scholarly journals Differential effects of emotionally versus neutrally cued autobiographical memories on performance of a subsequent cognitive task: effects of task difficulty

2012 ◽  
Vol 3 ◽  
Author(s):  
Kymberly D. Young
Keyword(s):  
Task Difficulty ◽  
Cognitive Task ◽  
Autobiographical Memories ◽  
Differential Effects ◽  
Task Effects

scholarly journals Effects of Gait and Cognitive Task Difficulty on Cognitive-Motor Interference in Aging

2012 ◽  
Vol 2012 ◽  
pp. 1-8 ◽  
Author(s):  
Prudence Plummer-D'Amato ◽  
Briana Brancato ◽  
Mallory Dantowitz ◽  
Stephanie Birken ◽  
Christina Bonke ◽  
...  
Keyword(s):  
Older Adults ◽  
Dual Task ◽  
Gait Speed ◽  
Task Difficulty ◽  
Cognitive Task ◽  
Task Interference ◽  
Significant Group ◽  
Fast Speed ◽  
Task Effects ◽  
Dual Task Interference

Although gait-related dual-task interference in aging is well established, the effect of gait and cognitive task difficulty on dual-task interference is poorly understood. The purpose of this study was to examine the effect of gait and cognitive task difficulty on cognitive-motor interference in aging. Fifteen older adults (72.1 years, SD 5.2) and 20 young adults (21.7 years, SD 1.6) performed three walking tasks of varying difficulty (self-selected speed, fast speed, and fast speed with obstacle crossing) under single- and dual-task conditions. The cognitive tasks were the auditory Stroop task and the clock task. There was a significant Group×Gait Task×Cognitive Task interaction for the dual-task effect on gait speed. After adjusting for education, there were no significant effects of gait or cognitive task difficulty on the dual-task effects on cognitive task performance. The results of this study provide evidence that gait task difficulty influences dual-task effects on gait speed, especially in older adults. Moreover, the effects of gait task difficulty on dual-task interference appear to be influenced by the difficulty of the cognitive task. Education is an important factor influencing cognitive-motor interference effects on cognition, but not gait.

Multimodal Measures of Mental Workload during Dual-Task Performance: Energetic Demands of Cognitive Processes

1992 ◽  
Vol 36 (18) ◽  
pp. 1413-1417 ◽  
Author(s):  
Richard W. Backs ◽  
Arthur M. Ryan
Keyword(s):  
Dual Task ◽  
Visual Memory ◽  
Task Difficulty ◽  
Mental Workload ◽  
Cognitive Task ◽  
Processing Load ◽  
Processing Resource ◽  
Central Processing ◽  
Cognitive Components ◽  
Energetic Model

Fifteen male volunteers participated in a dual-task study in which the central processing load of visual memory and tracking tasks and the physical load of the tracking task were orthogonally manipulated to produce varying levels of task difficulty. Multiple modes of assessment were used to measure mental workload (MWL) across difficulty levels, including: performance, subjective, cardiovascular, and metabolic. To our knowledge, this study is the first to demonstrate metabolic change with manipulations of cognitive task difficulty; others have found only baseline-to-task changes. The relation of the metabolic demands of the task to central processing resource utilization provided support for a structural energetic model of attention that may help to explain measure dissociations. The results of the present study indicated that heart period was only sensitive to central manipulations of task difficulty that affected energetic resources. Performance and subjective MWL were sensitive to all cognitive components of the tasks. We suggest that cardiovascular measures will associate with other measures only when the manipulations of task difficulty require energetic adjustment, and would expect these measures to dissociate when energetic adjustment is not required.

scholarly journals The differential effects of task difficulty on the perception of passing distance and subsequent passing action in a field hockey push pass task

2019 ◽  
Vol 197 ◽  
pp. 16-22
Author(s):  
Gareth Paterson ◽  
John van der Kamp ◽  
Elizabeth Bressan ◽  
Geert Savelsbergh
Keyword(s):  
Task Difficulty ◽  
Field Hockey ◽  
Differential Effects

