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AbstractThis study investigated Nonword Repetition (NWR) tasks in individuals with Multiple Sclerosis (MS) compared to healthy controls (HC), focusing on phonological working memory (WMP). Significant differences were found in NWR acurracy (NWRacc) score between MS subgroups and HC (H = 48.2, p < 0.001). NWRacc decreased as the number of syllables increased in both groups, indicating increased cognitive load. All MS subtypes showed lower NWRacc compared to HC across varying syllable lengths (Mann Whitney U Test: two syllables U = 64.5, p < 0.001; three syllables U = 183, p < 0.001; four syllables U = 248, p < 0.001; five syllables U = 283.5, p < 0.001). However, no significant differences were found within MS subtypes based on syllable length. NWRacc did not differ between mild and severe MS groups. Overall, the NWR test effectively assessed WMP in MS, highlighting its utility in diagnosing and addressing language-cognitive challenges in individuals with MS. This underscores the importance of tailored intervention strategies to mitigate these challenges. [ABSTRACT FROM AUTHOR]

AbstractMid-air gesture interactions have emerged as one of the predominant modalities used in human-computer interaction (HCI). However, extant research on gestures predominantly concentrates on the design of gestures for singular functionalities, which requires a comprehensive investigation into gesture interaction design from an integrative HCI system perspective. Working memory capacity plays a pivotal role in constraining the number of gestures accommodated within an HCI system. This study adopts the change detection paradigm to conduct an empirical investigation into the working memory capacities associated with mid-air gestures, aiming to elucidate the working memory capacity for such gestures. The experimental design included two independent variables: five distinct categories of mid-air gestures (physical, symbolic, metaphorical, abstract, and mixed) and memory set sizes ranging from two to nine items. The findings revealed that working memory capacities for different types of gestures fluctuate between three and five items, with symbolic gestures presenting the most negligible cognitive load for recall and abstract gestures proving to be the most challenging. The outcomes of this research have significant implications for both the design of individual gestures and the overarching design of gesture interaction systems, serving as a valuable reference for future endeavors in HCI design optimization. [ABSTRACT FROM AUTHOR]

Every day, millions of viewers worldwide engage with subtitled content, and an increasing number choose to watch without sound. In this mixed-methods study, we examine the impact of sound presence or absence on the viewing experience of both first-language (L1) and second-language (L2) viewers when they watch subtitled videos. We explore this novel phenomenon through comprehension and recall post-tests, self-reported cognitive load, immersion, and enjoyment measures, as well as gaze pattern analysis using eye tracking. We also investigate viewers' motivations for opting for audiovisual content without sound and explore how the absence of sound impacts their viewing experience, using in-depth, semi-structured interviews. Our goal is to ascertain whether these effects are consistent among L2 and L1 speakers from different language varieties. To achieve this, we tested L1-British English, L1-Australian English and L2-English (L1-Polish) language speakers (n = 168) while they watched English-language audiovisual material with English subtitles with and without sound. The findings show that when watching videos without sound, viewers experienced increased cognitive load, along with reduced comprehension, immersion and overall enjoyment. Examination of participants' gaze revealed that the absence of sound significantly affected the viewing experience, increasing the need for subtitles and thus increasing the viewers' propensity to process them more thoroughly. The absence of sound emerged as a global constraint that made reading more effortful. Triangulating data from multiple sources made it possible to tap into some of the metacognitive strategies employed by viewers to maintain comprehension in the absence of sound. We discuss the implications within the context of the growing trend of watching subtitled videos without sound, emphasising its potential impact on cognitive processes and the viewing experience. [ABSTRACT FROM AUTHOR]

ABSTRACT Although the presence of early helping behavior has been firmly established, it is unclear to what extent children are willing to adopt costs to help others, as well as how this willingness changes as children get older. Canadian 21‐ to 36‐month‐olds (N = 48) participated in four helping tasks varying in the type and degree of effort required to help (lifting force, cognitive load, the number of steps in a task, and pushing force). When costs were lower, toddlers were not only more likely to help but also provided help more readily and helped in ways that prioritized others’ needs. Importantly, we found that age and how costly helping was to individual children each uniquely predicted high‐cost helping, but not low‐cost helping. Overall, we demonstrate that toddlers’ helping is sensitive to a variety of effortful costs, while simultaneously demonstrating that maturation and individual costs appear to uniquely influence high‐cost helping. [ABSTRACT FROM AUTHOR]

Wrist function is a top priority for transradial amputees. However, the combined functional, biomechanical, and cognitive impact of using a powered prosthetic wrist is unclear. Here, we quantify task performance, compensatory movements, and cognitive load while three transradial amputees performed a modified Clothespin Relocation Task using two myoelectric prostheses with and without the wrists. The two myoelectric prostheses include a commercial prosthesis with a built-in powered wrist, and a newly developed inexpensive prosthetic wrist for research purposes, called the "Utah wrist", that can be adapted to work with various sockets and prostheses. For these three participants, task failure rate decreased significantly from 66% ± 12% without the wrist to 39% ± 9% with the Utah wrist. Compensatory forward leaning movements also decreased significantly, from 24.2° ± 2.5 without the wrist to 12.6° ± 1.0 with the Utah wrist, and from 23.6° ± 7.6 to 15.3° ± 7.2 with the commercial prosthesis with an integrated wrist. Compensatory leftward bending movements also significantly decreased, from 20.8° ± 8.6 to 12.3° ± 5.3, for the commercial with an integrated wrist. Importantly, simultaneous myoelectric control of either prosthetic wrist had no significant impact on cognitive load, as assessed by the NASA Task Load Index survey and a secondary detection response task. This work suggests that functional prosthetic wrists can improve dexterity and reduce compensation without significantly increasing cognitive effort. These results, and the introduction of a new inexpensive prosthetic wrist for research purposes, can aid future research and development and guide the prescription of upper-limb prostheses. [ABSTRACT FROM AUTHOR]

New legal regimes in various jurisdictions have increased the accountability of senior individuals in financial services to attempt to prevent wrongdoing. This article critically evaluates these efforts using insights from the behavioural sciences research on accountability, the regulatory theory on enforcement, and the criminological literature on compliance. This inquiry is pursued through an analysis of the Senior Managers and Certification Regime (SMCR) and the Banking Executive Accountability Regime (BEAR) in the UK and Australia respectively. These individual accountability regimes (IARs) are designed to make it easier to identify which senior individual is responsible for failing to address wrongdoing within their area of activity. Though often championed for ratcheting up accountability to tackle perceived impunity for wrongdoing, this article explores the limits of IARs. While acknowledging their strengths and merits, it troubles the expectations that such regimes are necessarily effective ways of priming certain anticipated behaviours and increasing cognitive load to slow decision-making processes. It considers the extent to which these regimes may be ineffective given what is known about the miserly nature of human cognition, the tendency to circumvent efforts to encourage ‘right’ decisions, and the inability of individual accountability regimes to address broader structural issues in financial markets. [ABSTRACT FROM AUTHOR]

AbstractThis article examines the use of mobile dictionary and/or machine-translation (MT) apps to facilitate the learning of (semi-)technical music words. A total of 93 Chinese students were randomly assigned into three groups (31 each): the Dictionary Group, the MT Group, and the Dictionary + MT Group. They translated sentences containing the target semi-technical or technical words with the help of mobile dictionary or MT apps or both. It was found that the Dictionary Group had the best retention rates of semi-technical and technical words; the Dictionary + MT Group was in-between; and the MT Group had the worst retention rates. Analysis of dictionary look-up behaviors further showed that the Dictionary Group looked up twice as many (semi-)technical words as the Dictionary + MT Group. These findings are explained from the perspective of Cognitive Load Theory to show how the Dictionary Group had the best level of mental resources germane to vocabulary learning. Despite the inter-group differences of retention rates, perception surveys showed that the groups did not differ in their attitudes towards the dictionary or MT apps, suggesting that student performances and perceptions were misaligned. Based on the research findings, the article offers pedagogical implications for mobile-assisted learning of specialized words. [ABSTRACT FROM AUTHOR]

