A human factors experiment was conducted to investigate the potential benefits of using directional auditory cues in intelligent transportation system technologies in commercial vehicles. Twelve licensed commercial vehicle operators drove a commercial truck-driving simulator and were prompted to select highway numbers on a side-task display. Prompts were presented visually or aurally. Auditory prompts were presented either diotically (both ears simultaneously) or directionally (to either the left or right ear). The search task varied in map density and timing of the prompts in relation to speed limit changes. All experimental conditions were compared to a control condition containing no secondary task. Both driving performance (lane deviation, steering wheel angle, road heading angle error, accidents, and adherence to the speed limit) and secondary task performance (accuracy and response time) measures were collected. Results showed that drivers were able to respond more quickly and accurately to the search task when directional auditory cues were used. Results also showed that driving performance degrades when display density increases and that the use of directional auditory prompts lessens this deterioration of performance for high-density conditions. / Master of Science

Das aktuelle Modell zur Pathophysiologie der Zwangserkrankung (OCD) geht von fronto-striatalen Dysfunktionen aus. Damit werden Beeinträchtigungen im prozeduralen Lernen, das anhand der Serial Reaction Time Task (SRTT) erfasst werden kann, in Verbindung gebracht. Die Befunde zu Defiziten von OCD-Patienten in der SRTT sind widersprüchlich, was auf Unterschiede im methodischen Vorgehen sowie die zusätzliche Auslastung des Arbeitsgedächtnisses durch die Vorgabe einer Gedächtnisaufgabe zurückgeführt wird. Weiterhin ist unklar, ob die vermutete fronto-striatale Dysfunktion und die Defizite im prozeduralen Lernen kennzeichnend für OCD sind oder auch bei anderen Störungsbildern auftreten. Die prozedurale Lernleistung von OCD-Patienten wurde mit der Lernleistung von gesunden Probanden, Patienten mit einer Angststörung und Patienten mit einer Depression verglichen. Weiterhin wurde die prozedurale Lernleistung unter der Vorgabe der SRTT alleine (single-task) und bei gleichzeitiger Vorgabe einer Gedächtnisaufgabe (dual-task) untersucht. OCD-Patienten zeigten im Vergleich zu gesunden Probanden Defizite im prozeduralen Lernen – sowohl unter der single-task als auch unter der dual-task Bedingung. Im Vergleich zu Patienten mit einer Angststörung zeigte sich lediglich in der dual-task Bedingung eine tendenzielle Beeinträchtigung der OCD-Patienten. Keine Unterschiede ergaben sich in der prozeduralen Lernleistung zwischen OCD-Patienten und Patienten mit einer Depression. Die stärkste Beeinträchtigung der prozeduralen Lernleistung in den verschiedenen Symptomdimensionen (Kontrolle, Waschen, Symmetrie, Horten) der OCD zeigte sich in der Dimension Horten. Außerdem waren die Defizite im prozeduralen Lernen stärker bei Patienten mit einem früheren Beginn der Zwangsstörung ausgeprägt. Die Befunde stehen im Einklang mit bisherigen Ergebnissen, wonach bei OCD eine Beeinträchtigung im prozeduralen Lernen vorliegt, was für die Annahme einer fronto-striatalen Dysfunktion bei OCD spricht. / Obsessive-compulsive disorder (OCD) is seen as a disease that implicates fronto-striatal dysfunctions. These dysfunctions are hypothesized to be related to neuropsychological deficits. One of the putative deficits regards procedural learning, which can be assessed by using the serial reaction time task (SRTT). So far, the results regarding procedural learning in OCD patients are inconsistent, which is attributed to differences in methods, like the implementation of a secondary task (dual-task condition) using a concurrent working memory load. Moreover, it is still uncertain whether the fronto-striatal dysfunctions and the deficits in procedural learning are specific to OCD or if they can also be found in other mental illnesses. Procedural learning performance as measured with the SRTT was compared in OCD patients, healthy subjects, patients with anxiety disorder and depression. Additionally, procedural learning was examined under single- (SRTT) and dual-task (SRTT plus a secondary task) conditions. In comparison with healthy subjects, procedural learning was impaired in OCD patients – both in the single- and in the dual-task condition. Yet in the dual task condition, procedural learning was diminished in both groups. Compared to patients with anxiety disorder, OCD patients were impaired in procedural learning only in the dual-task condition, while there was no difference between OCD and depression in procedural learning. Regarding the different symptom dimensions of OCD (checking, washing, symmetry, hoarding), patients high on the dimension hoarding exhibited the most distinct impairment. Moreover, deficits in procedural learning were more pronounced in OCD patients with an earlier age at illness onset. The results confirm previous findings and add supportive evidence for performance deficits in procedural learning and the fronto-striatal dysfunction model of OCD.

