Showing papers by "Robert Gaschler published in 2021"
07 Jan 2021
TL;DR: In this article, the authors showed that participants can learn a sequence inherent in one of two tasks to the extent that across-task contingencies can be learned first, when lacking a separation of the task representations while dual-tasking.
Abstract: Research on the limitations of dual-tasking might profit from using setups with a predictable sequence of stimuli and responses and assessing the acquisition of this sequence. Detrimental effects of dual-tasking on implicit sequence learning in the serial reaction time task (SRTT; Nissen & Bullemer, 1987) – when paired with an uncorrelated task – have been attributed to participants’ lack of separating the streams of events in either task. Assuming that co-occurring events are automatically integrated, we reasoned that participants could need to first learn which events co-occur, before they can acquire sequence knowledge. In the training phase, we paired an 8-element visual-manual SRTT with an auditory-vocal task. Afterwards, we tested under single-tasking conditions whether SRTT sequence knowledge had been acquired. By applying different variants of probabilistic SRTT-tone pairings across three experiments, we tested what type of predictive relationship was needed to preserve sequence learning. In Experiment 1, where half of the SRTT-elements were paired to 100% with one specific tone and the other half randomly, only the fixedly paired elements were learned. Yet, no sequence learning was found when each of the eight SRTT-elements was paired with tone identity in a 75%–25% ratio (Experiment 2). Sequence learning was, however, intact when the 75%–25% ratio was applied to the four SRTT target locations instead (Experiment 3). The results suggest that participants (when lacking a separation of the task representations while dual-tasking) can learn a sequence inherent in one of two tasks to the extent that across-task contingencies can be learned first.
11 citations
TL;DR: In this paper, the authors investigated whether experience in education sciences and a motivation theory seminar were related to preservice teachers' perceived experience with motivation theory, their perceived and actual knowledge about it, and the relevance they assigned to it.
Abstract: Preservice teachers should learn about motivation theory during their university studies in order to be able to motivate their students in their future job. Thus, this study had two objectives. First, it explored whether experience in education sciences and a motivation theory seminar were related to preservice teachers’ perceived experience with motivation theory, their perceived and actual knowledge about it, and the relevance they assigned to it. Second, it investigated whether there were differences to practicing teachers. We administered a questionnaire on three motivational theories to N = 322 to preservice and practicing teachers. We asked for the participants’ experience with the topics, the relevance they assigned to them in the school context, and their perceived knowledge about them. Overall, preservice teachers rated motivation theory as relevant but displayed low experience with and knowledge about it. Visiting a seminar on motivation theory was connected to the highest values for all variables. Practicing teachers appeared more critical of motivation theory than preservice teachers. They assigned less relevance to it, although they displayed higher levels in perceived knowledge than preservice teachers without a motivation theory seminar background. Results suggest that there is a difference between the preservice and the practicing phase of teaching regarding motivation theory. Preservice teachers viewed the topic differently than practicing teachers. However, preservice teachers should know and be able to use motivation theory once they finish their university studies. Therefore, integrating motivation theory more into both preservice and practicing teacher training appears to be important.
8 citations
TL;DR: In this article, an economic and objective method for formative assessment in universities is proposed, however, closed questions have been criticized for promoting shallow learning and resulting often in poignantly shallow learning.
Abstract: Online-quizzes are an economic and objective method for formative assessment in universities. However, closed questions have been criticized for promoting shallow learning and resulting often in po...
8 citations
TL;DR: In this paper, a systematic review of MRI-based evidence of training-induced neural plasticity in children and adolescents is presented. And significant changes in brain activation, structure, microstructure and structural and functional connectivity were reported with different types of trainings in the majority (87%) of the studies.