It is important for people to disengage attention from a distraction, which can help them complete the task at hand as quickly as possible. Recent studies have shown that people's attention stays longer on reward‐distractors than on loss‐distractors, and a delay in attentional disengagement is noted when reward‐distractors are present. However, few studies have examined whether attentional disengagement from an evaluative distractor relies upon working memory (WM) components. In the present study, we used an attentional disengagement paradigm in which reward‐ or loss‐distractors were presented at a central location and the target was presented at a peripheral location, in combination with different WM tasks. The results from Experiment 1 showed that participants were slower to disengage their attention from a central reward‐distractor than a loss‐distractor regardless of cognitive load when the phonological loop component of WM was involved. The results from Experiment 2 revealed that people had difficulty in shifting their attention away from a reward‐distractor in comparison to a loss‐distractor when spatial WM was low, whereas no such difference was observed when spatial WM was high. We conclude that WM components differently modulate attentional disengagement from evaluative distractors. That is, the processing of evaluative (reward and loss) distractors may rely on the same cognitive resources as the spatial WM component, but not the phonological loop component. [ABSTRACT FROM AUTHOR]

Emerging consensus in the medical and public health spheres encourages removing race and ethnicity from algorithms used in clinical decision-making. Although clinical algorithms remain appealing given their promise to lighten the cognitive load of medical practice and save time for providers, they risk exacerbating existing health disparities. Race is a strong risk marker of health outcomes, yet it is not a risk factor. The use of race as a factor in medical algorithms suggests that the effect of race is intrinsic to the patient or that its effects can be distinct or separated from other social and environmental variables. By contrast, incisive public health analysis coupled with a race-conscious perspective recognizes that race serves as a marker of countless other dynamic variables and that structural racism, rather than race, compromises the health of racially oppressed individuals. This perspective offers a historical and theoretical context for the current debates regarding the use of race in clinical algorithms, clinical and epidemiologic perspectives on "risk," and future directions for research and policy interventions that combat color-evasive racism and follow the principles of race-conscious medicine. [ABSTRACT FROM AUTHOR]

Research on cognitive load theory has historically focused on identifying the processes and strategies that enhance learning outcomes. Less attention has been given to the ways in which cognitive load may interact with the motivational and emotional aspects of learning. The aim of the present study is to examine the extent to which experienced cognitive load directly impacts self-efficacy during course-based instruction, after controlling for learning. In Study 1, results showed that within-time measurements of undergraduate students (n = 390) revealed a strong negative association between reported cognitive load and self-efficacy. However, across-time measurements revealed a positive relationship in which higher load predicted increased self-efficacy at later time points. Study 2 (n = 281) showed similar results using a different measure of cognitive load. Findings point to increases in self-efficacy being a consequence of the cognitive load imposed by instruction, rather than a precursor of the decision to invest mental effort. Furthermore, the differential relationships between cognitive load and self-efficacy within and across time highlight different types of motivational costs associated with invested mental effort as perceived by students. As a result, within and across time impacts of cognitive load offer both an enhanced understanding of cognition–motivation interactions and a potentially new approach to empirically differentiating between and quantifying intrinsic and extraneous load types. Educational Impact and Implications Statement: Cognition and motivation have traditionally been examined separately with little attention paid to how the cognitive processing of information itself may influence motivational beliefs. This study uses cognitive load theory to analyze the ways in which mental effort shapes concurrent and subsequent self-efficacy. Findings indicate that effort allocated to content difficulty positively predicts self-efficacy across time, and effort allocated to other factors such as unhelpful features of instruction and instructional materials negatively predicts concurrent self-efficacy. These results suggest that effort allocation due to instructional features has an important role to play on learners' motivation, independent of how much they learn, so instructional design decisions are important to consider even when they do not seem to directly impact learning outcomes. [ABSTRACT FROM AUTHOR]

Background: Dismounted military operations require soldiers to complete cognitive tasks whilst undertaking demanding and repeated physical taskings. Objective: To assess the effects of repeated fast load carriage bouts on cognitive performance, perceptual responses, and psychophysiological markers. Methods: Twelve civilian males (age, 28 ± 8 y; stature, 186 ± 6 cm; body mass 84.3 ± 11.1 kg; V̇O2max, 51.5 ± 6.4 mL·kg−1·min−1) completed three ∼65-min bouts of a Fast Load Carriage Protocol (FLCP), each interspersed with a 65-min recovery period, carrying a representative combat load of 25 kg. During each FLCP, cognitive function was assessed using a Shoot/Don't-Shoot Task (SDST) and a Military-Specific Auditory N-Back Task (MSANT), along with subjective ratings. Additional psychophysiological markers (heart rate variability, salivary cortisol, and dehydroepiandrosterone-sulfate concentrations) were also measured. Results: A main effect of bout on MSANT combined score metric (p <.001, Kendall's W = 69.084) and for time on the accuracy-speed trade-off parameter of the SDST (p =.025, Ѡ2 =.024) was evident. These likely changes in cognitive performance were coupled with subjective data indicating that participants perceived that they increased their mental effort to maintain cognitive performance (bout: p <.001, Ѡ2 =.045; time: p <.001, Ѡ2 =.232). Changes in HRV and salivary markers were also evident, likely tracking increased stress. Conclusion: Despite the increase in physiological and psychological stress, cognitive performance was largely maintained; purportedly a result of increased mental effort. Application: Given the likely increase in dual-task interference in the field environment compared with the laboratory, military commanders should seek approaches to manage cognitive load where possible, to maintain soldier performance. [ABSTRACT FROM AUTHOR]

• Cognitive load impairs dual-task performance of autistic and non-autistic participants. • Autistic participants deviate more from the baseline lane change path. • Correct lane changing was comparable for autistic and non-autistic participants. • Lane change initiation was comparable for autistic and non-autistic participants. This study investigated the impact of cognitive load on driving among autistic individuals with the use of an adapted, driving simulator-based, Lane Change Task (LCT). A secondary task was used to induce increasing verbal WM load. A total of 51 male participants, 17 autistic and 34 non-autistic individuals participated in the study. Participants drove the simulator-based LCT without (baseline) and with a three-level auditory-verbal response N-back task (i.e., 0-back,1-back, and 2-back) developed to tax working memory capacity. The included driving parameters were: mean deviation in the lane change path (MDEV), percentage of correct lane changes (PCL) in response to a lane change sign, and lane change initiation (LCI). The percentage of error rate (PER) was included to measure participants' performance on the secondary task. Dual-task performance of both groups deteriorated with increasing cognitive load, but this effect was more pronounced in the autistic group. Specifically, the performance of both group on MDEV, PCL, and PER suffered from the increasing cognitive load. Nevertheless, neither PCL nor LCI differ between autistic and non-autistic participants. Notably, LCI also deteriorated with increasing cognitive load for non-autistic participants, but not for autistic participants. Similar to previous research, it is suggested that distracted driving should be eliminated as much as possible before occurring in the first place. Specific suggestions for eliminating distraction in autistic drivers are provided. [ABSTRACT FROM AUTHOR]

