Tasks Of High Difficulty Research Articles

Distinct brain network organizations between club players and novices under different difficulty levels.

Chunk memory is one of the essential cognitive functions for high-expertise (HE) player to make efficient decisions. However, it remains unknown how the neural mechanisms of chunk memory processes mediate or alter chess players' performance when facing different opponents. This study aimed at inspecting the significant brain networks associated with chunk memory, which would vary between club players and novices. Functional networks and topological features of 20 club players (HE) and 20 novice players (LE) were compared at different levels of difficulty by means of functional near-infrared spectroscopy. Behavioral performance indicated that the club player group was unaffected by differences in difficulty. Furthermore, the club player group demonstrated functional connectivity among the dorsolateral prefrontal cortex, the frontopolar cortex, the supramarginal gyrus, and the subcentral gyrus, as well as higher clustering coefficients and lower path lengths in the high-difficulty task. The club player group illustrated significant frontal-parietal functional connectivity patterns and topological characteristics, suggesting enhanced chunking processes for improved chess performance.

The impact of feedback on metacognition: Enhancing in easy tasks, impeding in difficult ones

Metacognition refers to the ability to monitor and introspect upon cognitive performance. Abundant research suggests that individual metacognition is easily affected by feedback in daily life, but how feedback affects metacognition in perceptual decision-making remains unclear. Here we investigated how trial-by-trial feedback shapes perceptual metacognition in two experiments with either high (n = 82) or low difficulty (n = 90). Participants were randomly divided into a feedback group in which participants received trial-by-trial performance feedback or a no-feedback group. Results showed that, in the high-difficulty task, participants in the feedback group revealed inferior metacognitive performance than the no-feedback group, manifested as decreased metacognitive efficiency while controlling for performance sensitivity. In the low-difficulty task, however, participants in the feedback group had higher metacognitive efficiency than the no-feedback group. The distinct patterns of findings in the two experiments indicate that whether feedback promotes or impedes metacognition is adjusted by task difficulty.

Effects of manipulator operation task and troubleshooting task on blood pressure indexes of oceanauts

Objective: To explore the characteristics and rules of blood pressure changes in oceanauts during simulated operation of manipulator and troubleshooting tasks with different difficulty. Methods: In July 2020, 8 deep-sea manned submersible oceanauts, 6 males and 2 females, were selected as objects. In the 1∶1 model of Jiaolong deep-sea manned submersible, the oceanauts performed manipulator operation tasks and troubleshooting tasks with different difficulties, measured the continuous blood pressure of the oceanauts, filled in the NASA Task Load Index (NASA-TLX scale) after the completion of a single mission, and the changes of systolic pressure (SBP), diastolic pressure (DBP), mean arterial pressure (MAP) and mental workload were analyzed. Results: In a single task, the SBP, DBP and MAP of the oceanauts increased first and then decreased. The blood pressure values at the third minute were significantly lower than those at the first minute (P<0.01), and those at the fifth minute were significantly higher than those at the third minute (P<0.01). When performing the same task, compared with the quiet state, SBP, DBP and MAP increased when the oceanauts performed low difficulty, high difficulty, high difficulty+2-back manipulator operation task and troubleshooting task (P<0.05). When the task difficulty was the same, the SBP and MAP of oceanauts performing manipulator operation tasks were higher than those of oceanauts performing troubleshooting tasks (P<0.05). Compared with low difficulty tasks, the scores of NASA-TLX scale for oceanauts performing high difficulty manipulator operationtasks were significantly higher (P<0.05). Compared with the low difficulty task and high difficulty task, the scale score of the high difficulty+2-back troubleshooting task was significantly higher (P<0.05). When the task difficulty was the same, the scale scores of low difficulty and high difficulty manipulator operation tasks were significantly higher than those of troubleshooting tasks (P<0.05). SBP, DBP, MAP of No. 1, No. 3, No. 4, No. 5, and No. 7 oceanauts (all of whom had 6 years of diving) were positively correlated with NASA-TLX scale scores (r>0.8, P<0.05) . Conclusion: In the process of manned deep-sea diving, when the oceanauts perform manipulator operation tasks and troubleshooting tasks, with the increase of task difficulty, the mental load of oceanauts increases, and the blood pressure index increases significantly in a short time. At the same time, improving the proficiency of operation can reduce the variation range of blood pressure indexes. Blood pressure can be used as an effective reference to evaluate the difficulty of operation and guide scientific training.

