic continuous transitions from resources to potentials with subsequent transformations of the latter into resources again, but with updated possibilities. In spiral transitions, amalgam formation from different-quality components occurs and mediating links of the system appear. The role of cognitive resources and potentials in academic achievements and learning activities is identified. The relevance of elements of the proposed model to solved educational tasks is a key question for successful implementation of such learning activity. Practical significance . The research materials enrich the understanding of the content of the concepts of “resource”, “potential” and their contribution to the academic achievements of students. The obtained results contribute to the spread of a systemic approach in the field of research practice for the study of resources and potentials, overcoming lack of integration and creation of integrative models. The described research strategy can be used in teaching the disciplines of “Personality Psychology”, “Cognitive Psychology” and “Developmental Psychology” in classical and pedagogical universities.

Human Capital and Administrative Burden: The Role of Cognitive Resources in Citizen-State Interactions.

One means by which the state reinforces inequality is by imposing administrative burdens that loom larger for citizens with lower levels of human capital. Integrating insights from various disciplines, this article focuses on one aspect of human capital: cognitive resources. The authors outline a model that explains how burdens and cognitive resources, especially executive functioning, interrelate. The article then presents illustrative examples, highlighting three common life factors—scarcity, health problems, and age‐related cognitive decline. These factors create a human capital catch‐22, increasing people's likelihood of needing state assistance while simultaneously undermining the cognitive resources required to negotiate the burdens they encounter while seeking such assistance. The result is to reduce access to state benefits and increase inequality. The article concludes by calling for scholars of behavioral public administration and public administration more generally to incorporate more attention to human capital into their research.

Human Capital and Administrative Burden: The Role of Cognitive Resources in Citizen-State Interactions

One means by which the state reinforces inequality is by imposing administrative burdens that loom larger for citizens with lower levels of human capital. Integrating insights from various disciplines, this article focuses on one aspect of human capital: cognitive resources. The authors outline a model that explains how burdens and cognitive resources, especially executive functioning, interrelate. The article then presents illustrative examples, highlighting three common life factors—scarcity, health problems, and age‐related cognitive decline. These factors create a human capital catch‐22, increasing people's likelihood of needing state assistance while simultaneously undermining the cognitive resources required to negotiate the burdens they encounter while seeking such assistance. The result is to reduce access to state benefits and increase inequality. The article concludes by calling for scholars of behavioral public administration and public administration more generally to incorporate more attention to human capital into their research.

The effect of presentation time and working memory load on emotion recognition.

Current research on the role of cognitive resources on emotional face recognition provides inconclusive support for the automaticity model. The purpose of the present study was to examine the effect of working memory load and attentional control on emotion recognition. Participants (N=60) were shown photographs of fearful, angry, happy and neutral faces for 200 ms, 700 ms or 1400 ms while engaging in concurrent working memory load task. A restricted response time was employed. Data analysis revealed that presentation time did not affect the reaction time across emotions. Furthermore, reactions times were marginally affected by graded load. Reaction times to fear and anger were significantly greater compared to other emotions across load conditions. These findings are relatively congruent with the automaticity theory and negativity bias, suggesting that efficient emotion recognition can occur even in the expenditure of working memory processes, whereas longer reaction time for negative stimuli indicates the partial involvement of higher cognitive processes that are necessary for evaluating potential threats. It is suggested that although processing negative emotional faces can be carried out automatically, at the same it requires sufficient attention in order to be executed.

Effort reduction after self-control depletion: The role of cognitive resources in use of simple heuristics

Heuristics have been described as decision strategies that save time and effort. Given this advantageous property, heuristics should be more often used when cognitive resources are scarce. We tested this general view with respect to the fast and frugal recognition heuristic which assumes one-reason decision making based on recognition alone whenever one object in a paired comparison is recognised and the other is not. In an experiment, we manipulated cognitive resources through an executive control procedure previously used in ego-depletion research. From the choice frequencies, the probability of using the recognition heuristic was estimated by means of a multinomial processing tree model. Results confirmed that use of the recognition heuristic was indeed more likely under depleted resources and thus limited cognitive capacity. These findings corroborate the general notion that a need for effort reduction fosters use of simple decision heuristics.

The role of cognitive resources in determining our moral intuitions: Are we all liberals at heart?