As educators, we often seek to engage students' prior knowledge to help them learn new and potentially difficult science content. However, sometimes our experiences with the world lead us to create misconceptions that run counter to the scientific consensus. Refutational texts have been shown to be more effective at changing individuals' misconceptions compared to traditional (i.e., expository) texts. Sometimes, conceptual change materials might include irrelevant but interesting pictures geared toward increasing engagement or positive affect while learning. These are referred to as seductive pictures, and although they are intended to promote the situational interest of readers, they may hinder learning since they might cause cognitive overload. The current study sought to investigate the effects of text structure and seductive pictures on individuals' knowledge of genetically modified foods, situational interest, and cognitive loads. We found significant learning advantages for the refutational text groups and significant disadvantages for the seductive pictures groups. Additionally, the individuals who were exposed to seductive pictures demonstrated higher levels of extraneous cognitive load than those who were not. Implications and limitations of the present study are discussed. [ABSTRACT FROM AUTHOR]

For nearly two decades, augmented reality (AR) has found diverse applications in education, particularly in science education, where its efficacy has been supported by relevant theories and many empirical studies. However, previous studies have revealed the following research deficit: While AR technology appears to influence learning-related variables, at the time of this study only few research on the use of AR glasses in physics, a discipline for which this technology seems particularly promising in the context of laboratory experiments, has been found. Thus, the present study uses an experimental comparison group design to investigate the question of how the use of AR glasses in a physics laboratory experiment (compared to in a learning setting without AR) influences students' motivation to learn, their cognitive load during the learning process and their learning achievement. The study (sample size N = 75) investigated the impact of AR glasses in a physics laboratory experiment on optical polarization. Results align with prior research, indicating heightened motivation among learners using AR applications. However, the absence of a significant difference in cognitive load between AR and non-AR learners was unexpected. Despite expectations based on spatial contiguity, learners with AR showed no advantage in learning achievement, challenging existing meta-analyses in physics education. These findings suggest a need to shift focus from surface features, like specific AR technology, to the content design of AR applications. Future studies should analyze the deep structure of AR applications, identifying features conducive to learning. [ABSTRACT FROM AUTHOR]

AbstractThis mixed-methods study investigates the effects of highlights and annotations on reading comprehension among Chinese EFL students majoring in teaching English as a foreign language, within a computer-assisted interactive reading model. The study involved 183 participants, randomly assigned to three experimental groups and a control group, each utilizing distinct combinations of highlights and annotations to evaluate their impact on reading comprehension. The results indicate that the intervention groups exhibited significant improvements in reading comprehension compared to the control group. Qualitative feedback from participants revealed increased engagement and metacognitive awareness, suggesting that these interactive features function as effective cognitive scaffolds. By facilitating information processing and reducing cognitive load, highlights and annotations enhance the reading experience and comprehension. These findings support cognitive load theory and underscore the pedagogical potential of integrating interactive elements into digital reading materials. This integration can promote active reading strategies and learner-centered instruction, offering valuable insights for educators and curriculum designers. By demonstrating the efficacy of technology-enhanced reading interventions, this research contributes to the broader field of Computer-Assisted Language Learning (CALL), emphasizing the role of interactive tools in improving language proficiency and academic success among EFL learners. [ABSTRACT FROM AUTHOR]

Error monitoring is essential for detecting errors and may facilitate behavioral adjustments that can reduce or prevent future errors. At times, error monitoring must occur while individuals are engaged in other, cognitively demanding tasks that might consume processing resources necessary for error monitoring. Here, we set out to determine whether concurrent working memory (WM) load interferes with error monitoring, as measured using event‐related potentials, the error‐related negativity (Ne/ERN), and error positivity (Pe). Fifty‐four participants (n = 33 female) completed an arrowhead flanker task, with trials presented under low (2 letter) or high (6 letter) WM load. Participants were required to hold letter strings in memory and to recall these letters at the end of a set of flanker trials. Results showed that WM load reduced the Pe but did not affect the Ne/ERN. Therefore, WM load appeared to attenuate later, more elaborated stages of error processing, though initial error detection was unaffected. Additionally, high WM load slowed reaction times overall, but did not lead to a significant increase in errors. As such, slower responses may have helped participants maintain comparable accuracy for low‐load versus high‐load trials. Overall, results indicate that WM load interferes with the evaluation of error significance, which could interfere with behavioral adaptations over time. [ABSTRACT FROM AUTHOR]

This study examines the effects of collaborative augmented reality activities supported by the 5E teaching model on students’ motivation, cognitive load, and satisfaction levels in a science course. In this context, explanatory design, one of the mixed research methods, was used in this study. The research process was conducted with 18 sixth-grade (5 girls and 13 boys) students studying in a private school for four hours a week for four weeks in a science course. In the quantitative dimension of the study, the effects of collaborative augmented reality activities were examined using one group pretest-posttest design through questionnaires and scales, and student views were evaluated through semi-structured interviews as a result. The quantitative data analysis used the Wilcoxon signed-rank test and descriptive statistics methods. Qualitative data were analyzed through the content analysis method. As a result of the study, it was observed that collaborative augmented reality activities positively affected students’ motivation and satisfaction levels in the science learning process. In addition, collaborative augmented reality activities contributed to balancing the cognitive load. In this regard, it can be asserted that students’ learning processes can be made more effective using collaborative augmented reality activities, especially in teaching complex science subjects. [ABSTRACT FROM AUTHOR]

In tangible irreversible human-machine interactions (HMIs), erroneous inputs resulting from users’ unfamiliarity, inattention, or ingrained habits can lead to unintended consequences. Although some design measures like buttons with protective shells or safety switches before critical actions have been implemented to minimize human errors in both everyday products and industrial interfaces, a cohesive guiding strategy on when, where, and how to prevent unintended consequences is lacking. Inspired by the confirmation dialog boxes commonly utilized in graphical user interfaces, this study proposes design strategies for effective tangible confirmation behaviors in HMIs. Initially, a workshop was conducted to gather design cases and explore potential design opportunities in future scenarios. By analysing the outcomes, we propose an evaluation method for assessing the necessity and complexity requirements of confirmation design and introduce a design library considering complexity levels graded by users’ time, effort, and cognitive load expenditure. Subsequently, a user behavior experiment was conducted to validate the feasibility and efficacy of the proposed strategies. Our strategies offer valuable references for designers, highlighting the significance of confirmation design in preventing human errors. Following these strategies, designers and engineers can integrate more Kansai engineering principles into HMIs to ensure user safety, protect property, and enhance interaction efficiency. [ABSTRACT FROM AUTHOR]

The promotion and application of autonomous vehicles (AVs) will bring huge benefits to society in economic and environmental aspects, and the public acceptance degree is a crucial influencing factor. Based on technology acceptance model (TAM) and information system success (ISS) model, this research develops a new framework from the perspective of AVs information system to explain public acceptance. The framework explores the relationship between variables such as system quality, information quality, service quality, perceived usefulness, perceived ease-of-use and AVS acceptance, and it also examines the mediating role of perceived ease-of-use and perceived usefulness. Based on a survey of 323 respondents, the results indicate that system quality, information quality, and service quality are key factors affecting AVS acceptance. Additionally, compared to perceived usefulness, perceived ease of use manifested a greater mediation on explanatory variables with AVs acceptance. Moreover, the research also makes recommendations for AVs manufacturers to focus on system quality and information interaction mode in the design and development process of AVs. And thus, making AVs easier to use without cognitive load could improve the AVs acceptance and adoption. [ABSTRACT FROM AUTHOR]

