[PDF] Recent Approaches For Assessing Cognitive Load From A Validity Perspective eBook

Author : Harold F. O'Neil
Publisher : Springer Science & Business Media
Page : 376 pages
File Size : 36,39 MB
Release : 2013-07-18
Category : Education
ISBN : 1461475791

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Teaching and Measuring Cognitive Readiness presents theoretical and empirical findings regarding cognitive readiness and assessments of their impact on adult learning. The term readiness is used in assessing student preparation for K-12 schools, while in the military and in industry, "readiness" denotes preparation to be effective in performing a mission or a job. Cognitive Readiness is viewed through a Knowledge, Skills, and Attributes (KSA) lens. Teaching and Measuring Cognitive Readiness deals with (a) the primacy of cognitive readiness as attributes or individual difference variables; (b) the need for cognitive readiness instructional and assessment strategies; (c) the need to integrate assessment into cognitive readiness training; (d) the need for theory-driven evaluation studies to increase knowledge and efficacy in teaching cognitive readiness; and (e) the need for a solid psychometric approach to the use of cognitive readiness assessments.

Author : Natalia Sevcenko
Publisher :
Page : 0 pages
File Size : 37,45 MB
Release : 2021
Category :
ISBN :

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Human-machine interactions (HMIs) are constantly evolving in complexity, while human cognitive resources remain limited. Ample evidence demonstrates an association between cognitive load and human performance, suggesting that the number of human errors might be reduced by using intelligent interfaces capable of keeping operators' cognitive load at medium degrees. The development of such systems primarily requires an appropriate measurement method for cognitive load, which should be (1) easily generalizability to similar situations, (2) capable of tracking cognitive load over time without impairing performance on the primary task, and (3) as discrete and unobtrusive as possible to be suitable for real-world and commercial developments. This dissertation attempts to address these challenges by presenting a novel theoretically-grounded approach for measuring cognitive load in situations involving managing resources under time pressure. In a series of three studies, the initial temporal action density decay metric (TADD) was derived relying on the time-based resource-sharing (TBRS) model (Barrouillet, Bernardin, & Camos, 2004) and validated using behavioral data, cortical hemodynamics, and eye-tracking features. In summary, it is consistently demonstrated that narrow theoretically-determined time periods can be used for predicting cognitive load and user performance and such a targeted approach may have an advantage over data-driven bottom-up methods. By using different measurement methods, a consistent picture of the method is elaborated and conclusions could be drawn about the cognitive processes occurring during the investigated time periods. Taken together, the presented dissertation provides evidence for the applicability of the TBRS model as a theoretical basis for measuring cognitive load in realistic time pressure situations and suggests that time pressure and attentions play a role in the development of cognitive load. Furthermore, it also provides an indication of which features are more likely to be useful for assessing cognitive load. Although further research is needed to refine the method, it seems promising for the development of HMI systems capable of adapting to the cognitive load of their operators.

Author : Ruth C. Clark
Publisher : John Wiley & Sons
Page : 302 pages
File Size : 36,32 MB
Release : 2011-01-11
Category : Education
ISBN : 1118046749

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Efficiency in Learning offers a road map of the most effective ways to use the three fundamental communication of training: visuals, written text, and audio. Regardless of how you are delivering your training materials—in the classroom, in print, by synchronous or asynchronous media—the book’s methods are easily applied to your lesson presentations, handouts, reference guides, or e-learning screens. Designed to be a down-to-earth resource for all instructional professionals, Efficiency in Learning’s guidelines are clearly illustrated with real-world examples.

Author : Robert Z. Zheng
Publisher : Routledge
Page : 342 pages
File Size : 32,77 MB
Release : 2017-11-22
Category : Education
ISBN : 1315296233

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Cognitive Load Measurement and Application provides up-to-date research and theory on the functional role of cognitive load measurement and its application in multimedia and visual learning. Grounded in a sound theoretical framework, this edited volume introduces methodologies and strategies that effect high-quality cognitive load measurement in learning. Case studies are provided to aid readers in comprehension and application within various learning situations, and the book concludes with a review of the possible future directions of the discipline.

