Header logo is


2019


no image
How do people learn how to plan?

Jain, Y. R., Gupta, S., Rakesh, V., Dayan, P., Callaway, F., Lieder, F.

Conference on Cognitive Computational Neuroscience, September 2019 (conference)

re

[BibTex]

2019


[BibTex]


no image
An ACT-R approach to investigating mechanisms of performance-related changes in an interrupted learning task

Wirzberger, M., Borst, J. P., Krems, J. F., Rey, G. D.

41st Annual Meeting of the Cognitive Science Society., July 2019 (conference)

re

[BibTex]

[BibTex]


no image
What’s in the Adaptive Toolbox and How Do People Choose From It? Rational Models of Strategy Selection in Risky Choice

Mohnert, F., Pachur, T., Lieder, F.

41st Annual Meeting of the Cognitive Science Society, July 2019 (conference)

re

[BibTex]


no image
Measuring how people learn how to plan

Jain, Y. R., Callaway, F., Lieder, F.

RLDM 2019, July 2019 (conference)

re

[BibTex]

[BibTex]


no image
Measuring how people learn how to plan

Jain, Y. R., Callaway, F., Lieder, F.

41st Annual Meeting of the Cognitive Science Society, July 2019 (conference)

re

[BibTex]

[BibTex]


no image
A model-based explanation of performance related changes in abstract stimulus-response learning

Wirzberger, M., Borst, J. P., Krems, J. F., Rey, G. D.

52nd Annual Meeting of the Society for Mathematical Psychology, July 2019 (conference)

Abstract
Stimulus-response learning constitutes an important part of human experience over the life course. Independent of the domain, it is characterized by changes in performance with increasing task progress. But what cognitive mechanisms are responsible for these changes and how do additional task requirements affect the related dynamics? To inspect that in more detail, we introduce a computational modeling approach that investigates performance-related changes in learning situations with reference to chunk activation patterns. It leverages the cognitive architecture ACT-R to model learner behavior in abstract stimulus-response learning in two conditions of task complexity. Additional situational demands are reflected in embedded secondary tasks that interrupt participants during the learning process. Our models apply an activation equation that also takes into account the association between related nodes of information and the similarity between potential responses. Model comparisons with two human datasets (N = 116 and N = 123 participants) indicate a good fit in terms of both accuracy and reaction times. Based on the existing neurophysiological mapping of ACT-R modules on defined human brain areas, we convolve recorded module activity into simulated BOLD responses to investigate underlying cognitive mechanisms in more detail. The resulting evidence supports the connection of learning effects in both task conditions with activation-related patterns to explain changes in performance.

re

[BibTex]

[BibTex]


no image
A cognitive tutor for helping people overcome present bias

Lieder, F., Callaway, F., Jain, Y., Krueger, P., Das, P., Gul, S., Griffiths, T.

RLDM 2019, July 2019 (conference)

re

[BibTex]

[BibTex]


no image
Introducing the Decision Advisor: A simple online tool that helps people overcome cognitive biases and experience less regret in real-life decisions

Iwama, G., Greenberg, S., Moore, D., Lieder, F.

40th Annual Meeting of the Society for Judgement and Decision Making, June 2019 (conference)

re

[BibTex]

[BibTex]


no image
Spatial Continuity Effect vs. Spatial Contiguity Failure. Revising the Effects of Spatial Proximity Between Related and Unrelated Representations

Beege, M., Wirzberger, M., Nebel, S., Schneider, S., Schmidt, N., Rey, G. D.

Frontiers in Education, 4:86, 2019 (article)

Abstract
The split-attention effect refers to learning with related representations in multimedia. Spatial proximity and integration of these representations are crucial for learning processes. The influence of varying amounts of proximity between related and unrelated information has not yet been specified. In two experiments (N1 = 98; N2 = 85), spatial proximity between a pictorial presentation and text labels was manipulated (high vs. medium vs. low). Additionally, in experiment 1, a control group with separated picture and text presentation was implemented. The results revealed a significant effect of spatial proximity on learning performance. In contrast to previous studies, the medium condition leads to the highest transfer, and in experiment 2, the highest retention score. These results are interpreted considering cognitive load and instructional efficiency. Findings indicate that transfer efficiency is optimal at a medium distance between representations in experiment 1. Implications regarding the spatial contiguity principle and the spatial contiguity failure are discussed.

re

link (url) DOI [BibTex]


no image
Load-inducing factors in instructional design: Process-related advances in theory and assessment

Wirzberger, M.