The overall objective of this study was to examine the effect of blended learning on improving students’ mathematical cognitive demand and their extraneous and germane cognitive load in learning calculus of several variables. Guided by constructivist and cognitive load theories, a quasi-experimental design was conducted in three public universities. A total of 67 second-year undergraduate mathematics students participated for 4 months. The study used a mixed research method with social constructivism augmented by pragmatism. Data were analysed using analysis of co-variance procedure and thematic analysis and discussed using both quantitative and qualitative methods. The findings revealed that the treatment group students’ mathematical cognitive demand (treatment (TG1) (M = 70.9, SD = 10.8) and treatment (TG2) (M = 69.3, SD = 20.5) were significantly higher than the posttest scores of students in the comparison group in CG (M = 58.8, SD = 13.5), (p = 0.00)) with effect size of 0.25. Moreover, their germane cognitive load had improved and extraneous cognitive load reduced significantly compared to the comparison group. To conclude, mathematics cognitive demand can be improved with blended learning. These findings imply that blending mathematics instruction in higher education institutions is useful to policymakers. The finding also revealed that cognitive load was found a negative and significant predictor of mathematics cognitive demand. [ABSTRACT FROM AUTHOR]

AbstractIn order to promote students’ computational thinking (CT) involving authentic complex problem-solving competence, there has been encouragement to conduct STEM activities in K-12 schools. STEM activities usually require collaborative learning. Argumentation scaffolding is one of the effective strategies for collaborative learning, and is widely used in science education but less so in the STEM curriculum. Hence, this study intended to introduce argumentation scaffolding into STEM activities while also taking into account mental rotation as a non-trivial cognitive competence affecting spatial task performance. In this study, a 2 × 2 quasi-experiment was conducted with 60 fifth graders, evenly assigned to an experimental and a control group. It was found that (1) argumentation scaffolding and mental rotation significantly boosted pupils’ CT; (2) argumentation scaffolding exerted significant effects on cognitive load; and (3) there was a significant interaction between argumentation scaffolding and mental rotation which affected CT. In sum, the argumentation scaffolding significantly improved students’ CT and reduced their cognitive load. However, mental rotation only had a substantial effect on students’ CT. This study sheds light on how to effectively integrate argumentation scaffolding into STEM activities. In tandem, mental rotation plays a crucial role in STEM activities. [ABSTRACT FROM AUTHOR]

Introduction Modern warfare operations are volatile, highly complex environments, placing immense physiological, psychological, and cognitive demands on the warfighter. To maximize cognitive performance and warfighter resilience and readiness, training must address psychological stress to enhance performance. Resilience in the face of adversity is fundamentally rooted in an individual's psychophysiological stress response and optimized through decreased susceptibility to the negative impact of trauma exposure. The current project aims to optimize warfighter expertise, resilience, adaptability, and performance by utilizing a validated Full Dive Virtual Reality (FDVR) training platform to provide high-fidelity, safe, and scalable, controlled stress exposure in highly realistic simulated training scenarios with the most advanced, immersive technology available. Materials and Methods Following Institutional Review Board approval and consent, 2 operators were fitted with high-fidelity virtual reality headsets with hand and eye tracking, full-body haptic feedback suits, a 360° omnidirectional treadmill, and Food and Drug Administration (FDA) cleared biometric monitors. Following acclimation, operators were placed in an industrial fire scenario and instructed to respond as a firefighter and paramedic, to search for and resuscitate any casualties, extinguish the fire, and exfiltrate safely. Following initial acclimation and after each demonstration (n  = 2), 3 semistructured interviews asked operators their perceptions and experiences related to FDVR, focusing on usability, feasibility, and safety. Biometric data were continuously recorded using the Caretaker Medical VitalStream. Results Proof-of-concept (POC) testing proved that the FDVR training platform is usable, safe, and feasible. It creates an immersive environment with physiological responses to mimic realistic Mass Casualty Events (MCEs). Using a case study approach, transcript data were analyzed using thematic analysis. Three major themes emerged: Sensory deficits reduced realism, but sensory feedback improved fidelity, vestibular discord affected the virtual reality experience but only when the system did not respond naturally to operator movement after acclimation, and movement accommodations were made by operators to enhance usability, especially for fine motor movements. Biometric data analysis correlated timestamps from the VitalStream unit with operator responses to stress-inducing events (i.e. explosions, fires, and a deceased victim). Both operators exhibited significant physiological responses, including elevated heart rate, systolic blood pressure, and mean arterial pressure, particularly following explosions, encountering fire, and encountering the deceased victim within the training environment. Conclusions The FDVR training platform overcomes the obstacles of in-person simulation training and provides the closest to real-life experience available. It will allow warfighters to train with their teams in immersive environments that replicate the conditions in which they are expected to perform their duties. The POC demonstrated that physiological responses can be mapped to scenario events to allow tracking of stress responses, cognitive load, as well as performance, and decision-making of the warfighter. The POC only involved 2 operators, but served to prove that the platform was safe and effective. Future testing plans to include 200 warfighters in operational teams of 10 to 12 to further validate the training effectiveness of the FDVR platform. [ABSTRACT FROM AUTHOR]

Background: Developing and testing methods for reliably measuring the state of consciousness of individuals is important for both basic research and clinical purposes. In recent years, several promising measures of consciousness, grounded in theoretical developments, have been proposed. However, the degrees to which these measures are affected by changes in brain activity that are not related to changes in the degree of consciousness has not been well tested. In this study, we examined whether several of these measures are modulated by the loading of cognitive resources. Methods: We recorded electroencephalography (EEG) from 12 participants in two conditions: (1) while passively attending to sensory stimuli related to the measures and (2) during increased cognitive load consisting of a demanding working memory task. We investigated whether a set of proposed objective EEG-based measures of consciousness differed between the passive and the cognitively demanding conditions. Results: The P300b event-related potential (sensitive to conscious awareness of deviance from an expected pattern in auditory stimuli) was significantly affected by concurrent performance on a working memory task, whereas various measures based on signal diversity of spontaneous and perturbed EEG were not. Conclusion: Because signal diversity-based measures of spontaneous or perturbed EEG are not sensitive to the degree of cognitive load, we suggest that these measures may be used in clinical situations where attention, sensory processing, or command following might be impaired. [ABSTRACT FROM AUTHOR]

The neural basis of tactile processing in humans has been extensively studied; however, the neurophysiological basis of human width discrimination remains relatively unexplored. In particular, the changes that occur in neural networks underlying active tactile width discrimination learning have yet to be described. Here, it is hypothesized that subjects learning to perform the active version of the width discrimination task would present changes in behavioral data and in the neurophysiological activity, specifically in networks of electrodes relevant for tactile and motor processing. The specific hypotheses tested here were that the performance and response latency of subjects would change between the first and the second blocks; the power of the different frequency bands would change between the first and the second blocks; electrode F4 would encode task performance and response latency through changes in the power of the delta, theta, alpha, beta, and low-gamma frequency bands; the relative power in the alpha and beta frequency bands in electrodes C3 and C4 (Interhemispheric Spectral Difference—ISD) would change because of learning between the first and the second blocks. To test this hypothesis, we recorded and analyzed electroencephalographic (EEG) activity while subjects performed a session where they were tested twice (i.e., two different blocks) in an active tactile width discrimination task using their right index finger. Subjects (n = 18) presented high performances (high discrimination accuracy) already in their first block, and therefore no significant improvements were found in the second block. Meanwhile, a reduction in response latency was observed between the two blocks. EEG recordings revealed an increase in power for the low-gamma frequency band (30–45 Hz) for electrodes F3 and C3 from the first to the second block. This change was correlated with neither performance nor latency. Analysis of the neural activity in electrode F4 revealed that the beta frequency band encoded the subjects' performance. Meanwhile, the delta frequency band in the same electrode revealed a complex pattern where blocks appeared clustered in two different patterns: an Upper Pattern (UP), where power and latency were highly correlated (Rho = 0.950), and a sparser and more uncorrelated Lower Pattern (LP). Blocks belonging to the UP or LP patterns did not differ in performance and were not specific to the first or the second block. However, blocks belonging to the LP presented an increase in response latency, increased variability in performance, and an increased ISD in alpha and beta frequency bands for the pair of electrodes C3–C4, suggesting that the LP may reflect a state related to increased cognitive load or task difficulty. These results suggest that changes in performance and latency in an active tactile width discrimination task are encoded in the delta, alpha, beta, and low-gamma frequency bands in a fronto-central network. The main contribution of this study is therefore related to the description of neural dynamics in frontal and central networks involved in the learning process of active tactile width discrimination. [ABSTRACT FROM AUTHOR]