A Comparison of Mental Workload in Individuals with Transtibial and Transfemoral Lower Limb Loss during Dual-Task Walking under Varying Demand

2019 ◽  
Vol 25 (09) ◽  
pp. 985-997
Author(s):  
Emma P. Shaw ◽  
Jeremy C. Rietschel ◽  
Brad D. Hendershot ◽  
Alison L. Pruziner ◽  
Erik J. Wolf ◽  
...  
Keyword(s):  
Dual Task ◽  
Lower Limb ◽  
Task Difficulty ◽  
Mental Workload ◽  
Cognitive Task ◽  
Cognitive Demand ◽  
Limb Loss ◽  
Alpha Power ◽  
Physical Demand ◽  
Varying Demand

AbstractObjectives: This study aimed to evaluate the influence of lower limb loss (LL) on mental workload by assessing neurocognitive measures in individuals with unilateral transtibial (TT) versus those with transfemoral (TF) LL while dual-task walking under varying cognitive demand. Methods: Electroencephalography (EEG) was recorded as participants performed a task of varying cognitive demand while being seated or walking (i.e., varying physical demand). Results: The findings revealed both groups of participants (TT LL vs. TF LL) exhibited a similar EEG theta synchrony response as either the cognitive or the physical demand increased. Also, while individuals with TT LL maintained similar performance on the cognitive task during seated and walking conditions, those with TF LL exhibited performance decrements (slower response times) on the cognitive task during the walking in comparison to the seated conditions. Furthermore, those with TF LL neither exhibited regional differences in EEG low-alpha power while walking, nor EEG high-alpha desynchrony as a function of cognitive task difficulty while walking. This lack of alpha modulation coincided with no elevation of theta/alpha ratio power as a function of cognitive task difficulty in the TF LL group. Conclusions: This work suggests that both groups share some common but also different neurocognitive features during dual-task walking. Although all participants were able to recruit neural mechanisms critical for the maintenance of cognitive-motor performance under elevated cognitive or physical demands, the observed differences indicate that walking with a prosthesis, while concurrently performing a cognitive task, imposes additional cognitive demand in individuals with more proximal levels of amputation.

Age, Typicality, and Task Effects on Categorization of Objects

1982 ◽  
Vol 55 (2) ◽  
pp. 435-445 ◽  
Author(s):  
Pamela Blewitt ◽  
Marcie Durkin
Keyword(s):  
Central Core ◽  
Older Children ◽  
Categorization Task ◽  
Borderline Cases ◽  
Differential Effects ◽  
Task Effects ◽  
Object Categories ◽  
Processing Strategies ◽  
And Task

Object categories seem to have a prototypic structure: a central core of typical members and a periphery of atypical, borderline cases. Our internal concepts of categories must include representations of this prototypic structure. Given such concepts, however, people may use different processing strategies for judging membership in a category. These depend on a person's age and the demands of the categorization task. 3-, 4-, 5-yr.-old, and adult subjects were tested in three different categorization tasks with the same materials. Some of the items to be categorized were central and some were peripheral category members. For 3-yr.-olds there were strong effects of typicality on all three tasks, suggesting that these children were matching items and judging membership in a category on the basis of a wholistic process of comparison. Slightly older children and adults, however, showed differential effects of typicality across tasks, suggesting that they were using various processing strategies in different situations. In some of the tasks, older children and adults may have been using abstraction skills, and for one of the tasks adults may have been using logical classification skills.

