Recent studies on involuntary autobiographical memories (IAMs) in daily life have shown that they are most frequently reported during daily routines (e.g. while ironing). Such studies have suggested that reporting IAMs may be influenced by the level of the ongoing task demands and availability of cognitive resources. In two studies, we investigated the effects of cognitive load on reporting IAMs. To examine the presumed cognitive load dependency of IAMs, we utilised an often-employed experimental paradigm (Schlagman & Kvavilashvili, 2008) to elicit IAMs under conditions that differed in cognitive load. When performing a vigilance task, participants had to interrupt the task each time they experienced any spontaneous mental contents and write them down. We manipulated the level of cognitive load by either instructing (cognitive load group) or not instructing (control group) participants to perform an additional demanding task. We compared the groups on the number of IAMs and other mental contents (non-IAM contents) recorded, as well as on the frequency of IAMs that was calculated as a proportion of IAMs in all mental contents reported by the participant. We expected that if reporting IAMs depends on the level of cognitive demands, then we should observe lower frequency of IAMs in the cognitive load group compared to the control group. Consistently across studies, we observed a lower number of IAMs and non-IAM contents in the cognitive load group. However, IAMs unexpectedly constituted a higher percentage of all mental contents when participants were cognitively loaded. Further implications of the cognitive load effects for IAMs research and experimental methodology are discussed.
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http://dx.doi.org/10.1016/j.actpsy.2017.11.014 | DOI Listing |
Int J Psychophysiol
January 2025
University of Warsaw, Faculty of Psychology, Poland.
Lukács et al. (2017) enhanced the Reaction Time Concealed Information Test (RT CIT) by incorporating "filler" items. Fillers are intended to increase attention and cognitive load, which should potentially enhance the P300 based CIT (P300-CIT) too.
View Article and Find Full Text PDFJ Autism Dev Disord
January 2025
Division of Psychology and Language Sciences, University College London, London, UK.
The use of literal prompts (LPs) and inferential prompts (IPs) in shared book reading (SBR) facilitates children's use of language and promotes their thinking and understanding about the stories discussed and beyond. Furthermore, SBR provides a platform for mildly autistic children to have multiple rounds of communication with educators. This study investigated the contribution of LPs and IPs on the language development and affective factors of language learning in mildly autistic children.
View Article and Find Full Text PDFSensors (Basel)
December 2024
Department of Information and Electronic Engineering, International Hellenic University, 57001 Nea Moudania, Greece.
Education is an activity that involves great cognitive load for learning, understanding, concentrating, and other high-level cognitive tasks. The use of the electroencephalogram (EEG) and other brain imaging techniques in education has opened the scientific field of neuroeducation. Insights about the brain mechanisms involved in learning and assistance in the evaluation and optimization of education methodologies according to student brain responses is the main target of this field.
View Article and Find Full Text PDFNeuroimage
January 2025
Max Planck Partner Group, School of International Chinese Language Education, Beijing Normal University, Beijing, China; Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany. Electronic address:
Hierarchical syntactic structure processing is proposed to be at the core of the human language faculty. Syntactic processing is supported by the left fronto-temporal language network, including a core area in the inferior frontal gyrus as well as its interaction with the posterior temporal lobe (i.e.
View Article and Find Full Text PDFNoncanonical sentence structures pose comprehension challenges because they require increased cognitive demand. Prosody may partially alleviate this cognitive load. These findings largely stem from behavioral studies, yet physiological measures may reveal additional insights into how cognition is deployed to parse sentences.
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