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Cognitive Resources (cognitive + resource)
Selected AbstractsGesturing Saves Cognitive Resources When Talking About Nonpresent ObjectsCOGNITIVE SCIENCE - A MULTIDISCIPLINARY JOURNAL, Issue 4 2010Raedy Ping Abstract In numerous experimental contexts, gesturing has been shown to lighten a speaker's cognitive load. However, in all of these experimental paradigms, the gestures have been directed to items in the "here-and-now." This study attempts to generalize gesture's ability to lighten cognitive load. We demonstrate here that gesturing continues to confer cognitive benefits when speakers talk about objects that are not present, and therefore cannot be directly indexed by gesture. These findings suggest that gesturing confers its benefits by more than simply tying abstract speech to the objects directly visible in the environment. Moreover, we show that the cognitive benefit conferred by gesturing is greater when novice learners produce gestures that add to the information expressed in speech than when they produce gestures that convey the same information as speech, suggesting that it is gesture's meaningfulness that gives it the ability to affect working memory load. [source] Working memory interference during processing texts and pictures: Implications for the explanation of the modality effectAPPLIED COGNITIVE PSYCHOLOGY, Issue 2 2010Ralf Rummer Auditory text presentation improves learning with pictures and texts. With sequential text,picture presentation, cognitive models of multimedia learning explain this modality effect in terms of greater visuo-spatial working memory load with visual as compared to auditory texts. Visual texts are assumed to demand the same working memory subsystem as pictures, while auditory texts make use of an additional cognitive resource. We provide two alternative assumptions that relate to more basic processes: First, acoustic-sensory information causes a retention advantage for auditory over visual texts which occurs no matter if a picture is presented or not. Second, eye movements during reading hamper visuo-spatial rehearsal. Two experiments applying elementary procedures provide first evidence for these assumptions. Experiment 1 demonstrates that, regarding text recall, the auditory advantage is independent of visuo-spatial working memory load. Experiment 2 reveals worse matrix recognition performance after reading text requiring eye movements than after listening or reading without eye movements. Copyright © 2008 John Wiley & Sons, Ltd. [source] An Odd Couple with Promise: Researchers and Practitioners in Evaluation Settings,FAMILY RELATIONS, Issue 3 2000Judith A. Myers-Walls Evaluation of programs for families continues to grow in importance. The best evaluation studies involve collaborations between evaluation researchers and practitioners, but the two groups represent different cultures. Cultural differences are seen in temporal orientation, cognitive resources, values and definitions of excellence, patterns of communication, daily life styles, and use of tools. The author provides eight suggested steps to improve collaboration through the determination of shared goals, clarification of boundaries, and improved communication. [source] Neural basis for sentence comprehension: Grammatical and short-term memory componentsHUMAN BRAIN MAPPING, Issue 2 2002Ayanna Cooke Abstract We monitored regional cerebral activity with BOLD fMRI while subjects were presented written sentences differing in their grammatical structure (subject-relative or object-relative center-embedded clauses) and their short-term memory demands (short or long antecedent-gap linkages). A core region of left posterior superior temporal cortex was recruited during all sentence conditions in comparison to a pseudofont baseline, suggesting that this area plays a central role in sustaining comprehension that is common to all sentences. Right posterior superior temporal cortex was recruited during sentences with long compared to short antecedent-gap linkages regardless of grammatical structure, suggesting that this brain region supports passive short-term memory during sentence comprehension. Recruitment of left inferior frontal cortex was most clearly associated with sentences that featured both an object-relative clause and a long antecedent-gap linkage, suggesting that this region supports the cognitive resources required to maintain long-distance syntactic dependencies during the comprehension of grammatically complex sentences. Hum. Brain Mapping 15:80,94, 2001. © 2001 Wiley-Liss, Inc. [source] Effects of transdermal nicotine on lateralized identification and memory interferenceHUMAN PSYCHOPHARMACOLOGY: CLINICAL AND EXPERIMENTAL, Issue 5 2003F. Joseph McClernon Abstract It has been proposed that nicotine may enhance performance on tasks requiring primarily left hemisphere (LH) resources while impairing right hemisphere (RH)-based