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12 results (View BibTeX file of all listed publications)

2018

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Schema-related cognitive load influences performance, speech, and physiology in a dual-task setting: A continuous multi-measure approach

Wirzberger, M., Herms, R., Esmaeili Bijarsari, S., Eibl, M., Rey, G. D.

Cognitive Research: Principles and Implications, 3:46, Springer Nature, 2018 (article)

Abstract
Schema acquisition processes comprise an essential source of cognitive demands in learning situations. To shed light on related mechanisms and influencing factors, this study applied a continuous multi-measure approach for cognitive load assessment. In a dual-task setting, a sample of 123 student participants learned visually presented symbol combinations with one of two levels of complexity while memorizing auditorily presented number sequences. Learners’ cognitive load during the learning task was addressed by secondary task performance, prosodic speech parameters (pauses, articulation rate), and physiological markers (heart rate, skin conductance response). While results revealed increasing primary and secondary task performance over the trials, decreases in speech and physiological parameters indicated a reduction in the overall level of cognitive load with task progression. In addition, the robustness of the acquired schemata was confirmed by a transfer task that required participants to apply the obtained symbol combinations. Taken together, the observed pattern of evidence supports the idea of a logarithmically decreasing progression of cognitive load with increasing schema acquisition, and further hints on robust and stable transfer performance, even under enhanced transfer demands. Finally, theoretical and practical consequences consider evidence on desirable difficulties in learning as well as the potential of multimodal cognitive load detection in learning applications.

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DOI [BibTex]

2018

re Wirzberger, M., Herms, R., Esmaeili Bijarsari, S., Eibl, M., Rey, G. D. Schema-related cognitive load influences performance, speech, and physiology in a dual-task setting: A continuous multi-measure approach Cognitive Research: Principles and Implications, 3:46, Springer Nature, 2018 (article)

DOI [BibTex]

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Attention please! Enhanced attention control abilities compensate for instructional impairments in multimedia learning

Wirzberger, M., Rey, G. D.

Journal of Computers in Education, 5(2):243-257, Springer Nature, 2018 (article)

Abstract
Learners exposed to multimedia learning contexts have to deal with a variety of visual stimuli, demanding a conducive design of learning material to maintain limitations in attentional resources. Within the current study, effects and constraints arising from two selected impairing features are investigated in more detail within a computer-based learning task on factor analysis. A sample of 53 students received a combination of textual and pictorial elements that explained the topic, while impaired attention was systematically induced in a 2 × 2 factorial between-subjects design by interrupting system-notifications (with vs. without) and seductive text passages (with vs. without). Learners’ ability for controlled attention was assessed with a standardized psychological attention inventory. Approaching the results, learners receiving seductive text passages spent significantly more time on the learning material. In addition, a moderation effect of attention control abilities on the relationship between interruptions and retention performance resulted. Explanations for the obtained findings are discussed referring to mechanisms of compensation, load, and activation.

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DOI [BibTex]

re Wirzberger, M., Rey, G. D. Attention please! Enhanced attention control abilities compensate for instructional impairments in multimedia learning Journal of Computers in Education, 5(2):243-257, Springer Nature, 2018 (article)

DOI [BibTex]

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The Computational Challenges of Pursuing Multiple Goals: Network Structure of Goal Systems Predicts Human Performance

Reichman, D., Lieder, F., Bourgin, D. D., Talmon, N., Griffiths, T. L.

PsyArXiv, 2018 (article)

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DOI [BibTex]

re Reichman, D., Lieder, F., Bourgin, D. D., Talmon, N., Griffiths, T. L. The Computational Challenges of Pursuing Multiple Goals: Network Structure of Goal Systems Predicts Human Performance PsyArXiv, 2018 (article)

DOI [BibTex]

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The moderating role of arousal on the seductive detail effect in a multimedia learning setting

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

Applied Cognitive Psychology, Wiley, 2018 (article)

Abstract
Arousal has been found to increase learners' attentional resources. In contrast, seductive details (interesting but learning‐irrelevant information) are considered to distract attention away from relevant information and, thus, hinder learning. However, a possibly moderating role of arousal on the seductive detail effect has not been examined yet. In this study, arousal variations were induced via audio files of false heartbeats. In consequence, 100 participants were randomly assigned to a 2 (with or without seductive details) × 2 (lower vs. higher false heart rates) between‐subjects design. Data on learning performance, cognitive load, motivation, heartbeat frequency, and electro‐dermal activity were collected. Results show learning‐inhibiting effects for seductive details and learning‐enhancing effects for higher false heart rates. Cognitive processes mediate both effects. However, the detrimental effect of seductive details was not present when heart rate was higher. Results indicate that the seductive detail effect is moderated by a learner's state of arousal.

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DOI [BibTex]

re Schneider, S., Wirzberger, M., Rey, G. D. The moderating role of arousal on the seductive detail effect in a multimedia learning setting Applied Cognitive Psychology, Wiley, 2018 (article)

DOI [BibTex]

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Rational metareasoning and the plasticity of cognitive control

Lieder, F., Shenhav, A., Musslick, S., Griffiths, T. L.

{PLoS Computational Biology}, 14(4):e1006043, Public Library of Science, 2018 (article)

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Project Page [BibTex]

re Lieder, F., Shenhav, A., Musslick, S., Griffiths, T. L. Rational metareasoning and the plasticity of cognitive control {PLoS Computational Biology}, 14(4):e1006043, Public Library of Science, 2018 (article)

Project Page [BibTex]

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Over-representation of extreme events in decision making reflects rational use of cognitive resources

Lieder, F., Griffiths, T. L., Hsu, M.

Psychological Review, 125(1):1-32, 2018 (article)

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[BibTex]

re Lieder, F., Griffiths, T. L., Hsu, M. Over-representation of extreme events in decision making reflects rational use of cognitive resources Psychological Review, 125(1):1-32, 2018 (article)

[BibTex]

2017

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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]

2017

re Wirzberger, M., Bijarsari, S. E., Rey, G. D. Embedded interruptions and task complexity influence schema-related cognitive load progression in an abstract learning task Acta Psychologica, 179, pages: 30-41, Elsevier, 2017 (article)

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]

re Lieder, F., Griffiths, T. L., Huys, Q. J. M., Goodman, N. D. Empirical Evidence for Resource-Rational Anchoring and Adjustment Psychonomic Bulletin \& Review, 25, pages: 775-784, Springer, 2017 (article)

[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]

re Lieder, F., Griffiths, T. Strategy selection as rational metareasoning Psychological Review, 124, pages: 762-794, American Psychological Association, 2017 (article)

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]

re Lieder, F., Krueger, P. M., Callaway, F., Griffiths, T. L. A computerized training program for teaching people how to plan better PsyArXiv, 2017 (article)

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]

re Shenhav, A., Musslick, S., Lieder, F., Kool, W., Griffiths, T., Cohen, J., Botvinick, M. Toward a rational and mechanistic account of mental effort Annual Review of Neuroscience, 40, pages: 99-124, Annual Reviews, 2017 (article)

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)

re

[BibTex]

re Lieder, F., Griffiths, T. L., Huys, Q. J. M., Goodman, N. D. The anchoring bias reflects rational use of cognitive resources Psychonomic Bulletin \& Review, 25, pages: 762-794, Springer, 2017 (article)

[BibTex]