The effects of cognitive load and encoding modality on prospective memory

Cognitive Processing - Successful execution of an intention as planned is necessary for people's normal life. However, people sometimes even forget intentions that they consider as...     

The effects of learning instructions and cueing on free recall

Eighty unrelated high-imagery words were presented for free recall learning in groups of four words each. Learning instructions were varied, with one group told to relate the words in each input group by means of images, another group told to use verbal (sentence) mediators, and the control group not given specific learning instructions. During recall, list items were presented as retrieval cues in some conditions. In comparison with the control condition, imagery and verbal mediation instructions produced greater recall, more clustering, and a largez number of instances per group recalled. When the retrieval cues were selected such that one cue came from each of the input groups and when the strength of within-group organization was quite high, Ss recalled more words and a larger number of input groups. It was concluded that instructions and cueing conditions influenced different aspects of the free recall process. Instructions influenced the organization of individual words into units, and cueing affected the retrieval of specific units.     

Processing capacity under perceptual and cognitive load: a closer look at load theory

Variations in perceptual and cognitive demands (load) play a major role in determining the efficiency of selective attention. According to load theory (Lavie, Hirst, Fockert, & Viding, 2004) these factors (a) improve or hamper selectivity by altering the way resources (e.g., processing capacity) are allocated, and (b) tap resources rather than data limitations (Norman & Bobrow, 1975). Here we provide an extensive and rigorous set of tests of these assumptions. Predictions regarding changes in processing capacity are tested using the hazard function of the response time (RT) distribution (Townsend & Ashby, 1978; Wenger & Gibson, 2004). The assumption that load taps resource rather than data limitations is examined using measures of sensitivity and bias drawn from signal detection theory (Swets, 1964). All analyses were performed at two levels: the individual and the aggregate. Hypotheses regarding changes in processing capacity were confirmed at the level of the aggregate. Hypotheses regarding resource and data limitations were not completely supported at either level of analysis. And in all of the analyses, we observed substantial individual differences. In sum, the results suggest a need to expand the theoretical vocabulary of load theory, rather than a need to discard it.     

Cognitive load theory,modality of presentation and the transient information effect

The modality effect occurs when audio/visual instructions are superior to visual only instructions. The effect was explored in two experiments conducted within a cognitive load theory framework. In Experiment 1, two groups of primary school students (N = 24) were presented with either audio/visual or visual only instructions on how to read a temperature graph. The group presented with visual text and a diagram rather than audio text and a diagram was superior, reversing most previous data on the modality effect. It was hypothesized that the reason for the reversal was that the transitory auditory text component was too long to be processed easily in working memory compared to more permanent written information. Experiment 2 (N = 64) replicated the experiment with the variation of a reduced length of both auditory and visual text instructions. Results indicated a reinstatement of the modality effect with audio/visual instructions proving superior to visual only instructions. Copyright © 2011 John Wiley & Sons, Ltd.     

Contextual cueing under working memory load: Selective interference of visuospatial load with expression of learning

In a series of experiments, we investigated the dependence of contextual cueing on working memory resources. A visual search task with 50 % repeated displays was run in order to elicit the implicit learning of contextual cues. The search task was combined with a concurrent visual working memory task either during an initial learning phase or a later test phase. The visual working memory load was either spatial or nonspatial. Articulatory suppression was used to prevent verbalization. We found that nonspatial working memory load had no effect, independent of presentation in the learning or test phase. In contrast, visuospatial load diminished search facilitation in the test phase, but not during learning. We concluded that visuospatial working memory resources are needed for the expression of previously learned spatial contexts, whereas the learning of contextual cues does not depend on visuospatial working memory.     

Stroop-like effects in a new-code learning task: A cognitive load theory perspective

To determine whether and how learning is biased by competing task-irrelevant information that creates extraneous cognitive load, we assessed the efficiency of university students with a learning paradigm in two experiments. The paradigm asked participants to learn associations between eight words and eight digits. We manipulated congruity of the digits’ ink colour with the words’ semantics. In Experiment 1 word stimuli were colour words (e.g., blue, yellow) and in Experiment 2 colour-related word concepts (e.g., sky, banana). Marked benefits and costs on learning due to variation in extraneous cognitive load originating from processing task-irrelevant information were evident. Implications for cognitive load theory and schooling are discussed.     

The use of illustrations when learning to read: A cognitive load theory approach

Three experiments were conducted to investigate the effects of including illustrations in beginning reading materials. Experiment 1 compared reading materials consisting solely of simple prose passages with materials consisting of the same passages plus informative illustrations depicting the content of each passage. Reading proficiency improved more under the no illustrations condition. Experiment 2 compared the informative illustrations with uninformative illustrations. Reading proficiency improved more using uninformative illustrations. Experiment 3 compared uninformative illustrations with no illustrations and found no significant differences between conditions. These results were interpreted within a cognitive load theory framework. It was concluded that informative illustrations are redundant and so impose an extraneous working memory load that interferes with learning to read. Copyright © 2009 John Wiley & Sons, Ltd. This article was published online on 8th April 2009. An error was subsequently identified. This notice is included in the online and print versions to indicate that both have been corrected [3 July 2009].     

