Results 1 - 10
of
25
Repetition as ratification: How parents and children place information in common ground
- Journal of Child Language
, 2008
"... All in-text references underlined in blue are linked to publications on ResearchGate, letting you access and read them immediately. ..."
Abstract
-
Cited by 4 (0 self)
- Add to MetaCart
All in-text references underlined in blue are linked to publications on ResearchGate, letting you access and read them immediately.
Cognitive dissonance induced by writing a counterattitudinal essay facilitates performance on simple tasks but not on complex tasks that involve working memory
- Journal of Experimental Social Psychology
, 2010
"... a b s t r a c t This article examines how performance is facilitated with simple tasks and is impaired with complex ones in individuals experiencing dissonance. Experiment 1 measured the performance of dissonance participants at a simple reaction time task. Reaction times were shortest in the disso ..."
Abstract
-
Cited by 3 (1 self)
- Add to MetaCart
(Show Context)
a b s t r a c t This article examines how performance is facilitated with simple tasks and is impaired with complex ones in individuals experiencing dissonance. Experiment 1 measured the performance of dissonance participants at a simple reaction time task. Reaction times were shortest in the dissonance condition. This facilitation effect was interpreted as resulting from increased arousal with dissonance. In Experiment 2, participants performed a more complex secondary memory task that required to memorize and to recall short and long series of numbers. Participants in the dissonance condition performed less well than participants in the no-dissonance condition only under a high memory load and did not differ with a low load. It is suggested that dissonance requires some working memory resources. Accordingly, it is assumed that the arousal properties of dissonance facilitate performance with simple task that do not involve working memory and require a dominant response, but that dissonance impairs performance with tasks that strongly involve working memory.
A Proactive Recommendation System for Writing: Helping without Disrupting
"... Motivation – Finding appropriate information while writing a scientific paper is essential, but also difficult and time consuming. A Proactive Recommender System (PRS) retrieves information relevant to the text being written, and presents it automatically. However, current PRSs overlook that writing ..."
Abstract
-
Cited by 1 (1 self)
- Add to MetaCart
(Show Context)
Motivation – Finding appropriate information while writing a scientific paper is essential, but also difficult and time consuming. A Proactive Recommender System (PRS) retrieves information relevant to the text being written, and presents it automatically. However, current PRSs overlook that writing is a demanding task, affected by interruptions. We look for those moments during writing where finding information is important and where proactive presentation interrupts least. Our goal is to develop a PRS for professional writers that presents information non-intrusively and timely so as to minimize disturbing the writing process. Research approach – Finding information is most needed during Reviewing and Planning. In two experiments we explore the effects of a PRS during these phases. Findings – PRSs speed up writing and improve the quality of the text compared to situations where writers have to look for information actively. Originality/Value – Our research will change the design of PRSs and enhance our understanding of complex cognitive tasks such as writing and how electronic information processing tools affect them. Take away message – We can turn interruptions in complex cognitive tasks into an advantage in terms of time and the quality, provided that the interruption comes at the right time and the information offered is relevant and accurate. Future research should focus on precisely this: when are interrupts least disturbing and how to make PRSs more accurate and relevant.
Self-Regulation and Approaches to Learning in English Composition Writing
"... Vol. 1, pp. 1-16 ..."
(Show Context)
Effects of Aging on Learning in a Dual-Task Driving Environment An Empirical Study
"... - Dr. phil.- ..."
(Show Context)
Security: DArPA
"... The authors present an authentication system that applies machine learning techniques to observe a user’s cognitive typing rhythm. Results from a large-scale experiment at Iowa State University show the system’s effectiveness. C onventional authentication systems verify a user only during initial lo ..."
