Maria Wirzberger

Embedded interruptions and task complexity influence schema-related cognitive load progression in an abstract learning task

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.

Sustainable Effects of Simulator-Based Training on Eco-Driving

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.