When incorporating the environment into mental processing (cf., cognitive offloading), one creates novel cognitive strategies that have the potential to improve task performance. Improved performance can, for example, mean faster problem solving, more accurate solutions, or even higher grades at university. Although cognitive offloading has frequently been associated with improved performance, it is yet unclear how flexible problem solvers are at matching their offloading habits with their current performance goals (can people improve goal-related instead of generic performance, e.g., when being in a hurry and aiming for a "quick and dirty" solution?). Here, we asked participants to solve a cognitive task, provided them with different goals-maximizing speed (SPD) or accuracy (ACC), respectively-and measured how frequently (Experiment 1) and how proficiently (Experiment 2) they made use of a novel external resource to support their cognitive processing. Experiment 1 showed that offloading behavior varied with goals: Participants offloaded less in the SPD than in the ACC condition. Experiment 2 showed that this differential offloading behavior was associated with high goal-related performance: fast answers in the SPD, accurate answers in the ACC condition. Simultaneously, goal-unrelated performance was sacrificed: inaccurate answers in the SPD, slow answers in the ACC condition. The findings support the notion of humans as canny offloaders who are able to successfully incorporate their environment in pursuit of their current cognitive goals. Future efforts should be focused on the finding's generalizability, for example, to settings without feedback or with high mental workload.
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J Exp Child Psychol
January 2025
School of Psychology, The University of Queensland, Brisbane, St Lucia, QLD 4072, Australia.
Across two experiments, we explored the conditions under which 4- to 11-year-old children (N = 138) were more likely to seek social cognitive helpers and whether they preferentially relied on help from those that had previously shown proficiency in a relevant cognitive context. Children completed a memory task with varying levels of difficulty, after which they were introduced to two characters that exhibited either a high memory ability (task-relevant) or a high motor skill ability (task-irrelevant) in a distinct context. Children then completed the memory task a second time with the option to choose one of the two characters to assist them.
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January 2025
Department of Psychology, University of Massachusetts Boston, 100 Morrissey Blvd., Boston, MA, 02125, USA.
There are concerns that reliance on external resources (e.g., information on digital devices) may be harmful to our own internal memory.
View Article and Find Full Text PDFCerebellum
January 2025
Department of Psychological and Brain Sciences, Texas A&M University, College Station, TX, USA.
The cerebellum is involved in non-motor processing, supported by topographically distinct cerebellar activations and closed-loop circuits between the cerebellum and the cortex. Disruptions to cerebellar function may negatively impact prefrontal function and processing. Cerebellar resources may be important for offloading cortical processing, providing crucial scaffolding for normative performance and function.
View Article and Find Full Text PDFBr J Dev Psychol
December 2024
School of Psychology, Liaoning Normal University, Dalian, China.
Child Dev
November 2024
School of Psychology, The University of Queensland, Brisbane, Queensland, Australia.
Australian children aged 6-9 years (N = 120, 71 females; data collected in 2021-2022) were tasked with remembering the locations of 1, 3, 5, and 7 targets hidden under 25 cups on different trials. In the critical test phase, children were provided with a limited number of tokens to allocate across trials, which they could use to mark target locations and assist future memory performance. Following the search period, children were invited to adjust their previous token allocation.
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