Listening to music can span a continuum from passive consumption to active exploration, relying on processes of coping with the sounds as well as higher-level processes of sense-making. Revolving around the major questions of "what" and "how" to explore, this paper takes a naturalistic stance toward music listening, providing tools to objectively describe the underlying mechanisms of musical sense-making by weakening the distinction between music and non-music. Starting from a non-exclusionary conception of "coping" with the sounds, it stresses the exploratory approach of treating music as a sound environment to be discovered by an attentive listener. Exploratory listening, in this view, is an open-minded and active process, not dependent on simply recalling pre-existing knowledge or information that reduces cognitive processing efforts but having a high cognitive load due to the need for highly focused attention and perceptual readiness. Music, explored in this way, is valued for its complexity, surprisingness, novelty, incongruity, puzzlingness, and patterns, relying on processes of selection, differentiation, discrimination, and identification. [ABSTRACT FROM AUTHOR]

We investigated the relations between self‐reported math anxiety, task difficulty, and pupil dilation in adults and very young children during math tasks of varying difficulty levels. While task difficulty significantly influenced pupillary responses in both groups, the association between self‐reported math anxiety and pupil dilation differed across age cohorts. The children exhibited resilience to the effects of math anxiety, hinting at additional influential factors such as formal math education experiences shaping their relations to mathematics and their impact on cognitive processes over time. Contrary to expectations, no significant association between self‐reported math anxiety and pupil dilation during task anticipation was found in either group. In adults, math anxiety influenced pupil dilation exclusively during the initial phase of task processing indicating heightened cognitive load, but this influence diminished during sustained task processing. Theoretical implications emphasize the need for exploring individual differences, cognitive strategies, and the developmental trajectory of math anxiety in very young children. [ABSTRACT FROM AUTHOR]

Instructional videos for teaching second language (L2) vocabulary often feature an instructor onscreen. The instructor in the video may involuntarily produce beat gestures with their hands, as occurs in real teaching settings. Beat gestures highlight key information in speech by conveying the rhythm of the language, but do not themselves convey semantic meaning. However, little is known about how the instructor's beat gestures affect L2 vocabulary learning. We conducted two experiments on the effects of the instructor's purposeful (scripted) beat gestures in instructional videos that included an instructor and slides, with English L2 vocabulary as the topic. In Experiment 1, using a within-participant design, we tested the hypothesis that an instructor's gestures (beat gesture vs. no gesture) would improve learning performance. The results showed that the instructor's use of beat gestures increased learners' accuracy and reduced reaction time on an L2 learning performance test. In Experiment 2, using a between-participants design, we tested the assumption that the benefits of beat gestures in L2 vocabulary learning are in part due to reductions in cognitive load while learning. This assumption was supported by both a self-report measurement of cognitive load and electroencephalogram (EEG) data showing lower theta power and lower alpha power when the instructor used beat gestures. The results of this study have applied value for designing effective instructional videos on the topic of L2 vocabulary learning. [ABSTRACT FROM AUTHOR]

In terms of instructional sequencing and cognitive load research, it remains unclear what effect different instructional sequences have on cognitive load and how to use problem-solving support within instructional sequences to reduce cognitive load. The current study examines how instructional sequencing and problem-solving support interact with different types of cognitive load and learner performance. University students (n = 254) were randomly assigned to one of three conditions: an explicit instruction first sequence, an unsupported problem-solving first sequence, and a supported problem-solving first sequence. Results show that intrinsic load did not differ across the three conditions, extraneous load was lowest in the explicit instruction first and supported problem-solving first conditions, germane load was highest in the supported problem-solving first condition, and performance was highest in the explicit instruction first condition. Providing insight into specific ways instructional sequencing and problem-solving support can reduce cognitive load; results suggest that either problem-solving activities need support or explicit instruction is needed before problem-solving. [ABSTRACT FROM AUTHOR]

While dual-task walking requires the ability to integrate sensory information from multiple ongoing sources, it remains unknown whether dual-task walking is more affected than single-task walking by the multisensory integration ability. How does the audiovisual temporal integration ability affect single-task and dual-task gaits in the aging population? One hundred and thirty healthy middle-aged and older adults (age = 64.7 ± 6.4 years) completed an audiovisual simultaneity judgment (AVSJ) task and underwent single-task, motor dual-task, and cognitive dual-task gait assessments. In the AVSJ task, participants judged whether a flash and an auditory stimulus presented at different stimulus onset asynchronies were simultaneous. The accuracy and precision of the AVSJ performance were assessed using the point of subjective simultaneity (PSS) and the temporal binding window (δ), respectively. A lower absolute PSS and δ indicated better performance. Participants held a cup of water and performed serial-7 subtraction for motor and cognitive dual-task gait assessments, respectively. The spatiotemporal gait parameters and their variability were calculated. The influences of PSS and δ on the gait parameters of the three gaits were examined with multiple hierarchical regressions. Only the cognitive dual-task gait was significantly affected by PSS and δ. Greater PSS predicted a longer single support time (β = 0.195, p = 0.024) and its variability (β = 0.224, p = 0.011). Greater δ predicted greater step time variability (β = 0.198, p = 0.022). Declined perception of audiovisual simultaneity particularly degrades temporal control of cognitive dual-task walking, highlighting the importance of assessing and training this ability after midlife. • Audiovisual (AV) temporal perception and dual-task gaits decline in midlife. • Impact of AV perception on aging gaits under cognitive loads remains unclear. • Poorer AV temporal perception impairs temporal control of cognitive dual-task gait. • Single- and motor dual-task gaits show no audiovisual sensitivity. • Findings stress multisensory perception's importance in cognitive dual-task gait. [ABSTRACT FROM AUTHOR]

According to the neurocognitive model of attention to pain, when the attentional resources invested in a task unrelated to pain are high, limited cognitive resources can be directed toward the pain. This is supported by experimental studies showing that diverting people's attention away from acute pain leads to experiencing less pain. Theoretical work has suggested that this phenomenon may present a top-down modulatory mechanism for persistent pain as well. However, conclusive empirical evidence is lacking. To fill this gap, we used a preregistered, double-blind, between-subject study design to investigate whether performing a tailored, demanding, and engaging working memory task unrelated to pain (difficult) vs a task that requires less mental effort to be performed (easy), could lead to lower development of secondary hypersensitivity--a hallmark of central sensitization. Eighty-five healthy volunteers, randomly assigned to one of the 2 conditions, performed a visual task with a different cognitive load (difficult vs easy), while secondary hypersensitivity was induced on their nondominant forearm using high-frequency stimulation. To assess the development of secondary hypersensitivity, sensitivity to mechanical stimuli was measured 3 times: T0, for baseline and 20 (T1) and 40 (T2) minutes after the procedure. We did not observe any significant difference in the development of secondary hypersensitivity between the 2 groups, neither in terms of the intensity of mechanical sensitivity nor its spatial extent. Our results suggest that a top-down modulation through attention might not be sufficient to affect pain sensitization and the development of secondary hypersensitivity. [ABSTRACT FROM AUTHOR]