Failure to Engage Neural Plasticity through Practice of a High-difficulty Task is Accompanied by Reduced Motor Skill Retention in Older Adults

While the difficulty of a motor task can act as a stimulus for learning in younger adults, it is unknown how task difficulty interacts with age-related reductions in motor performance and altered brain activation. We examined the effects of task difficulty on motor performance and used electroencephalography (EEG) to probe task-related brain activation after acquisition and 24-h retention of a mirror star-tracing skill in healthy older adults (N = 36, 65–86 years). The results showed that the difficulty of the motor skill affected both the magnitude of motor skill learning and the underlying neural mechanisms. Behavioral data revealed that practicing a motor task at a high difficulty level hindered motor skill consolidation. The EEG data indicated that task difficulty modulated changes in brain activation after practice. Specifically, a decrease in task-related alpha power in frontal and parietal electrodes was only present after practice of the skill at the low and medium, but not the high difficulty level. Taken together, our findings show that a failure to engage neural plasticity through practice of a high-difficulty task is accompanied by reduced motor skill retention in older adults. The data help us better understand how older adults learn new motor skills and might have implications for prescribing motor skill practice according to its difficulty in rehabilitation settings.

Metaphor, Verstehen or Neither: A Reflection on Hypnotic Analgesia and Active Ingredients in Psychotherapy

Hamburg, an experienced and expert therapist, presents two successful psychotherapy cases. In both cases he viewed success as being the product of his use of metaphor, the patients' successful surmounting of a high difficulty task, hypnosis, and nonspecific factors. One of the cases involves a medically unexplained chronic and disabling pain. With a couple of brief vignettes of my own, I suggest careful screening, as using hypnosis to control medically unexplained, chronic pain may cause problems for some patients with major psychopathology (e.g., paranoid schizophrenia). Next, I note that clinical data will reflect back to us the a priori assumptions and interests we bring to it. As an example of how often and misleadingly this can happen, I discuss the autobiographical nature of clinical personality theories. Finally, I agree with Hamburg about the importance of ubiquitous nonspecific effects and note my difficulty accepting that they may be more important than the specific things we do deliberately in psychotherapy.

How Accurately Can an Observer Assess Participant Self-Reported Workload?

Subjective workload assessments are used often in human factors, almost always from the perspective of the one performing the task. How well would an observer or experimenter be able to subjectively rate the mental workload of a task being performed by a subject? In this experiment, participants formed groups of two in which one acted as an experimenter and the other as a subject. The experimenter administered three types of distractor tasks to the subject while the subject held a consonant triad in their working memory. The three tasks were a high difficulty task (counting), a medium difficulty task (writing), and a low difficulty task (drawing). Both experimenter and subject then filled out a NASA-TLX for all three task types. Roles were switched and the process repeated. Significant differences in rating were found for the high difficulty but not the low difficulty task, with the medium difficulty task in between.

Comparing the Performance, Workload, and Usability of a Gamepad and Joystick in a Complex Task

Complex human system interface systems such as unmanned vehicles utilize controls that range from standard joystick and keyboard interfaces to Xbox controllers. However, few research studies have been conducted to compare Xbox controllers with other types of interfaces, showing mixed results between those controllers. The current study compared the performance of a joystick and keyboard interface with that of an Xbox controller in both a low and high difficulty task. The results indicate that the Xbox controller had lower tracking errors and trended to lower workload and a slightly higher usability score as measured by the system usability scale (SUS). An interaction between difficulty and controller was not found, however allowing for a longer practice time with the interfaces may have shown significant differences which are planned in a future study. Overall these results indicate favorable results that an Xbox controller may be a viable control interface for complex human system interaction tasks.