TU Chemnitz, 2019 (phdthesis)

Abstract
This thesis addresses ongoing controversies in cognitive load research related to the scope and interplay of resource-demanding factors in instructional situations on a temporal perspective. In a novel approach, it applies experimental task frameworks from basic cognitive research and combines different methods for assessing cognitive load and underlying cognitive processes. Taken together, the obtained evidence emphasizes a process-related reconceptualization of the existing theoretical cognitive load framework and underlines the importance of a multimethod-approach to continuous cognitive load assessment. On a practical side, it informs the development of adaptive algorithms and the learner-aligned design of instructional support and thus leverages a pathway towards intelligent educational assistants.

re

link (url) [BibTex]


no image
Doing more with less: Meta-reasoning and meta-learning in humans and machines

Griffiths, T., Callaway, F., Chang, M., Grant, E., Krueger, P. M., Lieder, F.

Current Opinion in Behavioral Sciences, 2019 (article)

re

DOI [BibTex]

DOI [BibTex]


no image
Cognitive Prostheses for Goal Achievement

Lieder, F., Chen, O. X., Krueger, P. M., Griffiths, T.

Nature Human Behavior, 2019 (article)

re

DOI [BibTex]

DOI [BibTex]


no image
Remediating cognitive decline with cognitive tutors

Das, P., Callaway, F., Griffiths, T., Lieder, F.

RLDM 2019, 2019 (conference)

re

[BibTex]

[BibTex]


no image
Effects of system response delays on elderly humans’ cognitive performance in a virtual training scenario

Wirzberger, M., Schmidt, R., Georgi, M., Hardt, W., Brunnett, G., Rey, G. D.

Scientific Reports, 9:8291, 2019 (article)

Abstract
Observed influences of system response delay in spoken human-machine dialogues are rather ambiguous and mainly focus on perceived system quality. Studies that systematically inspect effects on cognitive performance are still lacking, and effects of individual characteristics are also often neglected. Building on benefits of cognitive training for decelerating cognitive decline, this Wizard-of-Oz study addresses both issues by testing 62 elderly participants in a dialogue-based memory training with a virtual agent. Participants acquired the method of loci with fading instructional guidance and applied it afterward to memorizing and recalling lists of German nouns. System response delays were randomly assigned, and training performance was included as potential mediator. Participants’ age, gender, and subscales of affinity for technology (enthusiasm, competence, positive and negative perception of technology) were inspected as potential moderators. The results indicated positive effects on recall performance with higher training performance, female gender, and less negative perception of technology. Additionally, memory retention and facets of affinity for technology moderated increasing system response delays. Participants also provided higher ratings in perceived system quality with higher enthusiasm for technology but reported increasing frustration with a more positive perception of technology. Potential explanations and implications for the design of spoken dialogue systems are discussed.

re

link (url) DOI [BibTex]

link (url) DOI [BibTex]


no image
A meta-analysis of the segmenting effect

Rey, G. D., Beege, M., Nebel, S., Wirzberger, M., Schmitt, T., Schneider, S.

Educational Psychology Review, 2019 (article)

Abstract
The segmenting effect states that people learn better when multimedia instructions are presented in (meaningful and coherent) learner-paced segments, rather than as continuous units. This meta-analysis contains 56 investigations including 88 pairwise comparisons and reveals a significant segmenting effect with small to medium effects for retention and transfer performance. Segmentation also reduces the overall cognitive load and increases learning time. These four effects are confirmed for a system-paced segmentation. The meta-analysis tests different explanations for the segmenting effect that concern facilitating chunking and structuring due to segmenting the multimedia instruction by the instructional designer, providing more time for processing the instruction and allowing the learners to adapt the presentation pace to their individual needs. Moderation analyses indicate that learners with high prior knowledge benefitted more from segmenting instructional material than learners with no or low prior knowledge in terms of retention performance.

re

DOI [BibTex]

DOI [BibTex]


no image
A rational reinterpretation of dual process theories

Milli, S., Lieder, F., Griffiths, T.