performance. However, this hypothesis has not been directly tested using a lateralized cognitive task. The effects of transdermal nicotine administration on lateralized consonant identification and memory interference were examined in dependent smokers and never-smokers. In a double-blind placebo-controlled design, smokers (n,=,24) and never-smokers (n,=,24) were assigned to receive a nicotine or placebo patch. Subjects completed a lateralized letter identification task that required them to identify strings of three consonants presented in the left or right visual field while keeping a word in memory. A distinct right-visual-field (RVF) advantage was observed for consonant identification, but this effect was unaltered by nicotine or smoking status. However, nicotine decreased word memory errors on trials where consonants were presented in the RVF and increased errors on LVF trials. Nicotine may enhance LH-based cognitive performance by increasing LH cognitive resources or by reducing the influence of RVF distracting stimuli. These findings are consistent with a model of the lateralized effects of nicotine on cognitive performance. Copyright © 2003 John Wiley & Sons, Ltd. [source] Modelling emergency decisions: recognition-primed decision making.JOURNAL OF CLINICAL NURSING, Issue 8 2006The literature in relation to an ophthalmic critical incident Aims., To review and reflect on the literature on recognition-primed decision (RPD) making and influences on emergency decisions with particular reference to an ophthalmic critical incident involving the sub-arachnoid spread of local anaesthesia following the peribulbar injection. Background., This paper critics the literature on recognition-primed decision making, with particular reference to emergency situations. It illustrates the findings by focussing on an ophthalmic critical incident. Design., Systematic literature review with critical incident reflection. Methods., Medline, CINAHL and PsychINFO databases were searched for papers on recognition-primed decision making (1996,2004) followed by the ,snowball method'. Studies were selected in accordance with preset criteria. Results., A total of 12 papers were included identifying the recognition-primed decision making as a good theoretical description of acute emergency decisions. In addition, cognitive resources, situational awareness, stress, team support and task complexity were identified as influences on the decision process. Conclusions., Recognition-primed decision-making theory describes the decision processes of experts in time-bound emergency situations and is the foundation for a model of emergency decision making (Fig. 2). Figure 2. ,Influences and processes of RPD making. Relevance to clinical practice., Decision theory and models, in this case related to emergency situations, inform practice and enhance clinical effectiveness. The critical incident described highlights the need for nurses to have a comprehensive and in-depth understanding of anaesthetic techniques as well as an ability to manage and resuscitate patients autonomously. In addition, it illustrates how the critical incidents should influence the audit cycle with improvements in patient safety. [source] A cognitive load approach to lie detectionJOURNAL OF INVESTIGATIVE PSYCHOLOGY AND OFFENDER PROFILING, Issue 1-2 2008Aldert Vrij Abstract We present two lie detection approaches based on cognitive theory. The first approach, ,measuring cognitive load', assumes that the mere act of lying generates observable signs of cognitive load. This is the traditional cognitive lie detection approach formulated by Zuckerman, DePaulo, & Rosenthal (1981). The second approach, ,imposing cognitive load', was developed by us (Vrij, Fisher, Mann, & Leal, 2006) and goes one step further. Here, the lie detector attempts to actively increase the differences between lying and truth telling by introducing mentally taxing interventions. We assume that people require more cognitive resources when they lie than when they tell the truth to produce their statements, and therefore will have fewer cognitive resources left over to address these mentally taxing interventions when they lie than when they tell the truth. This should result in more pronounced differences between lying and truth telling in terms of displaying stronger signs of cognitive load. We provide empirical support for this approach: Observers can discriminate better between lying and truth telling when interviewers actively impose mentally taxing interventions. Copyright © 2008 John Wiley & Sons, Ltd. [source] Elementary teachers' epistemological and ontological understanding of teaching for conceptual learningJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 9 2007Nam-Hwa Kang The purpose of this study was to examine the ways in which elementary teachers applied their understanding of conceptual learning and teaching to their instructional practices as they became