The cognitive resource phenomenon, its factors, and performance are a relevant topic of Russian psychology. Numerous publications feature the psychological content of the cognitive resource concept and various phenomena as forms of its manifestation. However, domestic psychology sees no cognitive resource potential in sensorimotor activity, nor does it see sensorimotor activity as a factor that facilitates human cognitive resources. The article considers sensorimotor activity as a cognitive resource and describes a transspective analysis of various approaches to the phenomenon of cognitive resource. The authors defined the latter as a complex multi-level construct. Various cognitive resource models proved that sensorimotor activity is a manifestation of the cognitive resource and its integral part. However, the transspective analysis requires further research on sensorimotor activity in the cognitive resource structure.
The aim of the study is experimental modeling of the individual process of organizing cognitive space by the subjects in a situation of real problem solving. The relevance of the problem of studying the influence of motor activity on the process of solving cognitive problems is determined by the fact that the phenomenon of motor activity in terms of its psychological content remains one of the central categories of research in foreign and domestic psychology. The article discusses the results of a laboratory experiment obtained using analysis tools based on fixing a motion track. The sample of the experimental group consisted of 30 people ages 18-24 years (19 males and 11 females), students of Tomsk State University. The classical task "Tower of Hanoi" was chosen as a method for studying human motor activity in solving a cognitive task. For the data analysis, a qualitative method using computer technology was used - the R-project program with a graphical user interface RStudio. The results presented in this study used three different conditions for presenting the "Tower of Hanoi" task and showed that various changes in visual representation affect the motor activity of subjects in different ways. An analysis of the dynamics of motor activity in the process of solving a cognitive task made it possible to identify the main markers of motor activity and repetitive patterns that arose as a result of visual feedback reconstruction. Five types of cognitive solving tasks were identified, differing from each other in different dynamics of movement and speed characteristics. Motor patterns of solving a cognitive task in various conditions were noted. We found, from the results of the study, a variant of the developed simulator of cognitive skills for controlling the visual correction of the subject's motor activity in the process of solving a cognitive task. The proposed version of the cognitive simulator opens up new possibilities for evaluating the variety of actions of a user who chooses certain cognitive strategies.
The present research featured the regularities, according to which the accuracy of human movements is associated with the length of these movements and time. The author considered the speed–accuracy tradeoff problem by analyzing the procedural aspect of cognitive performance. The experiment included more than a thousand participants and was performed on a portable touch screen device that tested the subject's attitude to solving problems in terms of speed or accuracy. The research objective was to identify significantly different ways of solving the speed–accuracy tradeoff dilemma. At the fine motor level, the participants failed to accomplish a one-to-one correspondence between target area and target time. This ambiguity was a manifestation of various cognitive strategies for performing a speed–accuracy tradeoff task. The Fitts law violations were determined using a wide range of statistical methods and manifested themselves at the level of criteria analysis for the normality of data distribution, types of variance analysis, and multivariate data analysis. The cluster analysis could register various strategies for performing the speed–accuracy tradeoff task. Additional variables, e.g. professional status of the subjects, made it possible to interpret the differences according to specific skills in solving cognitive tasks and to clarify the nature of these skills.
The research is devoted to finding the attributes that would allow detailing the factors breaking Fitts's law. Fitts's law ties together the distance to a target area with the accuracy and movement time. Frequency analysis of two time rows that depict, respectively, the accuracy and time needed to solve the task, is used. To analyze the results we used the periodogram method. It allows us to evaluate how the period of time, given to a person under test, appears in his solutions of the task. The features of periodicity suppression are interpreted as specific characteristics of people under test. The research deals with the data received from 1023 test takers, each of those solved 120 tasks. It is not only the fact of interrupting the given periodicity revealed in the results, but also a set of typical cases of such interruption is demonstrated from the points of view of two traditionally used variables - accuracy and time - and a new, third, variable, that is the accurate and fast solution mindset. This mindset is given as a special kind of instruction during the test. As a result, the authors revealed that Fitts's law manifestation on the level of periods that subordinate distance changes is distinctive for the majority of test takers. However, the character of periodicity changes easily. For example, it was found out that about a half of examinees demonstrate the periodicity consisting of 30 tasks, this periodicity appears stable both from the points of speed and accuracy, and on the level of dependent variables. At the same time, the periodicity of 10 tasks depends a lot on the speed. A small amount of results characterized by the local absence of periodicity was also found. The authors remark successful application of the attribute construction method, it allows us to describe in detail the character of individual differences manifestation, being short and compact in giving new descriptive attributes at the same time. The ways of improving and perfecting the methods of interactive spatial choice task solving are planned in the long view.
The article aims to study the dynamics of psychological and psychophysiological indicators of students’ cognitive activity in a digital learning environment. As a research platform, we used the well-known task of speed–accuracy tradeoff, adapted for work in the LMS Moodle using a set of plug-ins that implement both the stimulus situation itself and the ability to monitor the characteristics of the user’s motor activity displayed in the track of the cursor control device (mouse tracking). As part of the study, LMS users performed a cognitive test, included in the digital learning environment and demonstrating the manifestation of Fits’s law in two versions: with instructions for the accuracy and speed of searching for the center of a reference figure that appears on a computer screen. The results were obtained in the form of tracks of the movement of a computer mouse, the main characteristics of the motor activity of the subjects – the time to complete both parts of the test, the distance traveled, the accuracy of hitting targets, and speed and acceleration – were analyzed and evaluated. All participants’ indicators significantly differed depending on the stages of the experiment. These studies were presented in the form of a set of formal statistical generalizations and visualization, reflecting the characteristic features of the subjects’ actions, the distance traveled, speed and acceleration on all segments of the path. As a result of data analysis, 6 groups of users were identified, differing in the degree of severity of indicators in terms of the characteristics of speed, accuracy and amplitude of movement. Of particular interest were such traces of a person’s actions, which, on the one hand, were an expression of his skills or experiences, and, on the other hand, were available not only for subjective, but also for objective analysis. As an example, we can point to the handwriting of a person who became one of the promising objects of study by psychologists of the early twentieth century. The concept of “handwriting” was easily transferred to other ways of transmitting information, for example, to the work of an operator with a key when transmitting messages using the “Morse code” method. Thus, the use of a computer mouse monitoring system in a digital learning environment provides an opportunity to quickly and adaptively provide interaction with the user, taking into account their psychophysiological characteristics and emotional state. The proposed diagnostic system allows us not only to determine the quantitative characteristics of the path traveled and the click map of a computer mouse, but also to classify the user into one or another group, taking into account their psychological characteristics.
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