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Pilot Study over Secondary Task Cognitive Workload Induced on Drivers in AS 1200-6 Simulator

100%
Kruszewski M., Niezgoda M., Kamiński T., Matysiak A., Nader M.
Logistics and Transport
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2017
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vol. 36
69-78
EN
Modern cars are more and more frequently equipped not only with the driver assisting systems, but also with multimedia devices allowing to track the information, use the Internet or send and receive e-mails. This type of activity can cause dangerous situations by inducing various forms of distraction to the driver. In order to identify the effects caused by performing additional tasks while driving, two types of secondary tasks were proposed. The following article presents the results of a pilot study that uses two additional tasks to induce the driver with cognitive load not related to driving. At the same time, in the course of the experiment, both the driving performance and the quality of performing additional tasks were observed. The article describes selected results of the conducted study.
2
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The Relationship between Attention and Extraneous Load

88%
Hughes C. J. L., Costley J., Lange C.
Theory and Practice of Second Language Acquisition
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2021
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vol. 7
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issue 2
61-82
EN
There has been a call in recent years for an integration of cognitive load theory into instructed second language acquisition practices to assist language learners by taking advantage of theories on human cognitive architecture. This paper seeks to move the conversation on how this integration might be achieved by presenting findings from survey data conducted with learners enrolled online courses at a cyber-university in South Korea (n = 68). Findings show a statistically significant positive relationship between distraction and extraneous load. These results are used to postulate a model for explaining the how the effects of extraneous load on attention can be integrated into second language learning theory. Pedagogic implications of this are the value of explicitly signaling key vocabulary and grammar, ensure spatial and temporal considerations are made when using multimodal instruction, and placing learners at the center of decisions on the blend of media they experience in instruction.   
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Cognitive load in intralingual and interlingual respeaking – a preliminary study

88%
Szarkowska A., Krejtz K., Dutka Ł., Pilipczuk O.
Poznań Studies in Contemporary Linguistics
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2016
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vol. 52
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issue 2
209-233
EN
In this paper we present preliminary results of the study on the cognitive load in intralingual and interlingual respeaking. We tested 57 subjects from three groups: interpreters, translators and controls while respeaking 5-minute videos in two language combinations: Polish to Polish (intralingual) and English to Polish (interlingual). Using two measures of cognitive load: self-report and EEG (Emotiv), we found that in most cases cognitive load was higher in interlingual respeaking. Self-reported mental effort that the participants had to expend to complete the respeaking tasks was lower in the group of interpreters, suggesting some parallels between interpreting and respeaking competences. EEG measures showed significant differences between respeaking tasks and experimental groups in cognitive load over time.
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Objective poverty and willingness to delay gratification : do different poverty thresholds and cognitive load matter?

88%
Adamkovič M.
Československá psychologie (Czechoslovak Psychology)
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2019
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vol. 63
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issue Supplement_1
2-14
EN
Objectives. Poverty has been premised as one of the main causes of various forms of non-productive behaviour such as the unwillingness to delay gratification. The paper aims to examine the relationship between income, as an objective economic indicator, and poor delay of gratification. It puts a particular focus on different poverty thresholds and also after taking cognitive load into account. Sample and settings. A total of 697 participants (out of which 233 also completed the retest) were recruited in two data collections. The participants provided information about their household income, frequency in experiencing negative affect and stress (together forming cognitive load) as well as their tendency to delay gratification. Statistical analysis. The effect sizes for each subsample and poverty threshold were synthesized in a multilevel meta-analysis. Additional Bayesian estimations served as a sensitivity analysis. In order to test whether the average effect sizes differed from Hedges, g = 0.2 (our smallest effect size of interest), equivalence testing was used. Results. The results indicated very small effects of poverty thresholds on the willingness to delay gratification. Hedges, g varied from -0.01 to 0.20 for all the performed analyses. Study limitations. The potential limitations/explanations of the results have been identified. In particular, the core sociodemographic aspects of the sample, the possible social desirability in responding, the general over-reliance on objective poverty thresholds when explaining psychological concepts as well as the rather low verisimilitude of existing theories.
SK
Cieľ. Chudoba je jednou z hlavných príčin neproduktívneho správania, akým je napríklad neochota odďaľovať odmenu. Článok sa zameriava na preskúmanie vzťahu medzi príjmom (ako objektívnym indikátorom chudoby) a neochotou odďaľovať odmenu. Špeciálne sa zameriava na efekt rôzne stanovených hraníc chudoby, berúc do úvahy taktiež kognitívnu záťaž osôb. Výskumný súbor. Výskum bol realizovaný v 2 vlnách a zúčastnilo sa ho spolu 697 participantov (233 z nich absolvovalo retest). Participanti odpovedali na otázky týkajúce sa príjmu domácnosti, frekvencie zažívania negatívneho afektu a stresu (dokopy tvoriacich kognitívnu záťaž) a tiež na ich ochotu odďaľovať odmenu. Štatistická analýza. Vyextrahované veľkosti efektov pre všetky podskupiny a rôzne stanovené hranice chudoby boli syntetizované v rámci viacúrovňovej meta-analýzy. Analýza sensitivity bola realizovaná za použitia Bayesiánskych odhadov. Na posúdenie toho, či sa pozorovaná priemerná veľkosť efektu líšila od Hedgesovho g = 0.2 (najmenšia relevantná veľkosť efektu; SESOI) bolo použité testovanie ekvivalencie. Výsledky. Rôzne stanovené hranice chudoby mali len malý efekt na (ne)ochotu odďaľovať odmenu – Hedgesovo g variovalo v rozmedzí -0.01 až 0.20 pre všetky realizované analýzy. Obmedzenia štúdie. Medzi limity štúdie je možné zaradiť jadrové sociodemografické charakteristiky výskumného súboru, potenciál výskytu sociálne žiaducich odpovedí, prehnanú dôveru v rôzne objektívne hranice chudoby pri snahe o vysvetlenie psychologických fenoménov, či relatívne nízku vierohodnosť existujúcich teórií.
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Meeting the challenges - a student with a hearing impairment in inclusive education