Recent research provides evidence that one important difference between liberals and conservatives is their basic moral intuitions. These studies suggest that while liberals and conservatives respond similarly to considerations of harm/care and fairness (what Graham and Haidt call the “individualizing” foundations), conservatives also respond strongly to considerations of in-group, authority, and purity (the “binding” foundations) while liberals do not. Our study examined two alternative hypotheses for this difference—the first being that liberals cognitively override, and the alternative being that conservatives cognitively enhance, their binding foundation intuitions. Using self-regulation depletion and cognitive load tasks to compromise people's ability to monitor and regulate their automatic moral responses, we found support for the latter hypothesis—when cognitive resources were depleted/distracted, conservatives became more like liberals (de-prioritizing the binding foundations), rather than the other way around. This provides support for the view that conservatism is a form of motivated social cognition.

Adult Age Differences and the Role of Cognitive Resources in Perceptual–Motor Skill Acquisition: Application of a Multilevel Negative Exponential Model

The effects of advanced age and cognitive resources on the course of skill acquisition are unclear, and discrepancies among studies may reflect limitations of data analytic approaches. We applied a multilevel negative exponential model to skill acquisition data from 80 trials (four 20-trial blocks) of a pursuit rotor task administered to healthy adults (19-80 years old). The analyses conducted at the single-trial level indicated that the negative exponential function described performance well. Learning parameters correlated with measures of task-relevant cognitive resources on all blocks except the last and with age on all blocks after the second. Thus, age differences in motor skill acquisition may evolve in 2 phases: In the first, age differences are collinear with individual differences in task-relevant cognitive resources; in the second, age differences orthogonal to these resources emerge.

Feedback Specificity Requirements for Learning in Younger and Older Adults: The Role of Cognitive Resources and Task Demand

Feedback Specificity Requirements for Learning in Younger and Older Adults: The Role of Cognitive Resources and Task Demand

Feedback Specificity Requirements for Learning in Younger and Older Adults: The Role of Cognitive Resources and Task Demand

The amount of feedback needed to learn a new task has long been debated ( cf. Schmidt & Bjork, 1992; Van Merrienboer & Sweller, 2005). One potential answer to the amount of feedback required is that feedback should be contingent upon the learner's cognitive resources and demands imposed by the task (McLaughlin, Rogers, & Fisk, 2006). To test this model, a study is proposed that accounts for the learner's cognitive resources by comparing samples of populations with known differences, older and younger adults (Horn & Cattell, 1967; Salthouse & Babcock, 1991). To account for task demands, a simple rule-based cue learning task has been created. Participants will be provided with varying levels of feedback specificty while learning the task. We predict younger adults will benefit from less feedback support while older adults benefit from more feedback support. Theoretical and applied contributions are also discussed.

Fragmented Pictures Revisited: Long-Term Changes in Repetition Priming, Relation to Skill Learning, and the Role of Cognitive Resources

Background: Whereas age-related declines in declarative memory have been demonstrated in multiple cross-sectional and longitudinal studies, the effect of age on non-declarative manifestations of memory, such as repetition priming and perceptual skill learning, are less clear. The common assumption, based on cross-sectional studies, is that these processes are only mildly (if at all) affected by age. Objective: To investigate long-term changes in repetition priming and age-related differences in identification of fragmented pictures in a 5-year longitudinal design. Method: Healthy adults (age 28–82 years) viewed drawings of objects presented in descending order of fragmentation. The identification threshold (IT) was the highest fragmentation level at which the object was correctly named. After a short interval, old pictures were presented again along with a set of similar but novel pictures. Five years later the participants repeated the experiment. Results: At baseline and 5-year follow-up alike, one repeated exposure improved IT for old (priming) and new (skill acquisition) pictures. However, long-term retention of priming gains was observed only in young adults. Working memory explained a significant proportion of variance in within-occasion priming, long-term priming, and skill learning. Conclusion: Contrary to cross-sectional results, this longitudinal study suggests perceptual repetition priming is not an age-invariant phenomenon and advanced age and reduced availability of cognitive resources may contribute to its decline.

Vieillissement normal et cognition

It is now well documented that normal aging modifies the cognitive functioning and most observations suggest that cognition evolves in the direction of deterioration. The more frequently impaired functions are memory, attention and visual-spatial abilities. On the other hand, some abilities seem to increase, such as vocabulary. Considering the aging effect on cognition, questions remain regarding directionality, universality and reversibility. A great variability in aged related impacts is observed among subjects and among cognitive domains. Some individuals evolved more rapidly than others. Some cognitive functions are more affected by aging than others. General and specific factors are hypothesized to explain the aged related cognitive decline. Among them, educational level, health, cognitive style, life style, personality, are likely to modulate the aged related cognitive evolution by influencing attentional resources and cerebral plasticity. Cognitive resources are essential to develop adaptative strategies. During the life span, resources are activated and increased by learning and training. Considering the role of cognitive resources, successful aging is dependent on several conditions : absence of disease leading to a loss of autonomy, maintenance of cognitive and physical activities, and active and social engaged lifestyle.