Author : Jan L. Plass
Publisher : Cambridge University Press
Page : 287 pages
File Size : 48,37 MB
Release : 2010-04-26
Category : Psychology
ISBN : 1107394112

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Cognitive load theory (CLT) is one of the most important theories in educational psychology, a highly effective guide for the design of multimedia and other learning materials. This edited volume brings together the most prolific researchers from around the world who study various aspects of cognitive load to discuss its current theoretical as well as practical issues. The book is divided into three parts. The first part describes the theoretical foundations and assumptions of CLT, the second discusses the empirical findings about the application of CLT to the design of learning environments, and the third part concludes the book with discussions and suggestions for new directions for future research. It aims to become the standard handbook in CLT for researchers and graduate students in psychology, education, and educational technology.

Author : Angela Leighton
Publisher :
Page : pages
File Size : 23,58 MB
Release : 2015
Category :
ISBN :

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[Truncated] Neurocognitive symptoms remain a common, yet difficult, complaint for clinicians to navigate, as some individuals can purposely distort their symptomology for external gain (e.g., compensation, competency to stand trial, etc.). Such feigning or exaggeration of cognitive deficits, and the increasing demands for legally admissible measures of performance validity has necessitated the need for a clinically objective manner with which to assess the level of effort being supplied in a neurocognitive evaluation. The development of both free-standing and embedded performance validity tests (PVTs; Larrabee, 2012; also known as symptom validity tests, or SVTs)has been successful, with a large body of research supporting their validity in many clinical groups, and relevant professional societies endorsing their use as a practice standard (Bush et al., 2005). However, some characteristics of PVTs and their use insignificantly impaired individuals, including the problem of potential false positive errors (PVT classification inaccurately indicative of poor performance validity)remain controversial and inadequately researched. The application of neurocognitive theoretical research findings represents a promising approach to evaluate the methodological and psychometric properties of current PVTs (Bigler, 2012), and develop future measures.For example, individual PVTs have implemented the simultaneous forced-choice methodology (i.e., generally a learning phase followed by the item(s) learned,or 'target' being simultaneously paired with a distractor, or 'foil' for selection, whereby over-selection of the foil may indicate responding bias) using a variety of test characteristics (e.g., word vs. picture stimuli) with known neurocognitive processing implications (e.g., the picture superiority effect). However, the influence of such variations on the subsequent classification accuracy of examinees has been inadequately evaluated, particularly amongst cognitively impaired individuals. The current thesis places the PVT literature in the context of neurocognitive processing theory, and identifies potential methodological factors to account for the significant variability that have been identified in classification accuracy across current PVTs. A systematic evaluation of both the current PVT and cognitive processing literature was completed and presented in Chapter 1. This led to the subsequent evaluation of the utility of a well-known cognitive manipulation (based in cognitive load theory) to provide a Clinical Analogue Methodology (CAM); that is an experimental technique to alter the performance of healthy individuals on PVTs to levels more similar to cognitively impaired individuals. In the empirical study reported in in Chapter 2, an initial validation of the CAM in healthy individuals was completed. Chapter 3 further validated the CAM suggesting that it may be useful alongside other approaches(analogue malingering methodology) for the systematic evaluation of new and existing PVTs, as well as provided further support for a phenomenon called the 'picture superiority effect' (Paivio, 1991) in the PVT paradigm. Two exemplar PVTs(the Word Memory Test; WMT, and Test of Memory Malingering; TOMM) provided the basis for subsequent evaluations of the influence of specific neurocognitive processing components on performance.

Author : J. Michael Spector
Publisher : Springer Nature
Page : 4144 pages
File Size : 35,77 MB
Release : 2023-11-15
Category : Education
ISBN : 3319174614

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The multiple, related fields encompassed by this Major Reference Work represent a convergence of issues and topics germane to the rapidly changing segments of knowledge and practice in educational communications and technology at all levels and around the globe. There is no other comparable work that is designed not only to gather vital, current, and evolving information and understandings in these knowledge segments but also to be updated on a continuing basis in order to keep pace with the rapid changes taking place in the relevant fields. The Handbook is composed of substantive (5,000 to 15,000 words), peer-reviewed entries that examine and explicate seminal facets of learning theory, research, and practice. It provides a broad range of relevant topics, including significant developments as well as innovative uses of technology that promote learning, performance, and instruction. This work is aimed at researchers, designers, developers, instructors, and other professional practitioners.

Author : Jan L. Plass
Publisher : Cambridge University Press
Page : 287 pages
File Size : 47,77 MB
Release : 2010-04-26
Category : Education
ISBN : 0521860237

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A comprehensive review of all issues related to cognitive load theory, written by prolific researchers from around the world.