75%
Kupisiewicz M.
Studia z Teorii Wychowania
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2020
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vol. XI(4(33))
87-112
EN
The article attempts to analyze the challenges faced by deaf/hard-of-hearing children learning through nclusive education. Under consideration are taken following aspect’s: hearing impairment and conditions, teaching methods affecting the learning process, conditions that make it difficult for the student to receive the speech and the listening effort and fatigue that accompanies him; restrictions on lip-reading; cognitive load; fragmented access to informal and collaborative learning. The article concludes with an indication of creating a personalized educational environment for a student with hearing loss, which refers to the individualized learner profiles, personalized learning paths in accordance with the progression of the acquired competency-based progression under the modified conditions of the classroom space and its resources, structure and time of the school day.
6
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Analýza úlohy kognitívnych zdrojov v odhadoch trvania času

75%
Kačmár P.
Psychologie a její kontexty
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2017
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vol. 8
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issue 2
3–17
EN
From waiting for the web-page to load to the estimation of how long have somebody been stuck in a traffic jam, time is a profoundly ubiquitous in our daily life. However, in some instances, a striking difference between objective time and subjective perception of a time can be found. Such discrepancy is studied by a psychology of time. Despite the past decline in interest, in the present, a renaissance of attempts to corroborate this issue can be seen (Hancock & Block, 2012) with interdisciplinary overlap (Block & Zakay, 2001). In spite of the plethora of research avenues that have emerged (Block & Zakay, 2001; Block, Grondin, & Van Rijn, 2014; Grondin, 2010; Mareš, 2010), the main aim of the present review is to discuss one specific line of research - time estimation in the context of cognitive load. Therefore, the ample body of evidence connecting estimation of subjective time to the metaphorical „internal clock“ and its further relation to cognitive processes, especially, executive functions, is discussed. In the beginning, selected task dedicated for time estimation (time reproduction, time production, method of comparison and verbal estimation) and their variants; the time scale (short vs. long intervals) and related differences between time perception and time estimation; as well as paradigm of estimation - retrospective timing (estimating passing of a time from memory) and prospective timing (experiencing the passage of time) are depicted in relation to cognitive factors. Likewise, the way in which time is coded in our brain (dedicated and intrinsic models); specific neural correlates of the processing of time (e. g. prefrontal cortex; basal ganglia, cerebellum); as well as selected influential psychological models are further analyzed in the context of the broader role of cognitive factors. Specifically, variety of models are discussed (from Piéron´s approach; Francois´s corroboration; Hoagland´s & Treisman´s models; and Scalar expectancy theory to Attentional gate model and its recent modification, Executive gate model). Consequently, in the context of recently emerged body of evidence related to the role of cognitive factors in the time estimation (e.g. Bartholomew, Meck, & Cirulli, 2015; Block, Hancock, & Zakay, 2010; Brown, Collier, & Night, 2013; Brown, Johnson, Sohl, & Dumas, 2015; Fortin, Schweickert, Gaudreault, & Viau-Quesnel, 2010; Lovaš & Kačmár, 2016; Mioni, Stablum, Mcclintock, & Grondin, 2014; Ogden, Salominaite, Jones, Fisk, & Montgomery, 2011; Ogden, Wearden, & Montgomery, 2014; Radua, Pozo, Gómez, Guillen- Grima, & Ortuno, 2015; Viau-Quesnel & Fortin, 2014; Zakay & Block, 2004), the role of executive functions (Diamond, 2013) in human prospective timing is analyzed. Specifically, the role three often postulated core executive functions (Shifting, Inhibition, and Updating; Miyake, Friedman, Emerson, Witzki, & Howerter, 2000); as well as their common factor in the more recent reconceptualization of executive functions (Friedman & Miyake, 2017) are further evaluated. Crucially, our analysis points out to the prominent role of a common executive factor (Friedman & Miyake, 2017) in human prospective timing and implications that can be derived. Such pattern of results is further corroborated and a call for a reevaluation of classical internal clock models is stressed. Moreover, one reconceptualization of internal clock on the psychological level of analysis is proposed and the role of conscious thoughts in prospective time estimation, as proposed by Phillips (2012), is discussed.
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Wpływ środowiska wirtualnego na procesy uwagi: efekt rozgrzania i drenażu poznawczego