knowledgeable about conceptual change pedagogy. Teachers' various ways to interpret and utilize students' prior ideas were analyzed in both epistemological and ontological dimensions of learning. A total of 14 in-service elementary teachers conducted an 8-week-long inquiry into students' conceptual learning as a professional development course project. Major data sources included the teachers' reports on their students' prior ideas, lesson plans with justifications, student performance artifacts, video-recorded teaching episodes, and final reports on their analyses of student learning. The findings demonstrated three epistemologically distinct ways the teachers interpreted and utilized students' prior ideas. These supported Kinchin's epistemological categories of perspectives on teaching including positivist, misconceptions, and systems views. On the basis of Chi's and Thagard's theories of conceptual change, the teachers' ontological understanding of conceptual learning was differentiated in two ways. Some teachers taught a unit to change the ontological nature of student ideas, whereas the others taught a unit within the same ontological categories of student ideas. The findings about teachers' various ways of utilizing students' prior ideas in their instructional practices suggested a number of topics to be addressed in science teacher education such as methods of utilizing students' cognitive resources, strategies for purposeful use of counter-evidence, and understanding of ontological demands of learning. Future research questions were suggested. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1292,1317, 2007 [source] The Interference of Stereotype Threat With Women's Generation of Mathematical Problem-Solving StrategiesJOURNAL OF SOCIAL ISSUES, Issue 1 2001Diane M. Quinn At the highest levels of math achievement, gender differences in favor of men persist on standardized math tests. We hypothesize that stereotype threat depresses women's math performance through interfering with their ability to formulate problem-solving strategies. In Study 1, women underperformed in comparison to men on a word problemm test, however, women and me performed equally when the word problems were converted into their numerical equivalents. In Study 2, men and women worked on difficult problems, either in a high- or reduced-stereotype-threat condition. Problem-solving strategies were coded. When stereo-type threat was high, women were less able to formulate problem-solving strategies than when stereotype threat was reduced. The effect of stereotype threat on cognitive resources and the implications for gender differences in mathematical testing are discussed. [source] Habits of the heart: Life history and the developmental neuroendocrinology of emotionAMERICAN JOURNAL OF HUMAN BIOLOGY, Issue 6 2009Carol M. Worthman The centrality of emotion in cognition and social intelligence as well as its impact on health has intensified investigation into the causes and consequences of individual variation in emotion regulation. Central processing of experience directly informs regulation of endocrine axes, essentially forming a neuro-endocrine continuum integrating information intake, processing, and physiological and behavioral response. Two major elements of life history,resource allocation and niche partitioning,are served by linking cognitive-affective with physiologic and behavioral processes. Scarce cognitive resources (attention, memory, and time) are allocated under guidance from affective co-processing. Affective-cognitive processing, in turn, regulates physiologic activity through neuro-endocrine outflow and thereby orchestrates energetic resource allocation and trade-offs, both acutely and through time. Reciprocally, peripheral activity (e.g., immunologic, metabolic, or energetic markers) influences affective-cognitive processing. By guiding attention, memory, and behavior, affective-cognitive processing also informs individual stances toward, patterns of activity in, and relationships with the world. As such, it mediates processes of niche partitioning that adaptively exploit social and material resources. Developmental behavioral neurobiology has identified multiple factors that influence the ontogeny of emotion regulation to form affective and behavioral styles. Evidence is reviewed documenting roles for genetic, epigenetic, and experiential factors in the development of emotion regulation, social cognition, and behavior with important implications for understanding mechanisms that underlie life history construction and the sources of differential health. Overall, this dynamic arena for research promises to link the biological bases of life history theory with the psychobehavioral phenomena that figure so centrally in quotidian experience and adaptation, particularly, for humans. Am. J. Hum. Biol. 2009. © 2009 Wiley-Liss, Inc. [source] Emotional Policy: Personal Sadness and Anger Shape