Search results for "Task"

Do Grading Gray Stimuli Help to Encode Letter Position?

2021

Numerous experiments in the past decades recurrently showed that a transposed-letter pseudoword (e.g., JUGDE) is much more wordlike than a replacement-letter control (e.g., JUPTE). Critically, there is an ongoing debate as to whether this effect arises at a perceptual level (e.g., perceptual uncertainty at assigning letter position of an array of visual objects) or at an abstract language-specific level (e.g., via a level of “open bigrams” between the letter and word levels). Here, we designed an experiment to test the limits of perceptual accounts of letter position coding. The stimuli in a lexical decision task were presented either with a homogeneous letter intensity or with a graded gra…

Selective attention to facial identity and emotion in children

2008

Three age groups of participants (6–8 years, 9–11 years, adults) performed two tasks: A face recognition task and a Garner task. In the face recognition task, the participants were presented with 20 faces and then had to recognize them among 20 new faces. In the Garner tasks, the participants had to sort, as fast as possible, the photographs of two persons expressing two emotions by taking into account only one of the two dimensions (identity or emotion). When the sorting task was on one dimension, the other dimension was varied either in a correlated, a constant or an orthogonal way in distinct subsessions. The results indicated an increase in face recognition abilities. They also showed a…

Age and Semantic Inhibition Measured by the Hayling Task: A Meta-Analysis.

2016

Objective Cognitive aging is commonly associated with a decrease in executive functioning (EF). A specific component of EF, semantic inhibition, is addressed in the present study, which presents a meta-analytic review of the literature that has evaluated the performance on the Hayling Sentence Completion test in young and older groups of individuals in order to assess the magnitude of the age effect. Method A systematic search involving Web of Science, PsyINFO, PsychARTICLE, and MedLine databases and Google Scholar was performed. A total of 11 studies were included in this meta-analysis, encompassing a total of 887 participants; 440 young and 447 older adults. The effect sizes for group dif…

Contribution of executive functions to eating behaviours in obesity and eating disorders.

2020

AbstractBackground:Patients with eating disorders (ED) or obesity show difficulties in tasks assessing decision-making, set-shifting abilities and central coherence.Aims:The aim of this study was to explore executive functions in eating and weight-related problems, ranging from restricting types of ED to obesity.Method:Two hundred and eighty-eight female participants (75 with obesity; 149 with ED: 76 with restrictive eating, 73 with bingeing-purging symptoms; and 64 healthy controls) were administered the Wisconsin Card Sorting Test, the Iowa Gambling Task, and the Group Embedded Figures Test to assess set-shifting, decision-making and central coherence, respectively.Results:Participants wi…

What Will You Do Next? A Cognitive Model for Understanding Others’ Intentions Based on Shared Representations

2013

Goal-directed action selection is the problem of what to do next in order to progress towards goal achievement. This problem is computationally more complex in case of joint action settings where two or more agents coordinate their actions in space and time to bring about a common goal: actions performed by one agent influence the action possibilities of the other agents, and ultimately the goal achievement. While humans apparently effortlessly engage in complex joint actions, a number of questions remain to be solved to achieve similar performances in artificial agents: How agents represent and understand actions being performed by others? How this understanding influences the choice of ag…

Modeling visual sampling on in-car displays: The challenge of predicting safety-critical lapses of control

2015

In this article, we study how drivers interact with in-car interfaces, particularly by focusing on understanding driver in-car glance behavior when multitasking while driving. The work focuses on using an in-car touch screen to find a target item from a large number of unordered visual items spread across multiple screens. We first describe a cognitive model that aims to represent a driver?s visual sampling strategy when interacting with an in-car display. The proposed strategy assumes that drivers are aware of the passage of time during the search task; they try to adjust their glances at the display to a time limit, after which they switch back to the driving task; and they adjust their t…

Prediction of the difficulty level in a standardized reading comprehension test: contributions from cognitive psychology and psychometrics

2013

This research seeks to identify possible predictors of the difficulty level of reading comprehension items used in a standardized psychometric test for university admission. Several potential predictors of difficulty were proposed, namely, propositional density, negations, grammatical structure, vocabulary difficulty, presence of enhancement elements (words highlighted typographically), item abstraction level and degree of similarity between correct option and relevant text to resolve the item. By Linear Logistic Test Model (Fisher, 1973) it was found that the number of propositions, the syntactic structure, and fundamentally, the presence of difficult words contributed to the prediction of…

TREC: A tool kit for programming cognitive experiments in Applesoft BASIC

1987

Implicit learning, development, and education

2010

International audience; The present chapter focuses on implicit learning processes, and aims at showing that these processes could be used to design new methods of education or reeducation. After a brief definition of what we intend by implicit learning, we will show that these processes operate efficiently in development, from infancy to aging. Then, we will discuss the question of their resistance to neurological or psychiatric diseases. Finally, in a last section, we will comment on their potential use within an applied perspective.

Demonstration Tasks for Assessment

2017

International audience; Learning from animations is conventionally measured using static assessment tools such as multiple choice tests or extended answer questions. These tools tend to rely heavily on textual information both for presenting the assessment items and as the medium for learner response. However, such assessments are not well aligned with the defining dynamic, pictorial characteristics of animated learning materials. This chapter considers the potential of demonstration tasks to offer more appropriate assessments of learning from animation. In these tasks, learners interact with a manipulable model of the animation’s subject matter to provide an explanatory account of how it c…