Abstract: Experience-dependent neural plasticity is high in the developing brain, presenting a unique window of opportunity for training. To optimize existing training programs and develop new interventions, it is important to understand what processes take place in the developing brain during training. Here, we systematically review MRI-based evidence of training-induced neural plasticity in children and adolescents. A total of 71 articles were included in the review. Significant changes in brain activation, structure, microstructure, and structural and functional connectivity were reported with different types of trainings in the majority (87%) of the studies. Significant correlation of performance improvement with neural changes was reported in 51% of the studies. Yet, only 48% of the studies had a control condition. Overall, the review supports the hypothesized neural changes with training while at the same time charting empirical and methodological desiderata for future research.
6 citations
TL;DR: In this paper, the feasibility of eye-tracking (ET) devices as a communicative approach to the basic needs (BN) of ICU and invasively ventilated nonverbal patients was analyzed.
Abstract: Purpose To analyze the feasibility of eye-tracking (ET) devices as a communicative approach to the basic needs (BN) of intensive care unit (ICU) and invasively ventilated nonverbal patients. Methods Prospective, monocentric, and observational study including all patients without delirium, with an endotracheal tube or tracheostomy tube, with a history of invasive ventilation for more than 48 h, and inadequate nonverbal communication skills. The investigation was performed with commercially available ET devices (Tobii Dynavox I-15+) to express BN of ICU patients following a standardized 30-item yes-or-no questionnaire. Results A total of 64 patients with a mean age of 58.6 years were included. The main diagnoses for ICU admission were major trauma (43.6%), sepsis (21.8%), and acute abdomen (15.6%). Pain during repositioning (69%), thirst (69%), sleep disorders (66%), fatigue (64%), and anxiety regarding the lifelong need for assistance (64%) were the main problems reported by the patients. However, most of the patients described expectations of health improvement (78%), good family support (66%), and an improvement in quality of life due to the use of ET devices (67%). Conclusion The use of ET in selected ICU patients with impaired communication is feasible, allowing them to express their BN. Apart from knowing the patients' individual BN, the results of our BN questionnaire may provide guidance for improvement measures in the care of patients in the ICU who are unable to speak. We believe that ET is useful for inquiring about and expressing BN and, therefore, may be capable of improving patient-medical team interactions and patient satisfaction.
6 citations
4 citations
TL;DR: The authors quantified the influence of noise level on subjective misfit and found a negatively accelerated relationship and showed that decentering of noise only mildly reduced fit ratings, which has consequences for model-evaluation.
Abstract: Scatterplots with a model enable visual estimation of model-data fit. In Experiment 1 ( N = 62) we quantified the influence of noise-level on subjective misfit and found a negatively accelerated relationship. Experiment 2 showed that decentering of noise only mildly reduced fit ratings. The results have consequences for model-evaluation.
3 citations
TL;DR: In this article, a series of three experiments were conducted to investigate the effect of across-task and within-task contingencies on the performance of dual-tasking, and the results suggest that participants do not separate the processing of the two tasks, yet, within task contingencies might reduce integrated task processing.
Abstract: Dual-task costs might result from confusions on the task-set level as both tasks are not represented as distinct task-sets, but rather being integrated into a single task-set. This suggests that events in the two tasks are stored and retrieved together as an integrated memory episode. In a series of three experiments, we tested for such integrated task processing and whether it can be modulated by regularities between the stimuli of the two tasks (across-task contingencies) or by sequential regularities within one of the tasks (within-task contingencies). Building on the experimental approach of feature binding in action control, we tested whether the participants in a dual-tasking experiment will show partial-repetition costs: they should be slower when only the stimulus in one of the two tasks is repeated from Trial n − 1 to Trial n than when the stimuli in both tasks repeat. In all three experiments, the participants processed a visual-manual and an auditory-vocal tone-discrimination task which were always presented concurrently. In Experiment 1, we show that retrieval of Trial n − 1 episodes is stable across practice if the stimulus material is drawn randomly. Across-task contingencies (Experiment 2) and sequential regularities within a task (Experiment 3) can compete with n − 1-based retrieval leading to a reduction of partial-repetition costs with practice. Overall the results suggest that participants do not separate the processing of the two tasks, yet, within-task contingencies might reduce integrated task processing.