The article shows how task-based inclusive EFL learning environments can be structured by integrating explicit elements of instruction so that learner-oriented support enables the best possible development of learners' potential. Findings on explicit elements in learning paths, attention control, and independent strategy selection are presented. These are measures that can lower the learners' cognitive load. [ABSTRACT FROM AUTHOR]

There is a need to revisit movement dataset(s) currently used as egress determinants to assess whether they are truly representative of the current diverse occupant base. This is particularly important with our aging population as these sets contain very limited amounts of recent, age-specific data for older adults. This study provides data on walking speeds of older adults, obtained during standardized tests of walking, and compares those to default walking speeds used in current egress models. From experimental, short-distance walking trials (n = 451), it was seen that sex, increasing age, use of walking aids, those who have previously experienced a stroke (n = 116) and walking under cognitive load all resulted in decreases in walking speed. First iteration Pathfinder simulations showed that more realistic inputs for population walking speed resulted in simulated egress times that were on average 8 s slower compared to use of the current default range of walking speeds. Results suggest that the assumption of a uniform population in egress modelling, and consequently the standard practice of using a default walking speed for older adult occupants, should be reconsidered since, in reality the older adult population is extremely heterogeneous with regards to mobility, as reflected in the variability in walking speeds in this study. [ABSTRACT FROM AUTHOR]

Construction firms face challenges in sourcing qualified candidates for enhancing project outcomes through sensor data analytics. There are limited tools for teaching students from construction-related disciplines how to analyze sensor data. By harnessing the potential of block-based programming, this study designed a pedagogical tool, InerSens, to support construction engineering students with no prior programming experience to analyze sensor data and address real-world construction challenges, such as ergonomic risks. Altogether 20 students participated in an experiment comparing InerSens and a traditional platform, Microsoft Excel, for data analytics. Evaluations involved usability, perceived workload, visual attention, verbal feedback using the System Usability Scale, NASA TLX, eye-tracking metrics, and interviews. InerSens was rated as 8.89% more user-friendly than the traditional tool, with a significantly reduced perceived cognitive load by 46.11%, and a more balanced distribution of visual attention during data analytics tasks. Through the evaluation of cognitive and usability factors, this paper extends the applications of the Learning-for-Use and the Cognitive Load theories, emphasizing their applicability in instructional design, revealing learner needs, and the potential to advance the development of pedagogical tools for data analytics. [ABSTRACT FROM AUTHOR]

Modern Chemical Biological Radiological Nuclear (CBRN) operations require a significant reduction in the time between decision making and decision execution. This calls for effective decision support to improve situational awareness (SA) at the lowest practical echelon. Applied Research Associates, Inc. conducted a 22-month project to research Avoidance and Protection, the CBRN phase with greatest uncertainty and cognitive work demands, to determine how the Android Tactical Assault Kit (ATAK) could best support operator procedures and decision making. We confirmed U.S. Department of Defense (DoD) CBRN doctrine, created battalion commander, medical officer, CBRN Specialist, and Soldier or Marine use cases, developed a concept video around existing CBRN passive defense workflows and tasking, then reviewed the concept with CBRN Specialists returning from deployment as well as Integrated Early Warning and CBRN Support to Command-and-Control developers. Resulting improvement to decision support can more effectively sustain the operator's observe, orient, decide, and act (OODA) loop while minimizing cognitive load. [ABSTRACT FROM AUTHOR]

Anatomy, the study of human structure, is foundational to medicine. Its language has a long history, with contributions from authors hailing from diverse cultures and countries, adhering to various scientific traditions, speaking different languages, and practicing medicine across a wide gamut of specialties. The resultant disparity in terms provides challenges both for students in learning and for interdisciplinary communication. We report here on a user-friendly look-up web site, "AnatomicalTerms.info" that links a Terminologica Anatomica term to alternative terms in usage: synonyms, polysemes, eponyms, homonyms, and terms in other languages. Accompanying open-source definitions are generated with the help of "Definition Machine" software, that supports creating the most concise and accessible definitions for anatomical terms, eschewing superfluous description, thus reducing cognitive load of learners of anatomy looking up terms. AnatomicalTerms.info is a readily accessible online source for both the authoritative and alternatively used terms that can accurately cross-reference and/or disambiguate anatomical structures across disciplinary and cultural divides. As such, it can serve as a useful educational and clinical resource that is also flexibly open to additions and expansion as anatomical and clinical needs dictate. [ABSTRACT FROM AUTHOR]

None of the existing reviews or meta-analyses have focused on personalized learning that accommodates learners’ interests. To address this issue, we conducted this meta-analysis to examine the effects of personalized learning by interest on self-reports of interest and cognitive load, retention, and transfer, as well as potential moderators of these effects. Based on 26 interest effect sizes (n = 5,335), 8 cognitive load effect sizes (n = 1,228), 46 retention effect sizes (n = 5,991), and 6 transfer effect sizes (n = 375) from 34 publications, our analysis revealed that a) personalized learning by interest had a medium-to-large effect on interest (g = 0.55), a medium-to-large effect on cognitive load (g = 0.54), a medium effect on retention (g = 0.48), and a medium effect on transfer (g = 0.36); b) the effect on interest was moderated by the diagnostic approach, grain size, and the domain, c) the effect on retention varied across learners from different continents, and d) the effect on retention was larger for quasi-experimental studies than experimental studies. Results are discussed in terms of their implications, limitations, and potential to inform future research. [ABSTRACT FROM AUTHOR]

This study investigates how feedback from different modalities affect window navigation tasks performed on a touchscreen by younger and older users. Thirty-two younger and 32 older users moved a window toward one of four or eight target areas with no feedback or visual, tactile or visual–tactile feedback. Visual feedback produced significantly higher accuracy and shorter task completion times than tactile feedback. Generally, visual–tactile feedback did not produce statistically higher accuracy or shorter task completion time than visual feedback. However, visual–tactile feedback prevented both younger and older users from overshooting the windows. Additionally, when users attempted to move the window to one of the eight target areas, the visual–tactile feedback helped younger users perform better. According to theories about human processing, the reason for the subtle advantage of visual–tactile feedback is that the unintuitive tactile force induces a higher cognitive load than straightforward visual information during window navigation. Nevertheless, visual–tactile feedback elicited the best user experience, as measured by questionnaires on emotion and fatigue, gesture usability and preference. Furthermore, more older users prefer visual–tactile feedback than younger users. Therefore, visual–tactile feedback should be considered, and the tactile feedback should be modified to be more intuitive in window navigation tasks. Research Highlights Visual feedback improved task performance more than tactile feedback in window navigation task. Visual–tactile feedback did not improve task performance compared to visual feedback. Visual–tactile feedback prevented users from overshooting the window. More older users than younger users prefer visual–tactile feedback. [ABSTRACT FROM AUTHOR]