63%
Rozczyn M.
Ogrody Nauk i Sztuk
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2019
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issue 9
418-426
PL
Cel badania. Celem badania było sprawdzenie hipotezy o istnieniu wpływu środowiska wirtualnego (VR) na zakres funkcjonowania uwagi i wystąpienie efektu rozgrzania poznawczego u osób badanych. Metody badania. W badaniu wzięło udział 36 osób, w wieku od 20 do 35 lat. Analiza obejmowała porównanie wyników zebranych przed przystąpieniem do gry i po jej zakończeniu w dwóch grupach. Grupa badawcza grała w wirtualnej rzeczywistości, grupa kontrolna na komputerze PC. Badanie w grupie VR przeprowadzono z użyciem Gogle VR Oculus Rift oraz Touch Motion–Controller. Grupa kontrolna użytkowała komputery prywatne. Obie grupy jako pretest oraz posttest wykonały równoważne wersje testu uwagi i spostrzegawczości TUS. Wyniki badania. Analiza wyników uzyskanych w teście uwagi i spostrzegawczości (TUS) wykazała, że środowisko wirtualne zadziałało poznawczo wyczerpująco na osoby badane, a szybkość pracy percepcyjnej oraz zawodność uwagi pogorszyły się istotnie statystycznie. Analiza wyników wśród graczy komputerowych wykazała, że szybkość pracy percepcyjnej poprawiła się istotnie statystycznie po zakończeniu gry, zatem środowisko komputerowe zadziałało mobilizująco na system poznawczy graczy i wystąpiło u nich zjawisko rozgrzania poznawczego. Wnioski. Badanie jest krokiem w kierunku zrozumienia, jaki wpływ ma wirtualna rzeczywistość na funkcjonowanie uwagi. Okazuje się, że granie w środowisku wirtualnym działa poznawczo wyczerpująco i powoduje czasowy spadek wydolności poznawczej.
EN
Purpose of the study. The main goal of this study was to verify a hypothesis on the existence of virtual environment influences on the functioning of the attention and occurrence of the cognitive warm–up effect among the study subjects. Methodology. 36 people participated in this study, aged from 20 to 35. The analysis included comparison of results gathered before playing the game and after playing it, in two groups. The experimental group played games in virtual reality, the control group played on PCs. The study in VR group was conducted with use of Oculus Rift headset and Touch Montion–Controller. The control group used private computers. As a pre–test and post-test both groups completed the TUS questionnaire. Main results. Analysis of the results gathered from attention and perceptivity test (TUS) showed that virtual reality had a cognitive drain effect on the participants, also the perception speed and attention reliability declined with statistical significance. Analysis of the results among computer players showed that perception speed improved significantly after playing the game. Concluding, playing on PC mobilized the cognitive system of the players and triggered the cognitive warm–up effect. Conclusions. This study is a step towards understanding what kind of influence virtual reality has on attention functioning. It turns out that virtual reality had a cognitive drain effect on the participants causes temporary drop of cognitive efficiency.
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