Introduction: Being able to ignore distracting thoughts is often linked with better sports performance (Kane & Engle, 2003). Depending on how the performer directs their attentional focus it can either enhance or impair performance (Wulf & Su, 2016). However, the combined effects of distracting thoughts and attentional focus on motor performance need to be further explored. Objective: To examine the effects of distracting thoughts on golf shot performance during internal and external focus of attention. Methods: Twenty Swedish senior golf players, with ages varying between 21-52, were instructed to hit a golf ball as straight and as far as possible, both with (dual-task conditions) and without (single-task conditions) distracting thoughts, either with internal or external focus of attention. After each of these four conditions, participants evaluated their cognitive effort using a Rating Scale Mental Effort (RSME; Zijlstra, 1993). Results: In the single-task conditions, directing attentional focus externally was linked with an improved performance compared to an internal focus of attention which impaired performance. Findings also showed an impaired performance in the dual-task conditions, compared to single-task conditions. No substantial performance effects were found when comparing external with internal focus of attention under dual-task conditions. Results from the RSME showed that it requires more cognitive effort when performing a golf shot while influenced by distracting thoughts. Also, more cognitive effort was required during internal focus of attention compared to external focus of attention, which was true both with and without distracting thoughts. Conclusions: The current study’s findings indicate that there is a negative relationship between distracting thoughts and golf shot performance, also, focus of attention does not influence golf shot performance during dual-task. The findings also contribute to an increased knowledge concerning the association between dual-task, focus of attention and performance. This knowledge could be implemented into golf practice, both theoretical and practical, to enhance golf performance. / Introduktion: Att kunna ignorera distraherande tankar är ofta sammankopplat med bättre idrottsprestationer (Kane & Engle, 2003). Beroende på hur utövaren riktar sin uppmärksamhetsfokus kan det antingen bidra till en förbättrad eller försämrad prestation (Wulf & Su, 2016). Däremot finns det behov av att vidare utforska den kombinerade effekten som distraherande tankar och uppmärksamhetsfokus har på motorisk prestation. Syfte: Att undersöka effekterna av distraherande tankar på golfslagsprestation under intern och extern uppmärksamhetsfokus. Metod: Tjugo svenska senior golfspelare, i åldrarna 21–52, hade som uppgift att slå golfslag så långt och rakt som möjligt, både med (dual-task conditions) och utan (single-task conditions) distraherande tankar, med antingen intern eller extern uppmärksamhetsfokus. Deltagarna värderade även sin upplevda kognitiva ansträngning efter varje förhållande med hjälp av Rating Scale Mental Effort (RSME; Zijlstra, 1993). Resultat: Vid single-task förhållandet var externt riktat uppmärksamhetsfokus kopplat till en bättre prestation jämfört med internt riktat fokus som i stället försämrade prestationsförmågan. Resultatet visade också en försämrad prestation i förhållandet med dual-task, jämfört med single-task förhållandet. Inga betydande prestationseffekter hittades vid jämförelse mellan extern och intern uppmärksamhetsfokus under dual-task förhållandet. Slutsats: Den aktuella studiens resultat indikerar att det finns ett negativt samband mellan distraherande tankar och golfprestation, samt att uppmärksamhetsfokus inte påverkar golfprestation under dual-task. Resultaten bidrar till en ökad kunskap om relationen mellan dual-task, uppmärksamhetsfokus och prestation. Denna kunskap kan implementeras i golfträning, både teoretisk och praktisk, för att förbättra golfprestation.

