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2019


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Spatial Continuity Effect vs. Spatial Contiguity Failure. Revising the Effects of Spatial Proximity Between Related and Unrelated Representations

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

Frontiers in Education, 4:86, 2019 (article)

Abstract
The split-attention effect refers to learning with related representations in multimedia. Spatial proximity and integration of these representations are crucial for learning processes. The influence of varying amounts of proximity between related and unrelated information has not yet been specified. In two experiments (N1 = 98; N2 = 85), spatial proximity between a pictorial presentation and text labels was manipulated (high vs. medium vs. low). Additionally, in experiment 1, a control group with separated picture and text presentation was implemented. The results revealed a significant effect of spatial proximity on learning performance. In contrast to previous studies, the medium condition leads to the highest transfer, and in experiment 2, the highest retention score. These results are interpreted considering cognitive load and instructional efficiency. Findings indicate that transfer efficiency is optimal at a medium distance between representations in experiment 1. Implications regarding the spatial contiguity principle and the spatial contiguity failure are discussed.

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link (url) DOI [BibTex]


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Doing more with less: Meta-reasoning and meta-learning in humans and machines

Griffiths, T., Callaway, F., Chang, M., Grant, E., Krueger, P. M., Lieder, F.

Current Opinion in Behavioral Sciences, 2019 (article)

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DOI [BibTex]

DOI [BibTex]


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Cognitive Prostheses for Goal Achievement

Lieder, F., Chen, O. X., Krueger, P. M., Griffiths, T.

Nature Human Behavior, 2019 (article)

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DOI [BibTex]

DOI [BibTex]


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Effects of system response delays on elderly humans’ cognitive performance in a virtual training scenario

Wirzberger, M., Schmidt, R., Georgi, M., Hardt, W., Brunnett, G., Rey, G. D.

Scientific Reports, 9:8291, 2019 (article)

Abstract
Observed influences of system response delay in spoken human-machine dialogues are rather ambiguous and mainly focus on perceived system quality. Studies that systematically inspect effects on cognitive performance are still lacking, and effects of individual characteristics are also often neglected. Building on benefits of cognitive training for decelerating cognitive decline, this Wizard-of-Oz study addresses both issues by testing 62 elderly participants in a dialogue-based memory training with a virtual agent. Participants acquired the method of loci with fading instructional guidance and applied it afterward to memorizing and recalling lists of German nouns. System response delays were randomly assigned, and training performance was included as potential mediator. Participants’ age, gender, and subscales of affinity for technology (enthusiasm, competence, positive and negative perception of technology) were inspected as potential moderators. The results indicated positive effects on recall performance with higher training performance, female gender, and less negative perception of technology. Additionally, memory retention and facets of affinity for technology moderated increasing system response delays. Participants also provided higher ratings in perceived system quality with higher enthusiasm for technology but reported increasing frustration with a more positive perception of technology. Potential explanations and implications for the design of spoken dialogue systems are discussed.

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link (url) DOI [BibTex]

link (url) DOI [BibTex]


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A meta-analysis of the segmenting effect

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

Educational Psychology Review, 2019 (article)

Abstract
The segmenting effect states that people learn better when multimedia instructions are presented in (meaningful and coherent) learner-paced segments, rather than as continuous units. This meta-analysis contains 56 investigations including 88 pairwise comparisons and reveals a significant segmenting effect with small to medium effects for retention and transfer performance. Segmentation also reduces the overall cognitive load and increases learning time. These four effects are confirmed for a system-paced segmentation. The meta-analysis tests different explanations for the segmenting effect that concern facilitating chunking and structuring due to segmenting the multimedia instruction by the instructional designer, providing more time for processing the instruction and allowing the learners to adapt the presentation pace to their individual needs. Moderation analyses indicate that learners with high prior knowledge benefitted more from segmenting instructional material than learners with no or low prior knowledge in terms of retention performance.

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DOI [BibTex]

DOI [BibTex]


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A rational reinterpretation of dual process theories

Milli, S., Lieder, F., Griffiths, T.

2019 (article)

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DOI [BibTex]

DOI [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]