Performance Enhancement in an Uninhabited Air Vehicle Task Using Psychophysiologically Determined Adaptive Aiding

We show that psychophysiologically driven real-time adaptive aiding significantly enhances performance in a complex aviation task. A further goal was to assess the importance of individual operator capabilities when providing adaptive aiding. Psychophysiological measures are useful for monitoring cognitive workload in laboratory and real-world settings. They can be recorded without intruding into task performance and can be analyzed in real time, making them candidates for providing operator functional state estimates. These estimates could be used to determine if and when system intervention should be provided to assist the operator to improve system performance. Adaptive automation was implemented while operators performed an uninhabited aerial vehicle task. Psychophysiological data were collected and an artificial neural network was used to detect periods of high and low mental workload in real time. The high-difficulty task levels used to initiate the adaptive automation were determined separately for each operator, and a group-derived mean difficulty level was also used. Psychophysiologically determined aiding significantly improved performance when compared with the no-aiding conditions. Improvement was greater when adaptive aiding was provided based on individualized criteria rather than on group-derived criteria. The improvements were significantly greater than when the aiding was randomly provided. These results show that psychophysiologically determined operator functional state assessment in real time led to performance improvement when included in closed loop adaptive automation with a complex task. Potential future applications of this research include enhanced workstations using adaptive aiding that would be driven by operator functional state.

A comparison of external and self-instructional formats with children of different ages and tasks of varying complexity

The premise that both subject and task variables need to be considered in evaluating the relative efficacy of external and self-instructional procedures was examined. The performance of first-, second-, and third-grade children, trained through either an external or self-instructional format, was assessed on double classification discrimination tasks of differing difficulty. The results indicated that the two teaching formats were equally effective in facilitating accurate performance on the easy and medium-difficulty tasks for children of all three grade levels. Self-instruction, however, was found to be the more effective teaching procedure for first-grade children on the high-difficulty task at posttraining. Correlational analyses indicated that children who had higher receptive verbal ability scores on the Peabody Picture Vocabulary Test were better able to verbalize the trained strategy. Also, these analyses indicated that children who could verbalize the trained strategy performed more accurately and took longer in completing the assessment tasks. The implication of the results for conducting a more refined analysis of the relationship between individual difference variables and self-instructional training program efficacy is discussed.

EEG Alpha Asymmetry: Task Difficulty and Hypnotizability

Parieto-occipital EEG alpha was recorded bilaterally, while 20 high- and 20 low-hypnotizable women performed one left-hemisphere and one right-hemisphere task of low difficulty and two other comparable tasks of high difficulty. Every task was performed twice, once with eyes open and once with eyes closed. All subjects were right-handed. The tasks were originally selected to be of high and low difficulty. The subjective rating of task-difficulty was also evaluated. The integrated amplitude alpha and the alpha ratio (R-L/R + L) were the dependent variables. The highly hypnotizable women showed significantly higher alpha amplitude in eyes-closed condition than the low scorers; this difference disappeared during task performance and in the eyes-open condition. The left-tasks showed lower alpha amplitude in both hemispheres than right-tasks and baseline. The right-hemisphere alpha amplitude was lower than left in all experimental conditions. On tasks of high and low difficulty there was different hemispheric behavior on right and left tasks. Performance reflecting the right and left hemispheres in the low-difficulty condition showed no changes between baseline, right- and left-tasks, while under high difficulty there was a decrease in alpha amplitude in the right and even more marked decrease in the left hemisphere during left-tasks. The pattern of task effects for ratio scores was the same as for alpha amplitude, however, despite the analysis of alpha scores, an interaction of hypnotizability X task-difficulty was detected. The highly hypnotizable women showed less negative alpha ratio during a task of low difficulty than during tasks of high difficulty; the reverse was true for the low-hypnotizable women. Finally, the highly hypnotizable subjects showed less subjective difficulty during performance than the low scorers.

Effects of informative and justificatory variables upon imitation

An experiment was performed to examine the influence of vicarious reinforcement, verbalization by the model of his own acts, and task difficulty upon imitation. Presence of verbalization resulted in both greater comprehension and greater acceptance of the modeled act. A Verbalization × Vicarious reinforcement interaction indicated that presence of verbalization increased imitation in the vicarious reinforcement, but not in the nonreinforcement, treatment. Exposure to modeling on a discrimination task of low difficulty produced both greater comprehension and greater imitation than exposure to modeling on tasks of high difficulty. Results were interpreted in terms of a theoretical viewpoint postulating that comprehension and acceptance are both antecedents to the behavioral disposition to imitate a model.