Judgments about a Welfare CasePOLITICAL PSYCHOLOGY, Issue 2 2008Deborah A. Small When making decisions about a welfare case, it is reasonable for one's thoughts and feelings about the potential welfare recipient to influence the decision. It is less reasonable for one's "incidental" feelings (e.g., sadness or anger arising from an event in one's personal life) to influence such decisions. In two studies, however, data reveal that incidental anger and sadness do in fact carry over, shaping welfare policy preferences. Study 1 found that incidental anger decreased the amount of welfare assistance participants recommended providing relative to neutral emotion, whereas sadness increased the amount recommended. Study 2 replicated the results and found that limiting participants' cognitive resources eliminated the difference between sadness and anger, thus implying that differences in depth-of-thought drove the effects. In sum, the results reveal ways in which: (a) personal emotions carry over to shape preferences for public policies, (b) emotions of the same valence have opposing effects, and (c) differential depth-of-cognitive-processing contributes to such effects. [source] The moderating effect of manipulative intent and cognitive resources on the evaluation of narrative ads,PSYCHOLOGY & MARKETING, Issue 5 2010Daniel Wentzel This research examines how salience of manipulative intent affects the evaluation of ads that are presented in a narrative or expository format. Study 1 shows that when manipulative intent is not salient, narrative ads are evaluated more positively than expository ads because they trigger a narrative processing style. When manipulative intent is salient, however, consumers regard the advertiser's tactics more suspiciously and adopt an analytical processing style to evaluate both narrative and expository ads. As a result, the relative advantage of narrative ads over expository ads disappears. A mediational analysis reveals that these effects are mediated by inferences of manipulative intent. Furthermore, Study 2 shows that cognitive load moderates these effects and that the negative impact of manipulative intent is significantly attenuated when cognitive load is high. Theoretical and managerial implications are discussed. © 2010 Wiley Periodicals, Inc. [source] When consumers follow their feelings: The impact of affective or cognitive focus on the basis of consumers' choicePSYCHOLOGY & MARKETING, Issue 12 2006Martin Scarabis The authors assumed that automatic preferences based on lower-order affective processes have a greater impact on choice when people focus on their affective response to choice options (affective focus) than when they try to find reasons for their preferences (cognitive focus). They further supposed that the impact of the focus during decision making is less important when the cognitive resources of consumers are constrained. In an experiment, participants had to choose between two options while the cognitive or affective focus and processing resources were manipulated. Measures of automatic preferences correlated with choice under an affective, but not under a cognitive, focus. In contrast to expectations, this effect of focus was not moderated by the manipulation of processing resources. Interest-ingly, the automatic measures contributed to the prediction of choice under an affective focus independently and apart from self-report measures. © 2006 Wiley Periodicals, Inc. [source] Resource allocation and fluid intelligence: Insights from pupillometryPSYCHOPHYSIOLOGY, Issue 1 2010Elke Van Der Meer Abstract Thinking is biological work and involves the allocation of cognitive resources. The aim of this study was to investigate the impact of fluid intelligence on the allocation of cognitive resources while one is processing low-level and high-level cognitive tasks. Individuals with high versus average fluid intelligence performed low-level choice reaction time tasks and high-level geometric analogy tasks. We combined behavioral measures to examine speed and accuracy of processing with pupillary measures that indicate resource allocation. Individuals with high fluid intelligence processed the low-level choice reaction time tasks faster than normal controls. The task-evoked pupillary responses did not differ between groups. Furthermore, individuals with high fluid intelligence processed the high-level geometric analogies faster, more accurately, and showed greater pupil dilations than normal controls. This was only true, however, for the most difficult analogy tasks. In addition, individuals with high fluid intelligence showed greater preexperimental pupil baseline diameters than normal controls. These results indicate that individuals with high fluid intelligence have more resources available and thus can solve more demanding tasks. Moreover, high fluid intelligence appears to be accompanied by more task-free exploration. [source] Acute neuropsychological