Task instructions and implicit theory of mind

It has been hypothesized that humans are able to track other’s mental states efficiently and without being conscious of doing so using their implicit theory of mind (iToM) system. However, while iToM appears to operate unconsciously recent work suggests it does draw on executive attentional resources ( Schneider, Lam, Bayliss, & Dux, 2012) bringing into question whether iToM is engaged efficiently. Here, we examined other aspects relating to automatic processing: The extent to which the operation of iToM is controllable and how it is influenced by behavioral intentions. This was implemented by assessing how task instructions affect eye-movement patterns in a Sally–Anne false-belief task. One group of subjects was given no task instructions (No Instructions), another overtly judged the location of a ball a protagonist interacted with (Ball Tracking) and a third indicated the location consistent with the actor’s belief about the ball’s location (Belief Tracking). Despite different task goals, all groups’ eye-movement patterns were consistent with belief analysis, and the No Instructions and Ball Tracking groups reported no explicit mentalizing when debriefed. These findings represent definitive evidence that humans implicitly track the belief states of others in an uncontrollable and unintentional manner.     

The effects of cueing and constraint instructions on children's free recall performance

The performance of nursery school children was investigated in two experiments involving cued and constrained free recall. Under constrained instructions, subjects were required to recall items by category. Under cued instructions subjects could recall items in any order they wished but the organized nature of the lists was identified and subjects were told that they would remember more if they recalled things from the same category together. No effects of cueing instructions were obtained in either Experiment I or Experiment II. Constrained recall instructions led to enhanced recall and category clustering. However, the beneficial effects were not maintained on later trials with the same list or on a transfer list when the constraints on recall were dropped. In addition, the introduction of constrained recall instructions had identical effects whether they were introduced early or late in practice. The results were discussed in terms of the influences of variables which affect the subjects' use of retrieval strategies and the development of memory.     

Effects of information load, sensory modality, and age on paced inspection performance

The effects on paced inspection performance of amount of stimulus information, presentation of information visually, as opposed to visually and auditorily, and age were investigated. In comparison to performance with one sequence of visual information, correct identifications of signals declined and false alarms increased when two sequences of visual information were monitored. Increasing the number of classes of signals in the two sequences did not significantly affect performance. However, when one of the two sequences was presented visually and the other auditorily, performance improved. There was a tendency for performance to be lower among older subjects in most experimental conditions.     

Effects of visual and cognitive load in real and simulated motorway driving

As part of the HASTE European Project, effects of visual and cognitive demand on driving performance and driver state were systematically investigated by means of artificial, or surrogate, In-vehicle Information Systems (S-IVIS). The present paper reports results from simulated and real motorway driving. Data were collected in a fixed base simulator, a moving base simulator and an instrumented vehicle driven in real traffic. The data collected included speed, lane keeping performance, steering wheel movements, eye movements, physiological signals and self-reported driving performance. The results show that the effects of visual and cognitive load affect driving performance in qualitatively different ways. Visual demand led to reduced speed and increased lane keeping variation. By contrast, cognitive load did not affect speed and resulted in reduced lane keeping variation. Moreover, the cognitive load resulted in increased gaze concentration towards the road centre. Both S-IVIS had an effect on physiological signals and the drivers’ assessment of their own driving performance. The study also investigated differences between the three experimental settings (static simulator, moving base simulator and field). The results are discussed with respect to the development of a generic safety test regime for In-vehicle Information Systems.     

Effects of vision and cognitive load on anticipatory and compensatory postural control

This study assessed the effects of vision and cognitive load on anticipatory postural adjustments (APAs) and compensatory postural adjustments (CPAs) in response to an externally triggered postural perturbation. A ball-hitting test was repeated under different visual conditions (eyes open, EO; eyes closed, EC) and cognitive loads (no load, 3-subtraction task, time-limited 3-subtraction task). Data were collected separately for I) surface electromyography from the right side of the biceps brachii (BIC) and erector spinae (ES) to detect the latency and response intensity (RI); and II) displacement of the centre of pressure (ΔCOP) to detect the standard deviation (ΔCOP_SD) and maximum value (ΔCOP_max) in the anterior-posterior direction. Compared with the results under the EC condition, the ES latency was shorter and the RI of the BIC was lower under the EO condition. Accordingly, the ΔCOP_SD and ΔCOP_max were increased in the APAs phase and decreased in the CPAs phase. Cognitive load had no effect on APAs and CPAs or on ΔCOP in the APAs phase. However, ΔCOP_max was decreased in the CPAs phase during the EC condition. In conclusion, vision played an important role in APAs and CPAs for muscle activation and ΔCOP. Cognitive load had no effect on neuromuscular APAs or CPAs except when the postural perturbation occurred when visually unexpected.     