2019 (article)

re

DOI [BibTex]

DOI [BibTex]

2017


no image
Optimal gamification can help people procrastinate less

Lieder, F., Griffiths, T. L.

Annual Meeting of the Society for Judgment and Decision Making, Annual Meeting of the Society for Judgment and Decision Making, November 2017 (conference)

re

Project Page [BibTex]

2017


Project Page [BibTex]


no image
Embedded interruptions and task complexity influence schema-related cognitive load progression in an abstract learning task

Wirzberger, M., Bijarsari, S. E., Rey, G. D.

Acta Psychologica, 179, pages: 30-41, Elsevier, 2017 (article)

Abstract
Cognitive processes related to schema acquisition comprise an essential source of demands in learning situations. Since the related amount of cognitive load is supposed to change over time, plausible temporal models of load progression based on different theoretical backgrounds are inspected in this study. A total of 116 student participants completed a basal symbol sequence learning task, which provided insights into underlying cognitive dynamics. Two levels of task complexity were determined by the amount of elements within the symbol sequence. In addition, interruptions due to an embedded secondary task occurred at five predefined stages over the task. Within the resulting 2x5-factorial mixed between-within design, the continuous monitoring of efficiency in learning performance enabled assumptions on relevant resource investment. From the obtained results, a nonlinear change of learning efficiency over time seems most plausible in terms of cognitive load progression. Moreover, different effects of the induced interruptions show up in conditions of task complexity, which indicate the activation of distinct cognitive mechanisms related to structural aspects of the task. Findings are discussed in the light of evidence from research on memory and information processing.

re

DOI [BibTex]

DOI [BibTex]


no image
Empirical Evidence for Resource-Rational Anchoring and Adjustment

Lieder, F., Griffiths, T. L., Huys, Q. J. M., Goodman, N. D.

Psychonomic Bulletin \& Review, 25, pages: 775-784, Springer, 2017 (article)

re

[BibTex]

[BibTex]


no image
A reward shaping method for promoting metacognitive learning

Lieder, F., Krueger, P. M., Callaway, F., Griffiths, T. L.

In Proceedings of the Third Multidisciplinary Conference on Reinforcement Learning and Decision-Making, 2017 (inproceedings)

re

Project Page [BibTex]

Project Page [BibTex]


no image
The moderating role of arousal on the seductive detail effect

Schneider, S., Wirzberger, M., Augustin, Y., Rey, G. D.

In Abstracts of the 59th Conference of Experimental Psychologists (TeaP), pages: 96, Papst Science Publishers, Lengerich, 2017 (inproceedings)

re

[BibTex]

[BibTex]


no image
Influences of cognitive load on learning performance, speech and physiological parameters in a dual-task setting

Wirzberger, M., Herms, R., Esmaeili Bijarsari, S., Rey, G. D., Eibl, M.

In Abstracts of the 20th Conference of the European Society for Cognitive Psychology, pages: 161, Potsdam, Germany, 2017 (inproceedings)

re

[BibTex]

[BibTex]


no image
Strategy selection as rational metareasoning

Lieder, F., Griffiths, T.

Psychological Review, 124, pages: 762-794, American Psychological Association, 2017 (article)

re

Project Page [BibTex]

Project Page [BibTex]


no image
A computerized training program for teaching people how to plan better

Lieder, F., Krueger, P. M., Callaway, F., Griffiths, T. L.

PsyArXiv, 2017 (article)

re

Project Page [BibTex]

Project Page [BibTex]


no image
Time – Space – Content? Interrupting features of hyperlinks in multimedia learning

Wirzberger, M., Schneider, S., Dlouhy, S., Rey, G. D.

In Abstracts of the 59th Conference of Experimental Psychologists (TeaP), pages: 97, Pabst Science Publishers, Lengerich, 2017 (inproceedings)

re

[BibTex]

[BibTex]


no image
Computer Science meets Cognition: Möglichkeiten und Herausforderungen interdisziplinärer Kognitionsforschung [Computer science meets cognition: Chances and challenges in interdisciplinary research on cognition]

Wirzberger, M., Truschzinski, M., Schmidt, R., Barlag, M.