Diurnal effects of illuminance on performance: Exploring the moderating role of cognitive domain and task difficulty

2021 ◽  
pp. 147715352199064
Author(s):  
T Ru ◽  
KCHJ Smolders ◽  
Q Chen ◽  
G Zhou ◽  
YAW de Kort
Keyword(s):  
Working Memory ◽  
Sustained Attention ◽  
Response Inhibition ◽  
Task Difficulty ◽  
Cognitive Task ◽  
Negative Mood ◽  
Cognitive Domain ◽  
Conflict Monitoring ◽  
Subjective Sleepiness ◽  
And Task

Literature has occasionally reported acute effects of office illuminance on cognitive performance during daytime. The current study was conducted to systematically investigate whether the type of task and level of task difficulty moderate the effect of daytime illuminance on cognitive functioning. Thirty healthy participants were assigned to high (∼1036 lux at eye level; melanopic EDI = 904 lux) vs. low (∼108 lux at eye level, melanopic EDI = 87 lux) illuminance (at 6500 K) during working hours, in which participants were tested on both easy and difficult versions of tasks probing sustained attention, response inhibition, conflict monitoring and working memory. Subjective sleepiness and mood were also measured. Results revealed that exposure to high vs. low illuminance significantly improved speed on the response inhibition task, and accuracy and speed on the working memory tasks. Moreover, when effects arose, these were moderated by task difficulty, consistently showing more pronounced effects for easy than for difficult trials. Notably, subjective sleepiness and negative mood remained unaffected by illuminance, and no statistically significant effects emerged for sustained attention and conflict monitoring. This study demonstrates that the diurnal cognitive effects of illuminance may be moderated by both types of cognitive task and task difficulty.

scholarly journals BCI-based games and ADHD

2021 ◽  
Vol 10 (4) ◽  
pp. e52410413942
Author(s):  
Vasiliki Bravou ◽  
Athanasios Drigas
Keyword(s):  
Task Difficulty ◽  
Brain Computer Interface ◽  
Cognitive Task ◽  
Social Motivation ◽  
Point Of View ◽  
Computer Interface ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Professional Outcomes

Attention Deficit Hyperactivity Disorder (ADHD) is a neurological condition characterized by cognitive task difficulty, impulsivity, hyperactivity and loss of attention. It can persist into adulthood with negative academic and socio-professional outcomes. Neurofeedback treatments have been shown as effective for training the attention ability in children with ADHD. It has been found that interactive multi-player games are ideal from a therapeutic and long-term usage point of view due to their higher social motivation and cooperation among children with ADHD. In this study we conducted a semi-systematic review, with the goal of gathering findings from empirical and theoretical works in order to deepen our understanding about the use of Brain Computer Interface (BCI)-based for children and adults with ADHD, as a method to ameliorate the symptoms of their disorder.

scholarly journals Do Task Complexity Demands Influence the Learners’ Perception of Task Difficulty?

2017 ◽  
Vol 6 (6) ◽  
pp. 71
Author(s):  
Nasrin Sanajou ◽  
Leila Zohali ◽  
Fateme Zabihi
Keyword(s):  
Dual Task ◽  
Task Difficulty ◽  
Task Complexity ◽  
Cognitive Task ◽  
The Other ◽  
Complex Task ◽  
Teaching Materials ◽  
Simple Task ◽  
Single Task ◽  
Efl Learners

This study investigates the effects of cognitive task complexity on EFL learners’ perception of task difficulty. Learners’ perception of task difficulty is measured by a five-item task difficulty questionnaire (as in Robinson, 2001a). The participants were 76 intermediate learners which were divided into two groups. One group performed a simple task (single task) and the other group performed a complex task (dual task). Having performed the tasks, the participants completed the task difficulty questionnaire. In order to see how the participants evaluated task difficulty, their ratings for each question of the questionnaire in the simple and complex tasks was compared using Mann-Whitney U. The results indicate that the complex task significantly affected learners’ perception of task difficulty in three items of difficulty, stress and interest. The results of task difficulty studies can help language educators in designing and employing more effective language teaching materials. 

scholarly journals The effect of cognitive task difficulty on humor ratings of captioned cartoons

1976 ◽  
Vol 7 (3) ◽  
pp. 275-276 ◽  
Author(s):  
Donald B. Reutener ◽  
Anne E. Kazak
Keyword(s):  
Task Difficulty ◽  
Cognitive Task
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