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2017


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Self-Organized Behavior Generation for Musculoskeletal Robots

Der, R., Martius, G.

Frontiers in Neurorobotics, 11, pages: 8, 2017 (article)

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link (url) DOI [BibTex]

2017


link (url) DOI [BibTex]


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Embedded interruptions and task complexity influence schema-related cognitive load progression in an abstract learning task

Wirzberger, M., Bijarsari, S. E., Rey, G. D.

Acta Psychologica, 179, pages: 30-41, Elsevier, 2017 (article)

Abstract
Cognitive processes related to schema acquisition comprise an essential source of demands in learning situations. Since the related amount of cognitive load is supposed to change over time, plausible temporal models of load progression based on different theoretical backgrounds are inspected in this study. A total of 116 student participants completed a basal symbol sequence learning task, which provided insights into underlying cognitive dynamics. Two levels of task complexity were determined by the amount of elements within the symbol sequence. In addition, interruptions due to an embedded secondary task occurred at five predefined stages over the task. Within the resulting 2x5-factorial mixed between-within design, the continuous monitoring of efficiency in learning performance enabled assumptions on relevant resource investment. From the obtained results, a nonlinear change of learning efficiency over time seems most plausible in terms of cognitive load progression. Moreover, different effects of the induced interruptions show up in conditions of task complexity, which indicate the activation of distinct cognitive mechanisms related to structural aspects of the task. Findings are discussed in the light of evidence from research on memory and information processing.

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DOI [BibTex]

DOI [BibTex]


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Empirical Evidence for Resource-Rational Anchoring and Adjustment

Lieder, F., Griffiths, T. L., Huys, Q. J. M., Goodman, N. D.

Psychonomic Bulletin \& Review, 25, pages: 775-784, Springer, 2017 (article)

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[BibTex]

[BibTex]


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Strategy selection as rational metareasoning

Lieder, F., Griffiths, T.

Psychological Review, 124, pages: 762-794, American Psychological Association, 2017 (article)

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Project Page [BibTex]

Project Page [BibTex]


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A computerized training program for teaching people how to plan better

Lieder, F., Krueger, P. M., Callaway, F., Griffiths, T. L.

PsyArXiv, 2017 (article)

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Project Page [BibTex]

Project Page [BibTex]


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Toward a rational and mechanistic account of mental effort

Shenhav, A., Musslick, S., Lieder, F., Kool, W., Griffiths, T., Cohen, J., Botvinick, M.

Annual Review of Neuroscience, 40, pages: 99-124, Annual Reviews, 2017 (article)

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Project Page [BibTex]

Project Page [BibTex]


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The anchoring bias reflects rational use of cognitive resources

Lieder, F., Griffiths, T. L., Huys, Q. J. M., Goodman, N. D.

Psychonomic Bulletin \& Review, 25, pages: 762-794, Springer, 2017 (article)

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[BibTex]

[BibTex]

2016


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Sustainable effects of simulator-based training on ecological driving

Lüderitz, C., Wirzberger, M., Karrer-Gauß, K.

In Advances in Ergonomic Design of Systems, Products and Processes. Proceedings of the Annual Meeting of the GfA 2015, pages: 463-475, Springer, 2016 (inbook)

Abstract
Simulation-based driver training offers a promising way to teach ecological driving behavior under controlled, comparable conditions. In a study with 23 professional drivers, we tested the effectiveness of such training. The driving behavior of a training group in a simulated drive with and without instructions were compared. Ten weeks later, a repetition drive tested the long-term effect training. Driving data revealed reduced fuel consumption by ecological driving in both the guided and repetition drives. Driving time decreased significantly in the training and did not differ from driving time after 10 weeks. Results did not achieve significance for transfer to test drives in real traffic situations. This may be due to the small sample size and biased data as a result of unusual driving behavior. Finally, recent and promising approaches to support drivers in maintaining eco-driving styles beyond training situations are outlined.

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DOI [BibTex]

2016


DOI [BibTex]


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One for all?! Simultaneous examination of load-inducing factors for advancing media-related instructional research

Wirzberger, M., Beege, M., Schneider, S., Nebel, S., Rey, G. D.

Computers {\&} Education, 100, pages: 18-31, Elsevier BV, 2016 (article)

Abstract
In multimedia learning settings, limitations in learners' mental resource capacities need to be considered to avoid impairing effects on learning performance. Based on the prominent and often quoted Cognitive Load Theory, this study investigates the potential of a single experimental approach to provide simultaneous and separate measures for the postulated load-inducing factors. Applying a basal letter-learning task related to the process of working memory updating, intrinsic cognitive load (by varying task complexity), extraneous cognitive load (via inducing split-attention demands) and germane cognitive load (by varying the presence of schemata) were manipulated within a 3 × 2 × 2-factorial full repeated-measures design. The performance of a student sample (N = 96) was inspected regarding reaction times and errors in updating and recall steps. Approaching the results with linear mixed models, the effect of complexity gained substantial strength, whereas the other factors received at least partial significant support. Additionally, interactions between two or all load-inducing factors occurred. Despite various open questions, the study comprises a promising step for the empirical investigation of existing construction yards in cognitive load research.

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DOI [BibTex]

DOI [BibTex]