In INFORMATIK 2017, Lecture Notes in Informatics (LNI), pages: 2273-2277, Gesellschaft für Informatik, Bonn, 2017 (inproceedings)

re

DOI [BibTex]

DOI [BibTex]


no image
When does bounded-optimal metareasoning favor few cognitive systems?

Milli, S., Lieder, F., Griffiths, T. L.

In AAAI Conference on Artificial Intelligence, 31, 2017 (inproceedings)

re

[BibTex]

[BibTex]


no image
The Structure of Goal Systems Predicts Human Performance

Bourgin, D., Lieder, F., Reichman, D., Talmon, N., Griffiths, T.

In Proceedings of the 39th Annual Meeting of the Cognitive Science Society, 2017 (inproceedings)

re

[BibTex]

[BibTex]


no image
Learning to (mis) allocate control: maltransfer can lead to self-control failure

Bustamante, L., Lieder, F., Musslick, S., Shenhav, A., Cohen, J.

In The 3rd Multidisciplinary Conference on Reinforcement Learning and Decision Making. Ann Arbor, Michigan, 2017 (inproceedings)

re

[BibTex]

[BibTex]


no image
Inspecting cognitive load factors in digital learning settings with ACT-R

Wirzberger, M.

In Dagstuhl 2017. Proceedings of the 11th Joint Workshop of the German Research Training Groups in Computer Science, pages: 62, 2017 (inproceedings)

re

[BibTex]

[BibTex]


no image
Lernförderliche Gestaltung computerbasierter Instruktionen zur Roboterkonstruktion [Enhancing design of computer-based instructions in a robot construction task]

Esmaeili Bijarsari, S., Wirzberger, M., Rey, G. D.

In INFORMATIK 2017, Lecture Notes in Informatics (LNI), pages: 2279-2286, Gesellschaft für Informatik, Bonn, 2017 (inproceedings)

re

DOI [BibTex]

DOI [BibTex]


no image
Toward a rational and mechanistic account of mental effort

Shenhav, A., Musslick, S., Lieder, F., Kool, W., Griffiths, T., Cohen, J., Botvinick, M.

Annual Review of Neuroscience, 40, pages: 99-124, Annual Reviews, 2017 (article)

re

Project Page [BibTex]

Project Page [BibTex]


no image
An automatic method for discovering rational heuristics for risky choice

Lieder, F., Krueger, P. M., Griffiths, T. L.

In Proceedings of the 39th Annual Meeting of the Cognitive Science Society. Austin, TX: Cognitive Science Society, 2017 (inproceedings)

re

Project Page [BibTex]

Project Page [BibTex]


no image
Mouselab-MDP: A new paradigm for tracing how people plan

Callaway, F., Lieder, F., Krueger, P. M., Griffiths, T. L.

In The 3rd multidisciplinary conference on reinforcement learning and decision making, 2017 (inproceedings)

re

[BibTex]

[BibTex]


no image
A dynamic process model for predicting workload in an air traffic controller task

Truschzinski, M., Wirzberger, M.

In Proceedings of the 39th Annual Meeting of the Cognitive Science Society, pages: 1224-1229, Cognitive Science Society, Austin, TX, 2017 (inproceedings)

re

link (url) [BibTex]

link (url) [BibTex]


no image
Auswirkung systeminduzierter Delays auf die menschliche Gedächtnisleistung in einem virtuellen agentenbasierten Trainingssetting [Influence of system-induced delays on human memory performance in a virtual agent-based training scenario]

Wirzberger, M., Schmidt, R., Rey, G. D., Hardt, W.

In INFORMATIK 2017, Lecture Notes in Informatics (LNI), pages: 2287-2294, Gesellschaft für Informatik, Bonn, 2017 (inproceedings)

re

DOI [BibTex]

DOI [BibTex]


no image
Enhancing metacognitive reinforcement learning using reward structures and feedback

Krueger, P. M., Lieder, F., Griffiths, T. L.

In Proceedings of the 39th Annual Meeting of the Cognitive Science Society, 2017 (inproceedings)

re

Project Page Project Page [BibTex]

Project Page Project Page [BibTex]


no image
The anchoring bias reflects rational use of cognitive resources

Lieder, F., Griffiths, T. L., Huys, Q. J. M., Goodman, N. D.

