Effects of mental fatigue on attention: An ERP study

Boksem, Maarten A. S.; Meijman, Theo F.; Lorist, Monicque M.

doi:10.1016/j.cogbrainres.2005.04.011

Cited by 815 publications

(698 citation statements)

References 46 publications

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“…More realistically, participants' attention to the task will vary across time (e.g., Boksem et al, 2005;Smallwood, McSpadden, Luus, & Schooler, 2008). Thus, there will be some periods during which the distracter has a particularly large impact on a participant's performance, and others during which it has less of an impact.…”

Section: Analysis 3: Attentional Wanderingmentioning

confidence: 99%

“…Note that in human participant data there are many sources of error in measurement. For instance, there can be intra-individual differences in response time or variance in response time (Jensen, 1992), periods of attentional lapses (Smallwood & Schooler, 2006) or fatigue (Boksem, Meijman, & Lorist, 2005), and other factors that impact the distribution of the data. Often such factors are not simulated in a computational model, which is not a problem if such factors have no qualitative impact on the effect being modelled.…”

Section: Analysis 3: Attentional Wanderingmentioning

confidence: 99%

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Congruency sequence effects and previous response times: conflict adaptation or temporal learning?

Schmidt

Weissman

2015

Psychological Research

106

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In the present study, we followed up on a recent report of two experiments in which the congruency sequence effect -the reduction of the congruency effect after incongruent relative to congruent trials in Stroop-like tasks -was observed without feature repetition or contingency learning confounds. Specifically, we further scrutinized these data to determine the plausibility of a temporal learning account as an alternative to the popular conflict adaptation account. To this end, we employed a linear mixed effects model to investigate the role of previous response time in producing the congruency sequence effect, because previous response time is thought to influence temporal learning. Interestingly, slower previous response times were associated with a reduced current-trial congruency effect, but only when the previous trial was congruent. An adapted version of the Parallel Episodic Processing (PEP) model was able to fit these data if it was additionally assumed that attention "wanders" during different parts of the experiment (e.g., due to fatigue or other factors). Consistent with this assumption, the magnitude of the congruency effect was correlated across small blocks of trials. These findings demonstrate that a temporal learning mechanism provides a plausible account of the congruency sequence effect.

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Section: Analysis 3: Attentional Wanderingmentioning

confidence: 99%

Section: Analysis 3: Attentional Wanderingmentioning

confidence: 99%

Congruency sequence effects and previous response times: conflict adaptation or temporal learning?

Schmidt

Weissman

2015

Psychological Research

106

View full text Add to dashboard Cite

show abstract

“…Persistent cognitive fatigue has been shown to lead to burnout at work, lower motivation, increased distractibility, and poor information processing (5)(6)(7)(8)(9)(10)(11)(12). In addition, cognitive fatigue is detrimental to individuals' judgments and decisions, even those of experts.…”

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confidence: 99%

Cognitive fatigue influences students’ performance on standardized tests

Sievertsen

Gino

Piovesan

2016

Proc. Natl. Acad. Sci. U.S.A.

140

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Using test data for all children attending Danish public schools between school years 2009/10 and 2012/13, we examine how the time of the test affects performance. Test time is determined by the weekly class schedule and computer availability at the school. We find that, for every hour later in the day, test performance decreases by 0.9% of an SD (95% CI, 0.7-1.0%). However, a 20-to 30-minute break improves average test performance by 1.7% of an SD (95% CI, 1.2-2.2%). These findings have two important policy implications: First, cognitive fatigue should be taken into consideration when deciding on the length of the school day and the frequency and duration of breaks throughout the day. Second, school accountability systems should control for the influence of external factors on test scores.cognitive fatigue | time of day | breaks | standardized tests | education

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“…Cognitive fatigue might arise due to the failure of non-motor functions of the corticostriatal system such as effort-reward processing (Dobryakova et al, 2013) and reward guided behavior (Chaudhuri and Behan, 2000;Boksem and Tops, 2008). Cognitive fatigue has also been related to reductions in goal directed attention, leading even in healthy subjects to performance in a stimulus driven fashion (Boksem et al, 2005). In a follow-up study we have conducted, increased levels of attention impairment were correlated with reduced improvements on the FOS task in participants with TBI (Stern et al, personal communication).…”

Section: Discussionmentioning

confidence: 99%

Atypical within-session motor procedural learning after traumatic brain injury but well-preserved between-session procedural memory consolidation

Sacher

Cisamariu

Shaklai

et al. 2018

Annals of Physical and Rehabilitation Medicine

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Using the finger-to-thumb opposition sequence (FOS) learning task, we characterized motor skill learning in sub-acute patients hospitalized for rehabilitation following traumatic brain injury (TBI). Ten patients (Trained TBI) and 11 healthy participants (Trained Healthy) were trained using a multi-session protocol: a single session was afforded in the first week of the study, and four daily sessions were afforded during the second week. Intensity of practice was adapted to patients. Performance speed and accuracy were tested before and after each session. Retention was tested 1 month later. Ten patients (Control TBI) had no FOS training and were tested only at the beginning and the end of the 6 week period. Although baseline performance on the FOS was very slow, all three phases of skill learning found in healthy adults (acquisition, between-session consolidation gains, and long-term retention) could be identified in patients with TBI. However, their time-course of learning was atypical. The Trained TBI group improved in speed about double the spontaneous improvements observed in the Control TBI group, with no speed-accuracy tradeoff. Normalized to their initial performance on the FOS, the gains accrued by the Trained TBI group after a first training were comparable to those accrued by healthy adults. Only during the second week with daily training, the rate of improvement of the Trained TBI group lagged behind that of the Trained Healthy group, due to increasing within-sessions losses in performance speed; no such losses were found in healthy participants. The Functional Independence Measure scores at the start of the study correlated with the total gains attained at the end of the study; no correlations were found with severity of injury or explicit memory impairments. Despite within-sessions losses in performance, which we propose reflect cognitive fatigue, training resulted in robust overall learning and long-term retention in patients with moderate-severe TBI. Given that the gains in performance evolved mainly between sessions, as delayed, offline, gains, our results suggest that memory consolidation processes can be effectively engaged in patients with TBI. However, practice protocols and schedules may need to be optimized to better engage the potential for long-term plasticity in these patients.

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Effects of mental fatigue on attention: An ERP study

Cited by 815 publications

References 46 publications

Congruency sequence effects and previous response times: conflict adaptation or temporal learning?

Congruency sequence effects and previous response times: conflict adaptation or temporal learning?

Cognitive fatigue influences students’ performance on standardized tests

Atypical within-session motor procedural learning after traumatic brain injury but well-preserved between-session procedural memory consolidation

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