The purpose of the research was to investigate the effectiveness of using multimedia as a means of teaching physical science to learners. The underlying theoretical assumption was that a multimedia presentation would help to reduce the cognitive load experienced by learners when they learn physical science content, compared to a traditional mode of presentation, and that this reduction may have a positive effect on the ease with which they master the content. Physical science learners in Grade 11 viewed a presentation consisting of multimedia screens and screens depicting the learning content in a traditional layout – in order to compare the level of knowledge gained as well as the cognitive load experienced for the multimedia and traditional instructions. Pre- and post-test questionnaires were used to determine the knowledge gained, while cognitive load was measured using a dual-task methodology. A multivariate analysis of variance was used to analyse the data. The results did not reveal a statistically significant increase in knowledge gained via the multimedia approach when compared to the traditional mode of instruction, but when focussing the analysis on learners with a lower-knowledge base in physical science though, statistically significant results were found. However, no significant results were found to support the hypothesis that multimedia would help to reduce learners’ cognitive load. It was concluded that the multimedia design principles are more effective in increasing knowledge for physical science learners of low-knowledge than traditional instructional designs. / Psychology / M.Sc. (Psychology)

Walking outdoors requires one to deal with a wide range of visual and cognitive perturbations, i.e., multiple object tracking and making timely decisions while ignoring irrelevant information, etc. Using dual-task gait paradigm, the purpose of this thesis was to evaluate the age effects of different types of visuospatial cognitive tasks, i.e. designed cognitive game tasks and commercial computer games on gait and cognitive performances in older adults as compared to the younger adults. A standardized dual-task assessment approach, i.e. objectively evaluating both gait and cognitive performances simultaneously, has potential to be the screening tool to detect gait and cognitive impairments in early stages. Further, evaluating the training value of commercial computer games by comparing them with the designed cognitive games with objective outcome measures will help in developing multimodal dual-task intervention platform to treat and prevent age-related physical and cognitive impairments. / October 2016

Le SMS (Short Message Service) a favorisé la création d’une nouvelle forme d’écriture et offre la possibilité d’analyser de façon originale les processus généraux de la production écrite. L’étude de ces processus a permis de mettre en exergue le coût cognitif qu’ils représentent lors de leur mise en œuvre simultanée. Toutefois, si ces questions ont beaucoup été étudiées en production écrite conventionnelle, l’apparition de nouvelles formes d’écriture donnent l’occasion d’étudier l’orthographe de façon inédite. L’une des principales caractéristiques de l’écriture SMS (eSMS) est l’utilisation de formes orthographiques non conventionnelles (e.g., Slt pk tu menvoi ce mess ? Biz) qui peuvent sembler, au premier abord, plus simple et plus facile que celles de l’écriture conventionnelle. L’objectif de ce travail de thèse est donc de démontrer l’existence d’un coût cognitif de la production des processus spécifiques de l’écriture SMS chez les novices et de leur automatisation avec l’acquisition d’une expertise. Dans le cadre d’une épreuve d’écriture de SMS, nous avons fait varier, d’une part, le degré d’expertise des participants dans la pratique du SMS et, d’autre part, l’attention qu’ils pouvaient porter à cette tâche grâce à diverses variations du paradigme expérimental de la double tâche. Les résultats des différentes études expérimentales montrent que la production des processus spécifiques de l’eSMS présente un coût cognitif, comme ceux de l’écriture conventionnelle. Ce coût est particulièrement élevé chez les utilisateurs novices, et s’observe essentiellement en fin de message. Les processus spécifiques de l’eSMS s’automatisent ensuite avec l’acquisition d’une expertise. / SMS (Short Message Servicing) encourage the emergence of new writing forms and provides the opportunity to study in an original way the general processes of written production. The study of these processes allowed the highlighting of cognitive load that they represent during their simultaneous implementation. However, if these issues have been widely studied in conventional written production, appearance over the new forms of writing provide an opportunity to study spelling in a new way. One of the main characteristics of SMS writing (eSMS) is the use of unconventional orthographic forms (e.g., Slt pk tu menvoi ce mess? Biz [Hi why r u sending me this txt? Kisses]) which may seem, at first, simpler and easier than the conventional writing. The aim of this thesis is to demonstrate a cognitive load of producing specific processes of SMS writing (eSMS) for novices and their automation with the acquisition of expertise. In the context of a writing test of SMSes, we varied on the one hand the level of expertise of the participants in the use of SMS writing and, secondly, the attention they could bring to this task through a variety of changes in the experimental dual task paradigm. The results of various experimental studies support the conclusion that the production of eSMS specific processes has a cognitive load, like those of conventional writing. This cognitive load is especially high among novice users, with what is observed mainly at the end of a message. In addition, automation of these processes can be observed with the acquisition of expertise.

