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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


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]

2006


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Die Effektivität von schriftlichen und graphischen Warnhinweisen auf Zigarettenschachteln

Petersen, L., Lieder, F.

Zeitschrift f{\"u}r Sozialpsychologie, 37(4):245-258, Verlag Hans Huber, 2006 (article)

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[BibTex]

2006


[BibTex]