Abstract
- Add to MetaCart
The authors present an authentication system that applies machine learning techniques to observe a user’s cognitive typing rhythm. Results from a large-scale experiment at Iowa State University show the system’s effectiveness. C onventional authentication systems verify a user only during initial login. Active authentication performs verifi-cation continuously as long as the ses-sion remains active. This work focuses on using behavioral biometrics, extracted from keystroke dynamics, as “something a user is ” for active au-thentication. This scheme performs continual verification in the background, requires no addi-tional hardware devices, and is invisible to users. Keystroke Dynamics Keystroke dynamics—the detailed timing infor-mation of keystrokes when using a keyboard— has been studied for the past three decades. The typical keystroke interval time, referred to as a digraph, is expressed as the time between typing two characters. A user’s keystroke rhythms are distinct enough from person to person for use as biometrics to identify people. However, key-stroke rhythm has generally been considered less reliable than physical biometrics, such as fin-gerprints. The main challenge is the presence of within-user variability. Owing to this within-user variability of interval times among identical keystrokes, most research efforts have focused on verification techniques that can manage such variability. For example, researchers proposed a method called degree of disorder to cope with time variation issues,1,2 ar-guing that although the keystroke typing dura-tions usually vary between each digraph, the
AFRL-RI-RS-TR-2014-035 HAS BEEN REVIEWED AND IS APPROVED FOR PUBLICATION IN ACCORDANCE WITH ASSIGNED DISTRIBUTION STATEMENT. FOR THE DIRECTOR:
, 2014
"... Using Government drawings, specifications, or other data included in this document for any purpose other than Government procurement does not in any way obligate the U.S. Government. The fact that the Government formulated or supplied the drawings, specifications, or other data does not license the ..."
Abstract
- Add to MetaCart
Using Government drawings, specifications, or other data included in this document for any purpose other than Government procurement does not in any way obligate the U.S. Government. The fact that the Government formulated or supplied the drawings, specifications, or other data does not license the holder or any other person or corporation; or convey any rights or permission to manufacture, use, or sell any patented invention that may relate to them. This report is the result of contracted fundamental research deemed exempt from public affairs security
Memory for words location in writing
, 2009
"... Abstract In two experiments, we investigated memory for words location after writing a text. Experiment 1 demonstrated the existence of a memory for words location in writing by showing that participants who Wrst composed a text and were then asked to locate words extracted from their text performe ..."
Abstract
- Add to MetaCart
(Show Context)
Abstract In two experiments, we investigated memory for words location after writing a text. Experiment 1 demonstrated the existence of a memory for words location in writing by showing that participants who Wrst composed a text and were then asked to locate words extracted from their text performed above a chance level established using a computer simulation, and better than participants who did not compose a text but were told the subject of the text. Experiment 2 showed that memory for words location in writing is mainly supported by a visuospatial representation of the text, as indicated by the lower recall of words location by participants who performed a visuospatial concurrent task at the time of the composition, compared with participants who performed a verbal concurrent task. The Wndings highlight the role of a spatial representation of the physical layout of the text and the role of such a memory in the writing process.
APPLIED COGNITIVE PSYCHOLOGY Cognitive Effort during Note Taking
"... SUMMARY Note taking is a complex activity that requires comprehension and selection of information and written production processes. Here we review the functions, abbreviation procedures, strategies, and working memory constraints of note taking with the aim of improving theoretical and practical u ..."
Abstract
- Add to MetaCart
SUMMARY Note taking is a complex activity that requires comprehension and selection of information and written production processes. Here we review the functions, abbreviation procedures, strategies, and working memory constraints of note taking with the aim of improving theoretical and practical understanding of the activity. The time urgency of selecting key points and recording them while comprehending new information at the same time places significant demands on the central executive and other components of working memory. Dual-and triple-task procedures allow the measurement of the momentary cognitive effort or executive attention allocated to note taking. Comparative data show that note taking demands more effort than reading or learning. However, it requires less effort than the creative written composition of an original text.
Missing working memory deficit in dyslexia: children writing from memory Erlijn van Genuchten a,b
"... This research focused on the fluency of writing processes of children with dyslexia, in order to examine the relationship between WM and writing. An experiment was used in which children with dyslexia, and chronological age-matched and reading age-matched children without dyslexia wrote 24 sentences ..."
Abstract
- Add to MetaCart
(Show Context)
This research focused on the fluency of writing processes of children with dyslexia, in order to examine the relationship between WM and writing. An experiment was used in which children with dyslexia, and chronological age-matched and reading age-matched children without dyslexia wrote 24 sentences. Sentences with existing words and non-words were used. The results show that there are no differences between children with dyslexia and their chronological age-matched peers during writing. This similarity is surprising and indicates that WM problems in children with dyslexia may have no impact on their writing. The results imply that when different components of WM interact with each other, a model in which visuospatial and verbal WM are separated is more appropriate than a model with a pooled WM.