<p>Augmented reality (AR) allows people to view digital information overlaid on to real-world objects. While the technology is still new, it is currently being used in places such as the military and industrial assembly operations in the form of ocular devices worn on the head over the eyes. Head-mounted displays (HMDs) let people always see AR information in their field of view no matter where their head is positioned. Studies have shown that HMDs displaying information directly related to the immediate task can decreased cognitive workload and increase the speed and accuracy of task performance. However, task-irrelevant information has shown to decrease performance and accuracy of the primary task and also hinder the efficiency of processing the irrelevant information. This has been investigated in industry settings but less so in an everyday consumer context. This study proposes comparing two types of visual information (text and shapes) in AR displayed on an HMD to answer the following questions: 1) when content is of importance, which visual notification (text or shapes) is processed faster while degrading the performance of the primary task the least? And 2) When presence is of importance, which visual notification (text or shapes) is processed faster while degrading the performance of the primary task the least?</p>

L’apprentissage des relations entre événements dans notre environnement nous permetd’anticiper des futures cibles et guide notre comportement. Une partie de cet apprentissage alieu sans intention, i.e. implicitement. Notre capacité limitée de traitement, qui contraste avec larichesse de notre environnement, impose la sélection d’une partie des informations sensorielles.Quels stimuli sont donc sélectionnés quand on apprend des associations ? Dans quelle mesurel’apprentissage sollicite des ressources attentionnelles ? Cette thèse porte sur les interactionsentre l’attention et l’apprentissage associatif.Dans la première partie expérimentale, nous avons étudié si la capture attentionnellependant l’apprentissage associatif est modulée par la prédictibilité de la cible. Nous avonsconçu 2 études EEG dans lesquels nous avons manipulé la valeur de la contingence entre indiceet cible. Nous avons trouvé deux biais attentionnels différents. Dans la première expérience lescibles inattendues ont montré une priorité attentionnelle, tandis que dans la deuxième ce sontles cibles prédictibles qui ont été privilégiées, y compris quand l’apprentissage est implicite.Ceux deux biais attentionnels, qui ont déjà été décrits en référence aux cibles dans des modèlesattentionnels de l’apprentissage, pourraient être au service de buts comportementaux différents.Dans la deuxième partie, nous avons étudié si les ressources attentionnelles disponiblesaffectent la capacité à discriminer des associations entre un indice et une cible. Pour cela nousavons mesuré la sensibilité aux associations sous différentes contraintes attentionnelles, à l’aided’un paradigme de double tâche. Nos données montrent que la discrimination est diminué parune tâche de suppression articulatoire concurrente et abolie par une tâche de charge cognitiveélevée. Bien qu’il ait été suggéré que l’apprentissage associatif puisse être automatique, nosdonnées montrent qu’il sollicite des ressources attentionnelles considérables. / Learning relations between events in our environment allows us to anticipate futureoutcomes and guides our decisions. Part of this learning occurs without intention, implicitly.Given the enormous amount of information available, which contrasts with our limitedprocessing capacity, the selection of certain stimuli becomes crucial. So which stimuli do weselect when we learn associations? How do the available attentional resources modulatelearning? This thesis focuses on the intertwining between associative learning and attention.In the first experimental part, we investigated whether the deployment of attentionduring associative learning is modulated by expectations. In particular, we conducted twoEEG studies in which we manipulated the contingent relation between a cue and an outcome.We found two different attentional biases. In the first experiment, unexpected outcomescaptured attention preferentially whereas predictable outcomes were prioritized in the second,and importantly even when the learning of the associations was implicit. We argue that theseattentional biases, which have already been described in attentional models of associativelearning, likely serve different goals.In the second experimental part, we examined to what extent associative learningrequires attention. With that aim, we measured sensitivity to contingency in three studiesunder different attentional constraints. Our data show that the ability to assess associations isdiminished by an articulatory suppression secondary task and is abolished by a highlydemanding task. While it has been suggested that associative learning might be an automaticprocess, our findings demonstrate that attention is critical to contingency assessment.