Background: Eye tracking technology not only reveals the acquisition of visual information at fixation but also has the potential to unveil underlying cognitive processes involved in learning to use a multifunction prosthetic hand. It also reveals gaze behaviours observed during standardized tasks and self-chosen tasks. The aim of the study was to explore the use of eye tracking to track learning progress of multifunction hands at two different time points in prosthetic rehabilitation. Methods: Three amputees received control training of a multifunction hand with new control strategy. Detailed description of control training was collected first. They wore Tobii Pro2 eye-tracking glasses and performed a set of standardized tasks (required to switch to different grips for each task) after one day of training and at one-year-follow-up (missing data for Subject 3 at the follow up due to socket problem). They also performed a self-chosen task (free to use any grip for any object) and were instructed to perform the task in a way how they would normally do at home. The gaze-overlaid videos were analysed using the Tobii Pro Lab and the following metrics were extracted: fixation duration, saccade amplitude, eye-hand latency, fixation count and time to first fixation. Results: During control training, the subjects learned 3 to 4 grips. Some grips were easier, and others were more difficult because they forgot or were confused with the switching strategies. At the one-year-follow-up, a decrease in performance time, fixation duration, eye-hand latency, and fixation count was observed in Subject 1 and 2, indicating an improvement in the ability to control the multifunction hand and a reduction of cognitive load. An increase in saccade amplitude was observed in both subjects, suggesting a decrease in difficulty to control the prosthetic hand. During the standardized tasks, the first fixation of all three subjects were on the multifunction hand in all objects. During the self-chosen tasks, the first fixations were mostly on the objects first. Conclusion: The qualitative data from control training and the quantitative eye tracking data from clinical standardized tasks provided a rich exploration of cognitive processing in learning to control a multifunction hand. Many prosthesis users prefer multifunction hands and with this study we have demonstrated that a targeted prosthetic training protocol with reliable assessment methods will help to lay the foundation for measuring functional benefits of multifunction hands. [ABSTRACT FROM AUTHOR]

Communication is a fundamental aspect of human interaction, yet many individuals must speak in less-than-ideal acoustic environments daily. Adapting their speech to ensure intelligibility in these varied settings can impose a significant cognitive burden. Understanding this burden on talkers has significant implications for the design of public spaces and workplace environments, as well as speaker training programs. The aim of this study was to examine how room acoustics and speaking style affect cognitive load through self-rating of mental demand and pupillometry. Nineteen adult native speakers of American English were instructed to read sentences in both casual and clear speech—a technique known to enhance intelligibility—across three levels of reverberation (0.05 s, 1.2 s, and 1.83 s at 500–1000 Hz). Our findings revealed that speaking style consistently affects the cognitive load on talkers more than room acoustics across the tested reverberation range. Specifically, pupillometry data suggested that speaking in clear speech elevates the cognitive load comparably to speaking in a room with long reverberation, challenging the conventional view of clear speech as an 'easy' strategy for improving intelligibility. These results underscore the importance of accounting for talkers' cognitive load when optimizing room acoustics and developing speech production training. [ABSTRACT FROM AUTHOR]

Objective Methods Results Conclusion Prior research has revealed impaired inhibitory control as a pivotal factor contributing to smokers' struggle to control smoking impulses. However, few studies focus on enhancing smokers' inhibitory control. This study investigates the potential of social rewards to bolster inhibitory control among smokers and elucidates the underlying mechanisms.In Experiment 1, a reward‐based Go/Nogo paradigm assessed error rates and reaction times for 30 smokers exposed to social reward and neutral feedback in distinct contexts (smoking‐related and neutral). Experiment 2 used a modified paradigm, incorporating cognitive load manipulation, to investigate error rates, reaction times, N2, and P3 ERPs among 32 smokers facing social reward and neutral feedback under different cognitive loads (high and low).Smokers exhibit lower Nogo error rates with social reward feedback; higher error rates occur with smoking cues and high cognitive load; increased N2, P3 amplitudes under social reward versus neutral feedback; low cognitive load enhances P3 amplitude under social reward.Social reward improves smokers' inhibitory control, but this effect weakens with exposure to smoking cues; higher cognitive load further diminishes the enhancement of smokers' inhibitory control by social reward under smoking cues. [ABSTRACT FROM AUTHOR]

Purpose Methods Results Conclusions Level of Evidence The study aimed to evaluate the impact of neurocognitive reliance on jump distance and lower extremity kinematics in individuals who had undergone anterior cruciate ligament reconstruction (ACLR). This was achieved by comparing hop performance under standard and neurocognitive conditions.Thirty‐two patients after ACLR and 32 healthy controls (CTRL) participated. Both groups performed a single‐leg hop for distance (SLHD) and two neurocognitive hop tests, each designed to evaluate distinct aspects of neurocognition. The neurocognitive tests included the reaction SLHD (R‐SLHD), measuring reaction to a central stimulus and working memory SLHD (WM‐SLHD) assessing response to a memorized stimulus amidst distractor stimuli. Distances were assessed for the three‐hop tests. In addition, joint kinematics were collected to calculate lower extremity coordination of the lower extremity. SLHD performance was defined as the mean hop distance per condition per leg for each participant and was analyzed using a mixed ANOVA with condition and leg as the within‐subjects factors and the group (ACLR or CTRL) as the between‐subjects factor. Differences in joint coordination variability were analyzed using two‐sample t‐test statistical parametric mapping (SPM) with linear regression.The WM‐SLHD resulted in a significantly decreased jump distance compared with the standard hop test both for ACLR and CTRL. Furthermore, the leg difference within the ACLR group increased under higher cognitive load as tested with the WM‐SLHD, indicating leg‐specific adaptations in lower extremity coordination.Neurocognitive single‐leg hop tests resulted in reduced jump distance in CTRL and ACLR. The neurocognitive hop test revealed changes in coordination variability for the CTRL and the uninjured leg of ACLR individuals, whereas the injured leg's coordination variability remained unaltered, suggesting persistent cognitive control of movements post‐ACLR.Level III. [ABSTRACT FROM AUTHOR]

AbstractAccording to cognitive load theory, an expert learner can access prior knowledge to interpret a diagram with minimum effort. A novice learner who lacks prior knowledge, in contrast, would experience a high level of cognitive load when processing a diagram, which would interfere with learning. On learning to solve percentage problems, we investigated the effect of approach (non-algebra vs. algebra), with and without diagram support for two levels of learner expertise. Participants were 218 Asian students whose mean age was 15.00 (SD = 0.18). Contrary to our hypothesis, the presence or absence of a diagram may bore little, if any, benefit for students who were more knowledgeable. Considering two levels of learner expertise together, as hypothesized, performance outcomes favoring more knowledgeable students were greater for the unitary-pictorial approach than the equation-pictorial approach. Interestingly, the impact of a diagram was more pronounced for more knowledgeable students; however, with relevant prior algebra knowledge, the presence of a diagram (e.g., equation-pictorial approach) can also be helpful for less knowledgeable students. Overall, then, our research undertaking has yielded important implications for teaching and research purposes. [ABSTRACT FROM AUTHOR]

AbstractDelving into corner shapes in interface design (i.e., circular vs. angular), we experimentally delineated two routes whereby users with strong privacy risk beliefs can be persuaded into adopting a mobile payment app through a bill-split use case. By introducing cognitive load as an ability factor and perceived privacy risk as a motivation force, this study bridges literature on user interface design with social psychology to unpack how subtle design cues impact app adoption through the lens of privacy assurance. The interplay among shapes, tasks, and user traits demonstrates the contextual efficacy of circular design to evoke social presence and the benefit of angular design to enhance processing fluency, which tap into users’ affective and cognitive needs in face of privacy risks under varied cognitive demands to encourage adoption. [ABSTRACT FROM AUTHOR]