3 citations
TL;DR: Self-regulated learning as discussed by the authors is the capacity to monitor and regulate learning activities and is vital in an increasingly complex and digitalized world with unlimited amounts of information at your fingertips, and is also the capacity of monitoring and regulating learning activities.
Abstract: Self-regulated learning is the capacity to monitor and regulate your learning activities and is vital in an increasingly complex and digitalized world with unlimited amounts of information at your ...
2 citations
TL;DR: The diffusion model results and mean RTs seem to be better explained by participant’s time expectancies, and neither support unambiguously the assumptions derived from the RSB model nor those derived from capacity-sharing models.
Abstract: Even after a long time of research on dual-tasking, the question whether the two tasks are always processed serially (response selection bottleneck models, RSB) or also in parallel (capacity-sharing models) is still going on. The first models postulate that the central processing stages of two tasks cannot overlap, producing a central processing bottleneck in Task 2. The second class of models posits that cognitive resources are shared between the central processing stages of two tasks, allowing for parallel processing. In a series of three experiments, we aimed at inducing parallel vs. serial processing by manipulating the relative frequency of short vs. long SOAs (Experiments 1 and 2) and including no-go trials in Task 2 (Experiment 3). Beyond the conventional response time (RT) analyses, we employed drift–diffusion model analyses to differentiate between parallel and serial processing. Even though our findings were rather consistent across the three experiments, they neither support unambiguously the assumptions derived from the RSB model nor those derived from capacity-sharing models. SOA frequency might lead to an adaptation to frequent time patterns. Overall, our diffusion model results and mean RTs seem to be better explained by participant’s time expectancies.
2 citations
01 Jun 2021
TL;DR: This experiment tested how robustly laypeople can judge homophily from node-link diagrams and how variation of time constraints and layout of the diagrams affect judgments, and showed a difference in performance between two types of layouts.
Abstract: Network graphs are used for high-stake decision making in medical and other contexts. For instance, graph drawings conveying relatedness can be relevant in the context of spreading diseases. Node-link diagrams can be used to visually assess the degree of homophily in a network—a condition where a presence of the link is more likely when nodes are similar. In an online experiment (N = 531), we tested how robustly laypeople can judge homophily from node-link diagrams and how variation of time constraints and layout of the diagrams affect judgments. The results showed that participants were able to give appropriate judgments. While granting more time led to better performance, the effects were small. Rather, the first seconds account for most of the information an individual can extract from the graphs. Furthermore, we showed a difference in performance between two types of layouts (bipartite and polarized). Results have consequences for communicating the degree of homophily in network graphs to the public.
TL;DR: In this paper, the authors investigated the cognitive time processing mechanisms underlying time-based expectancy and found that participants were able to learn the time-event contingencies for the short and the long as well as for the medium interval, and were thus able to flexibly redirect their target expectancy two times during the course of a trial.
Abstract: When the duration of a pre-target interval probabilistically predicts the identity of the target, participants typically form time-based expectancies: they respond faster to frequent interval-target combinations than to infrequent ones. Yet, previous research investigating the cognitive time-processing mechanisms underlying time-based expectancy assessed time-based expectancy always in situations with a binary set of intervals (i.e. short vs. long). Here we aim to test whether time-based expectancy transfers to more complex settings with three different predictive time intervals (short, medium, long) in which each predicts one of three different target stimuli with 80% probability. In three experiments we varied how the medium interval was computed (arithmetic mean, geometric mean, or in between both). Our results showed that participants were able to learn the time-event contingencies for the short and the long as well as for the medium interval, and were, thus able to flexibly redirect their target expectancy two times during the course of a trial. The evidence concerning the impact of the manipulation of the medium intervals' absolute duration on time-based expectancy was, however, mixed, as time-based expectancy for the medium interval could only be observed in one of three reported experiments. In sum, the findings of the present study suggest a previously unknown cognitive flexibility underlying time-based expectancy and offer important theoretical implications, challenging future research on the timing mechanisms involved in time-based expectancy.