Estudos prévios têm indicado que o aumento da demanda de estabilidade manual induz maior estabilidade do equilíbrio corporal no controle das posturas quieta e perturbada. O presente estudo teve por objetivo avaliar o efeito da demanda de estabilidade imposta por uma tarefa manual sobre a regulação postural dinâmica em função da frequência de oscilação da base de suporte. Participaram desse estudo 20 estudantes universitários de ambos os sexos. A tarefa consistiu em manter um cilindro o mais estável possível sobre uma bandeja enquanto o equilíbrio em postura ereta era mantido em translações sinusoidais contínuas da plataforma móvel por 1 min., nas frequências de 0,4 Hz (baixa) ou 1 Hz (alta). A demanda de estabilidade manual foi manipulada por meio da disposição do cilindro. Na condição chamada de alta restrição (AR), o cilindro foi apoiado sobre sua face circular; na condição chamada de baixa restrição (BR), o cilindro foi apoiado sobre sua face plana. Os resultados mostraram que AR induziu menores amplitudes de oscilações de cabeça, centro de massa e bandeja na frequência de 0,4 Hz, porém não na frequência de 1 Hz. A análise das variáveis de coordenação revelou que na frequência de 0,4 Hz, AR levou a maiores valores de fase relativa entre as rotações cíclicas de tornozelo-quadril e tornozelo-ombro, como também na coordenação entre CM-plataforma e CP-plataforma. As análises mostraram que a condição de alta restrição também afetou o controle postural e manual na frequência de oscilação de 1 Hz, com aumento da amplitude de oscilação de CP e de rotações do ombro. Estes resultados sugerem que o controle postural dinâmico é regulado em diferentes parâmetros de maneira integrada e flexível, com interação recíproca entre os componentes da tarefa manual e postural, para atender à demanda de estabilidade imposta por uma tarefa posturomanual / Previous studies have indicated that increased steadiness constraints given by a manual task leads to gains of postural stability in quiet and perturbed standing. The aim of the present study was to evaluate the effects of manual task constraints on the regulation of dynamic postural control according to the frequency of sinusoidal translations of the base of support. Twenty university students performed a dual posturomanual task consisting of maintaining a cylinder on a handheld tray as stable as possible while maintaining the dynamic upright balance on a platform oscillating in sinusoidal translations at 0.4 Hz (low) or 1 Hz (high) frequencies during intervals of 1 min. The effects of manual task were studied through the manipulation of task constraint conditions set by positioning the cylinder supported on its round or flat side, corresponding respectively to high (HC) and low (LC) manual task constraints. Results showed that HC led to reduced oscillation amplitudes of the head, center of mass, and tray at 0.4 Hz, but not at 1 Hz. The coordination variables indicated that at 0.4 Hz, HC led to increased relative phase values between ankle-shoulder and hip-shoulder rotations, as also between center of mass-feet and center of pressure-feet oscillations in the slow oscillation frequency. Further analyses showed that the high manual task constraint also affected variables related to both postural and manual task components at 1 Hz, with increased center of pressure and shoulder rotation amplitudes of oscillation. These results suggest that dynamic postural control is regulated through different parameters in a flexible and integrated way in order to attend the stability demands imposed by a posturomanual task