effects of methylphenidate in stimulant drug-naïve boys with ADHD II , broader executive and non-executive domainsTHE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 11 2006Sinéad M. Rhodes Background:, Accumulating evidence supports methylphenidate-induced enhancement of neuropsychological functioning in attention deficit hyperactivity disorder (ADHD). The present study was designed to investigate the acute effects of the psychostimulant drug, methylphenidate (MPH), on neuropsychological performance in stimulant naïve boys with ADHD. Methods:, Seventy-three drug-naïve boys (age 7,15) with ADHD (combined type) completed neuropsychological tasks from the CANTAB battery under randomised, placebo controlled, double-blind conditions following an acute challenge with either placebo (n = 24), .3 (n = 25) or .6 (n = 24) mg/kg oral MPH. Results:, MPH did not impair performance on any task. MPH (.6 mg/kg) lengthened response latencies on a task of Spatial Recognition, shortened response times on a Reaction Time task and restored performance on a Delayed Matching to Sample visual, non-working memory task. Contrary to predictions, MPH did not enhance performance on tasks with a prominent executive component, including Go/NoGo, Spatial Working Memory, Stockings of Cambridge and Attentional Set shifting tasks. Conclusions:, Acute administration of MPH to drug-naïve boys with ADHD did not impair neuropsychological performance. Acute MPH enhanced performance on some aspects of non-executive functioning. MPH-induced slowing of responding on a relatively complex Spatial Recognition memory task and quickened responding on a reaction time task requiring less cognitive resources suggests that MPH may act by improving self-regulatory ability. MPH may not exert its effects on neuropsychological functioning by enhancing executive processes. [source] Did you see the unicycling clown?APPLIED COGNITIVE PSYCHOLOGY, Issue 5 2010Inattentional blindness while walking, talking on a cell phone We investigated the effects of divided attention during walking. Individuals were classified based on whether they were walking while talking on a cell phone, listening to an MP3 player, walking without any electronics or walking in a pair. In the first study, we found that cell phone users walked more slowly, changed directions more frequently, and were less likely to acknowledge other people than individuals in the other conditions. In the second study, we found that cell phone users were less likely to notice an unusual activity along their walking route (a unicycling clown). Cell phone usage may cause inattentional blindness even during a simple activity that should require few cognitive resources. Copyright © 2009 John Wiley & Sons, Ltd. [source] The effect of implementation intentions on prospective memory performance across the lifespanAPPLIED COGNITIVE PSYCHOLOGY, Issue 5 2010Thomas D. Zimmermann Differences in the amount and availability of cognitive resources may be responsible for age-related differences in event-based prospective memory tasks. We hypothesised that a manipulation which reduces resource requirements by enhancing automatic processing will reduce age differences. Implementation intentions are assumed to satisfy this requirement. We tested a total of 563 participants, 185 adolescents, 193 young adults and 185 older adults in order to investigate whether providing participants with implementation intention instructions would improve performance, whether any improvement would vary with age, and whether it would affect the prospective component or the retrospective component. The results showed a benefit of implementation intentions for older adults, but not for adolescents and for young adults. Separate analyses for the prospective and the retrospective components revealed that this effect was based mainly on a performance facilitation of the prospective component. These results suggest that implementation intentions provide a means to reduce age differences in prospective memory. Copyright © 2009 John Wiley & Sons, Ltd. [source] Thinking about product attributes: Investigating the role of unconscious valence processing in attribute framingASIAN JOURNAL OF SOCIAL PSYCHOLOGY, Issue 2 2009Todd McElroy In the present investigation we conducted three studies to examine how unconscious valence processing influences participants' quality judgments in an attribute-framing task. In Studies 1 and 2 we observed how individuals who had depleted cognitive resources, through distraction (Study 2) and time constraint (Study 3), differed in their responses to an attribute-framing task. In Study 3 we subliminally primed participants with attribute frames and then presented them with a frameless decision task. Our results revealed that attribute framing arises from unconscious valence processing and conscious processing may only play a role when the frame is especially salient. [source] | |||||||||||||||||||