Psychonomic Bulletin \& Review, 25, pages: 762-794, Springer, 2017 (article)

re

[BibTex]

[BibTex]


no image
Helping people choose subgoals with sparse pseudo rewards

Callaway, F., Lieder, F., Griffiths, T. L.

In Proceedings of the Third Multidisciplinary Conference on Reinforcement Learning and Decision Making, 2017 (inproceedings)

re

[BibTex]

[BibTex]


no image
Modeling cognitive load effects in an interrupted learning task: An ACT-R approach

Wirzberger, M., Rey, G. D., Krems, J.

In Proceedings of the 39th Annual Meeting of the Cognitive Science Society, pages: 3540-3545, Cognitive Science Society, Austin, TX, 2017 (inproceedings)

re

link (url) [BibTex]

link (url) [BibTex]

2016


no image
Sustainable effects of simulator-based training on ecological driving

Lüderitz, C., Wirzberger, M., Karrer-Gauß, K.

In Advances in Ergonomic Design of Systems, Products and Processes. Proceedings of the Annual Meeting of the GfA 2015, pages: 463-475, Springer, 2016 (inbook)

Abstract
Simulation-based driver training offers a promising way to teach ecological driving behavior under controlled, comparable conditions. In a study with 23 professional drivers, we tested the effectiveness of such training. The driving behavior of a training group in a simulated drive with and without instructions were compared. Ten weeks later, a repetition drive tested the long-term effect training. Driving data revealed reduced fuel consumption by ecological driving in both the guided and repetition drives. Driving time decreased significantly in the training and did not differ from driving time after 10 weeks. Results did not achieve significance for transfer to test drives in real traffic situations. This may be due to the small sample size and biased data as a result of unusual driving behavior. Finally, recent and promising approaches to support drivers in maintaining eco-driving styles beyond training situations are outlined.

re

DOI [BibTex]

2016


DOI [BibTex]


no image
One for all?! Simultaneous examination of load-inducing factors for advancing media-related instructional research

Wirzberger, M., Beege, M., Schneider, S., Nebel, S., Rey, G. D.

Computers {\&} Education, 100, pages: 18-31, Elsevier BV, 2016 (article)

Abstract
In multimedia learning settings, limitations in learners' mental resource capacities need to be considered to avoid impairing effects on learning performance. Based on the prominent and often quoted Cognitive Load Theory, this study investigates the potential of a single experimental approach to provide simultaneous and separate measures for the postulated load-inducing factors. Applying a basal letter-learning task related to the process of working memory updating, intrinsic cognitive load (by varying task complexity), extraneous cognitive load (via inducing split-attention demands) and germane cognitive load (by varying the presence of schemata) were manipulated within a 3 × 2 × 2-factorial full repeated-measures design. The performance of a student sample (N = 96) was inspected regarding reaction times and errors in updating and recall steps. Approaching the results with linear mixed models, the effect of complexity gained substantial strength, whereas the other factors received at least partial significant support. Additionally, interactions between two or all load-inducing factors occurred. Despite various open questions, the study comprises a promising step for the empirical investigation of existing construction yards in cognitive load research.

re

DOI [BibTex]

DOI [BibTex]


no image
Examining load-inducing factors in instructional design: An ACT-R approach

Wirzberger, M., Rey, G. D.

In Proceedings of the 14th International Conference on Cognitive Modeling (ICCM 2016), pages: 223-224, University Park, PA, Penn State, 2016 (inproceedings)

re

[BibTex]

[BibTex]


no image
Helping people make better decisions using optimal gamification

Lieder, F., Griffiths, T. L.

In Proceedings of the 38th Annual Conference of the Cognitive Science Society, 2016 (inproceedings)

re

Project Page [BibTex]

Project Page [BibTex]


no image
CLT meets ACT-R: Modeling load-inducing factors in instructional design

Wirzberger, M., Rey, G. D.

In Abstracts of the 58th Conference of Experimental Psychologists, pages: 377, Pabst Science Publishers, Lengerich, 2016 (inproceedings)

re

[BibTex]

[BibTex]