Este estudo objetivou investigar os componentes posturais reativos em resposta a deslocamentos da base de suporte, perturbando o equilíbrio corporal, em função da realização concomitante de uma tarefa supra-postural manual e incerteza sobre a direção de perturbação. Dezesseis adultos jovens de ambos os sexos (M = 26,3 anos; DP = 2,6) participaram do estudo. A tarefa supra-postural consistiu em equilibrar um cilindro sobre uma bandeja (restrição), cujo desempenho foi verificado por meio do deslocamento angular do cilindro. O desempenho na tarefa postural foi avaliado em função da combinação da incerteza sobre a direção de perturbação postural (anterior ou posterior) e restrição imposta pela tarefa supra-postural, requisitando equilíbrio do cilindro ou manutenção de uma bandeja na orientação horizontal. O desempenho na tarefa postural foi avaliado por meio de análises eletromiográfica de músculos anteriores e posteriores da perna direita e cinemática das principais articulações envolvidas nos ajustes da postura e da tarefa supra-postural. Os resultados mostraram que a tarefa supra-postural com restrição em perturbações previsíveis diminuiu a latência de ativação da musculatura agonista reduziu o deslocamento manual no controle na tarefa supra-postural. A tarefa supra-postural com restrição induziu ajustes diferenciados nas articulações do tornozelo, joelho, quadril e ombro em comparação à condição sem restrição. Os resultados sugerem que a tarefa supra-postural com restrição induziu maior automatização postural para reagir rapidamente à perturbação. Estes resultados indicam que o controle de uma tarefa supra-postural é integrado com a manutenção do controle postural em situações de perturbação do equilíbrio corporal. Além disso, esta integração foi mostrada ser dependente da previsibilidade da direção de perturbação postural. Assim, a principal conclusão deste estudo foi que a restrição imposta pela tarefa supra-postural influencia respostas neurofisiológicas reativas associadas ao controle postural, que são potencializadas pela previsibilidade da perturbação postural / This study aimed to investigate the reactive components of postural adjustments in response to displacements of the basis of support, disturbing body balance, as a function of a concomitant manual execution of a supra-postural task and uncertainty about the perturbation direction. Sixteen young adults of both genders (M = 26,3 years; SD = 2,6) participated in the study. The supra-postural task consisted of equilibrating a cylinder on a tray (constraint), whose performance was assessed through cylinder displacement. The performance on stance was evaluated as a function of a combination of uncertainty of direction of postural perturbation (anterior or posterior) and the constraint imposed by the supra-postural task, requiring equilibrium of the cylinder or maintenance of a tray in a horizontal orientation. Performance on stance was assessed through electromyographic analysis of anterior and posterior muscles of the right leg and kinematics of the main joints involved in postural e supra-postural adjustments. The results showed that the supra-postural task in predictable perturbations decreased the activation latency of agonistic muscles and diminished the manual displacement in the supra-postural task. The constraining supra-postural task induced differential adjustments in the ankle, knee, hip and shoulder in comparison with the condition without constraint. The results suggest that the restrictive supra-postural task induced a more automatic postural control to rapidly react to perturbations, generating more efficient postural adjustments. Thus, the present results suggest that the constraining supra-postural task induced more automatic responses. These results indicate that the control of a supra-postural task is integrated with the maintenance of upright stance in situations of balance perturbation. Moreover, this integration was shown to be dependent on predictability of direction of postural perturbation. So, the main conclusion drawn from our results is that the constraint imposed by the supra-postural task influences reactive neurophysiological responses related to postural control, which are enhanced by postural perturbation predictability