Background Aim Method Main Contribution Conclusion WHAT THIS PAPER ADDS What is already known on this subject What this paper adds to existing knowledge What are the clinical implications of this work? Accessibility of data visualization has been explored for users with visual disabilities but the needs of users with language disabilities have seldom been considered.This scoping review synthesised what is known about data visualization for adults with language disabilities, specifically the acquired language disability, aphasia and Developmental Language Disorder. It sought to extract key findings and identify what practices support effective visualization for decision making for people with language disabilities.Papers were included if they investigated visualization of data, and the consumers of the data visualization were people with aphasia or developmental language disability. Seven databases were searched: CINAHL, Academic Search, Medline, PsychINFO, Ovid, ACM Digital Library and IEEE Xplore. Included studies were charted to extract title, author(s), year, country, paper type, scientific field, participant number(s), participant group(s), main topic, subtopic, method, task description, task category, data visualization, summary, key findings relevant to the review question, and guidelines or recommendations. Narrative synthesis was used to describe how people with language disability have interacted with data visualization from a range of literature.Six studies (seven publications) were included in the review. One study came from the field of health, one from a disability rights collaboration and four studies from computer science. No studies satisfying the review criteria explored data visualization for Developmental Language Disorder; however, five studies explored participants with cognitive disabilities that included impairments of language, so these were included. A range of visualization designs were found. Studies predominantly explored understanding of visualization (4/6). One study explored how to express data visually, and one explored the use of the visualization that is, for an action, choice, or decision. Cognitively accessible data visualization practices were described in four papers and synthesized. Supportive practices reported were reducing the cognitive load associated with processing a visualization and increasing personal relevance of data visualization.Accessible data visualization for adults with aphasia and Developmental Language Disorder has only minimally been explored. Practices to specifically support users with language disability are not yet apparent. As data use in making everyday decisions is widespread, future research should explore how people with language disabilities make use of data visualization. Visual resources are used widely to support people with language disabilities in understanding of language. That is, icons, maps timelines and so forth, are used to support auditory processing. However, data visualization is used routinely by people without a language disability to support everyday decisions for example, visualization of live traffic data is used to provide users with the best route to their destination. It is unclear whether any work has explored data visualization for people with language disabilities.  This paper brings together research on the use of data visualization by adults with either Developmental Language Disorder or aphasia, collectively people with language disabilities. It highlights a gap in the design of inclusive data visualization for language disabilities and the minimal research exploring the use of data visualization for decision making in these populations. Access to data can be empowering. It has potential to enable agency in decisions and increase social participation. The existing gap in knowledge about how to design inclusive data visualization for people with language disabilities thus poses a risk of exclusion and threats to informed decision making. Highlighting the current field of literature may drive research and clinical activity. [ABSTRACT FROM AUTHOR]

Background: Recent studies have found forward head posture (FHP) is associated with altered physiology. There is a lack of research into whether FHP is associated with altered gait parameters when cognitively challenged. Our hypothesis is that individuals with FHP and those without will demonstrate different responses when undergoing dual-task assessment. Methods: Forty-five asymptomatic participants with FHP, defined as a craniovertebral angle (CVA) < 50°, were matched to forty-five participants with normal head posture (NHP) with a CVA > 55°. Participants walked along a 10 m platform under a control condition (no cognitive load) while an optical motion-capture system assessed gait kinematics. Secondly, participants were assessed under a dual-task cognitive load condition to identify the impact on gait kinematics. Results: Under the single-task condition, there were no significant differences for any gait parameter. In the dual-task condition, 12/13 gait parameters were significantly altered for the FHP vs. NHP group (p < 0.01). A calculation of the dual-task cost (DTC) percentage showed significant increases in all gait parameters in participants with FHP (p < 0.02). Correlations between the CVA and gait parameters were not significant for the single-task condition, but all gait parameters were correlated to CVA for the dual-task condition (p < 0.01). The correlation between CVA and DTC for all gait variables was significant (p < 0.04). Conclusions: This study demonstrates that FHP significantly increases the cognitive cost during walking, highlighting the importance of proper postural alignment for maintaining cognitive function under a dual-task condition. [ABSTRACT FROM AUTHOR]

Background Objective Method Results and Conclusions Gestures are an integral component in human‐to‐human communication when the speaker is visually present to the listener. In the past several years, research has examined how computer‐generated pedagogical agents can be designed to perform the four main gesture types and what this means for agent persona and learning outcomes. The research into agent gesturing has only explored gestures without other presentation strategies such as visual aids or verbal redundancy to properly explore the impact of gestures, and to avoid overly “rich” displays of information.The objective of this study is to explore the use of static images and varying frequencies of gestures to assess whether two visual inputs increases the risk of the split‐attention effect, and to investigate the potential for visual redundancy when two visual inputs coincide with narration. Data on cognitive load, agent persona, and learning outcomes (recall and transfer) will be collected to measure participants' learning experience while acquiring procedural knowledge, specifically regarding the principles of lightning, in comparison to previous research.A mixed methods approach consisted of three gesture frequency conditions (enhanced, average, no) with 118 participants. Quantitative data were analysed using a random‐effect linear regression model; whereas qualitative data was collected through individual interviews that lasted 15–20 min.The use of enhanced gesture frequency and images may significantly increase intrinsic cognitive load, but gestures and images do not cause extraneous cognitive load. The enhanced gesture condition significantly outperformed the no‐gesture condition. Interviews indicated that depending upon the gesture condition, students selectively attended to information that they perceived as offering them the greatest learning opportunity. Using two visual inputs does not cause split‐attention, nor does it provide evidence of a visual redundancy effect. [ABSTRACT FROM AUTHOR]

Pupillometry has been used in the studies of postural control to assess cognitive load during dual tasks, but its response to increased balance task intensity has not been investigated. Furthermore, it is unknown whether side‐specific changes in pupil diameter occur with more demanding balance tasks providing additional insights into postural control. The two aims of this study were to analyze differences in steady‐state pupil diameter between balance tasks with increased intensity and to determine whether there are side‐specific changes. Forty‐eight healthy subjects performed parallel and left and right one‐legged stances on a force plate with and without foam with right and left pupil diameters measured with a mobile infrared eye‐tracker. Differences between balance tasks in parameters (average pupil diameter of each eye, average of both pupil diameters and the difference between the left and right pupil diameter) were analyzed using a two‐way repeated measures analysis of variance, and deep learning neural network models were used to investigate how pupillometry predicted each balance task. The pupil diameter of the left eye, the average pupil diameter of both eyes and the difference in pupil diameters increased statistically significantly from simpler to more demanding balance tasks, with this being more pronounced for the left eye. The deep learning neural network models revealed side‐specific changes in pupil diameter with more demanding balance tasks. This study confirms pupillary responses to increased intensity of balance task and indicates side‐specific pupil responses that could be related to task‐specific involvement of higher levels of postural control. [ABSTRACT FROM AUTHOR]

With the development of the online communication platform, teachers could build a virtual learning community to provide a “second classroom” to interact with students and improve teaching efficiency. Drawing upon social exchange theory and cognitive load theory, this study explored the effect of teacher interaction in the class virtual community on student satisfaction. A multi-wave survey including 525 students was conducted. Results showed that teacher interaction in the virtual community has a positive effect on students’ satisfaction by promoting knowledge sharing, but it also has a negative effect on students’ satisfaction by increasing learning pressure. The positive effect of teacher interaction in the virtual community is strong for students who have a high preference for virtual communities, whereas the negative effect is magnified for students who have a low preference for virtual communities. The findings provide a comprehensive picture of the effect of virtual community in enhancing teaching quality and reveal the underlying mechanisms. [ABSTRACT FROM AUTHOR]