Inductive Reasoning in Alzheimer's Disease

We evaluated knowledge of basic level and superordinate semantic relations and the role of cognitive resources during inductive reasoning in probable Alzheimer's disease (AD). Nineteen mildly demented AD patients and 17 healthy control subjects judged the truthfulness of arguments with a premise and a conclusion that contain familiar concepts coupled with “blank” predicates, such as “Spiders contain phosphatidylcholine; therefore all insects contain phosphatidylcholine.” Like healthy control subjects, AD patients were relatively insensitive to the typicality of the premise category when judging the strength of arguments with a conclusion containing a basic-level concept, but were relatively sensitive to typicality during judgments of arguments containing a superordinate in the conclusion. Moreover, AD patients resembled control subjects in judging arguments with an immediate superordinate in the conclusion compared to arguments with a distant superordinate. AD patients differed from control subjects because they could not take advantage of two premises in an argument containing basic-level concepts. We conclude that semantic knowledge is sufficiently preserved in AD to support inductive reasoning, but that limited cognitive resources may interfere with AD patients' ability to consider the entire spectrum of information available during semantic challenges.

The role of cognitive resources in the valuation of near and far future events

People's behaviors often appear short-sighted, suggesting they overvalue the near future and undervalue the far future. In three experiments, the present research focussed on the role of cognitive resources in the valuation of near and distant future events. Experiment 1 tested a new discounting paradigm for use in the subsequent experiments. Experiments 2 and 3 used different manipulations (time pressure and a concurrent tone task) to restrict the cognitive resources of participants valuing a series of future events. In both experiments, this manipulation caused an increase in the valuation of far future events but not in the valuations of near future events. Implications of these findings for the role of cognitive resources in time discounting processes are briefly discussed.

Fencing off the deviant: The role of cognitive resources in the maintenance of stereotypes.

The role of cognitive resources in stereotype maintenance was examined. It was hypothesized that people's cognitive resources would condition the maintenance of stereotypes by affecting the ability to dismiss inconsistent target information. In Experiment 1, distracted and nondistracted participants formed an impression of a deviant target. As predicted, distraction was associated with less stereotypical views about the group. Experiment 2 replicated this finding using 3 deviant targets and 4 levels of distraction. Results also revealed that the perceived atypicality of the deviants mediated stereotype maintenance. Experiment 3 further showed that stereotypes remained intact only when participants were not distracted and when they had also received neutral information about the target. The discussion focuses on the role of cognitive resources in stereotyping and the effectiveness of exposure to disconfirmation in achieving stereotype change.

Fencing off the deviant: The role of cognitive resources in the maintenance of stereotypes.

Fencing off the deviant: The role of cognitive resources in the maintenance of stereotypes.

Effects of Cognitive Demand and Judgment Strategy on Person Perception Accuracy

The present study examined the effects of cognitive demand and judgment strategy in performance on the Interpersonal Perception Task (Costanzo & Archer, 1989). The Interpersonal Perception Task (IPT) contains 30 brief, real-life scenes on videotape for which there are objectively correct answers to questions about status, intimacy, kinship, competition, and deception. A total of 142 participants were run in a 2 (high vs. low cognitive demand) × 2 (first impression vs. nonverbal cues strategy) × 2 (audiovisual vs. visual only modality) design. A significant Cognitive Demand × Judgment Strategy interaction supported the hypothesized benefit of a first impression strategy when participants experienced high, rather than low, cognitive demand. In contrast, participants receiving the nonverbal cues strategy had higher accuracy under low, rather than high, cognitive demand. The conditional effects of cognitive demand on person perception are considered and the larger role of cognitive resources in interaction is discussed.

Context Effects at Encoding and Judgment in Consumption Settings: The Role of Cognitive Resources

When consumers learn about a new product, cues in the surrounding context have been found to bias their response to the product in two ways. In some instances, judgments of the product are assimilated toward the affect or descriptive implications associated with the context, whereas in other circumstances, responses are contrasted with or adjusted away from the context. We examine how cognitive resources influence whether assimilation or contrast occurs and when such context effects are reflected in subsequent judgments. Building on a model developed by Martin and his colleagues, we propose that assimilation will occur spontaneously during encoding. Contrast will occur only when this contextual influence is viewed as inappropriate and efforts to partial out the context result in overcorrection. These encoding effects of context should be evident in later judgments when the nature of either the judgment task or consumers' predisposition toward effortful thought encourage retrieval of the context-encoded information. The results of two experiments support our predictions and lead to a modified version of Martin's model. In this model, the cognitive resources available at encoding determine the type of context effect and the cognitive resources at judgment determine whether the encoding effect of context will be reflected in product evaluations.