Effects of cognitive load on neural and behavioral responses to smoking-cue distractors

Smoking cessation failures are frequently thought to reflect poor top-down regulatory control over behavior. Previous studies have suggested that smoking cues occupy limited working memory resources, an effect that may contribute to difficulty achieving abstinence. Few studies have evaluated the effects of cognitive load on the ability to actively maintain information in the face of distracting smoking cues. For the present study, we adapted an fMRI probed recall task under low and high cognitive load with three distractor conditions: control, neutral images, or smoking-related images. Consistent with a limited-resource model of cue reactivity, we predicted that the performance of daily smokers (n = 17) would be most impaired when high load was paired with smoking distractors. The results demonstrated a main effect of load, with decreased accuracy under high, as compared to low, cognitive load. Surprisingly, an interaction revealed that the effect of load was weakest in the smoking cue distractor condition. Along with this behavioral effect, we observed significantly greater activation of the right inferior frontal gyrus (rIFG) in the low-load condition than in the high-load condition for trials containing smoking cue distractors. Furthermore, load-related changes in rIFG activation partially mediated the effects of load on task accuracy in the smoking-cue distractor condition. These findings are discussed in the context of prevailing cognitive and cue reactivity theories. These results suggest that high cognitive load does not necessarily make smokers more susceptible to interference from smoking-related stimuli, and that elevated load may even have a buffering effect in the presence of smoking cues under certain conditions.     

Assessing the impact of verbal and visuospatial working memory load on eye-gaze cueing

Observers tend to respond more quickly to peripheral stimuli that are being gazed at by a centrally presented face, than to stimuli that are not being gazed at. While this gaze-cueing effect was initially seen as reflexive, there have also been some indications that top-down control processes may be involved. Therefore, the present investigation employed a dual-task paradigm to attempt to disrupt the putative control processes involved in gaze cueing. Two experiments examined the impact of working memory load on gaze cueing. In Experiment 1, participants were required to hold a set of digits in working memory during each gaze trial. In Experiment 2, the gaze task was combined with an auditory task that required the manipulation and maintenance of visuospatial information. Gaze cueing effects were observed, but they were not modulated by dual-task load in either experiment. These results are consistent with traditional accounts of gaze cueing as a highly reflexive process.     

Effects of mixing and cueing simple addition and multiplication

Miller and Paredes (1990) found that both children's and adults' performance of simple addition and multiplication tested in mixed-operation blocks was slower and more susceptible to operation errors (e.g., 6 + 2=12 or 6×2=8) compared to pure-operation blocks; but mixed-operation costs were greater for addition than for multiplication. We pursued the source of these effects in adults (n=96) by examining effects of operation switching and cueing. We replicated the asymmetrical costs of mixing addition and multiplication and demonstrated that these owed, in part, to asymmetrical task switching costs. Operation foreknowledge (a visual cue appearing 2 s before the problem) moderated both mixing and switch costs. This suggests that an asymmetry between addition and multiplication in the utility of preparation contributed to asymmetric mixing costs. Miller and Paredes proposed that the asymmetric costs of mixing operations observed in adults echoed an asymmetry developed in childhood when multiplication is initially learned. This might be correct, but our results raise the possibility that the asymmetry reflects operation-specific costs and interference effects that arise during the experiment.     

The impact of contextual information and a secondary task on anticipation performance: An interpretation using cognitive load theory

When performing under severe time constraints, sports performers use kinematic and contextual information to facilitate anticipation. We examined the relative importance of these two information sources and their impact on cognitive load and anticipation performance. Cognitive load theory predicts that adding more information sources to a task will increase cognitive load in less‐skilled but not skilled performers. Skilled and less‐skilled cricket batters anticipated deliveries from bowlers on a life‐size screen under 4 conditions that manipulated access to contextual information and included a secondary task. The presence of context enhanced anticipation accuracy for both skilled and less‐skilled groups, without affecting cognitive load. Skilled performers used sequencing and game‐related contextual information in addition to kinematic information to facilitate anticipation, whereas both groups reported using information pertaining to opponent positioning. Findings highlight the importance of context in anticipation and suggest that the addition of context may not necessarily negatively impact cognitive load.     

A temporal distinctiveness theory of recency and modality effects

A temporal distinctiveness theory of contextually cued retrieval from memory is presented and applied to recency and modality effects. According to this theory, one part of the mnemonic trace of an item is a representation of the item's time of presentation. Time of presentation may be encoded with a coarse grain (so that it is consistent with a wide range of times) or with a fine grain (so that it is consistent with a narrow range of times). Retrieval proceeds by constructing temporally defined search sets that include representations of items consistent with the temporal bounds of the search set. The temporal width of the search set increases as the retention interval increases. Recency effects arise from retrieval of recently presented items from narrow search sets that include representations of few items; within the context of the search set, these items are distinctive and recalled well. Superiority in recall of recently presented auditory information in comparison with recently presented visual information is attributed to differences in the grain of time of presentation representations for aurally (fine grain) and visually (coarse grain) presented information. Four experiments confirm qualitative and quantitative predictions of the theory, including the prediction of auditory superiority at the beginning of the list when the initial items are temporally distinct.