Influence of Driver’s Career and Secondary Cognitive Task on Visual Search Behavior in Driving: A Dual-Task Paradigm

Lee, Hye-In; Park, Seungha; Lim, Jongwoo; Chang, Seung Ho; Ji, Jung-Hyun; Lee, Seungmin; Lee, Jihye

doi:10.4236/ape.2015.54029

Cited by 4 publications

(2 citation statements)

References 40 publications

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“…Expanding on the visuospatial tasks presented by Wollesen et al (2019) , a few more modality-related classifications can be found. The method of tapping or humming melodies ( Park and Brünken 2015 ; Sun and Shea, 2016 ), mathematical tasks ( Lee et al, 2015 ; Tang et al, 2015 ), and visual tasks like reading text or symbols ( Scerbo et al, 2017 ; Wirzberger et al, 2018 ) showcase that the modality between primary and secondary task can differ between auditory/vocally, visually, and motoric tasks. Furthermore, as mentioned by Brown (1978) and Wollesen et al (2019) , there can be differences in the frequency of the dual task, from event- or interval-based tasks that appear, for example, every 3, 5, or 7 s to continuous tasks that constantly request the participants’ attention.…”

Section: The Current Taxonomy Of Dual Tasksmentioning

confidence: 99%

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A Current View on Dual-Task Paradigms and Their Limitations to Capture Cognitive Load

Bijarsari

2021

Front. Psychol.

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Dual-task paradigms encompass a broad range of approaches to measure cognitive load in instructional settings. As a common characteristic, an additional task is implemented alongside a learning task to capture the individual’s unengaged cognitive capacities during the learning process. Measures to determine these capacities are, for instance, reaction times and interval errors on the additional task, while the performance on the learning task is to be maintained. Opposite to retrospectively applied subjective ratings, the continuous assessment within a dual-task paradigm allows to simultaneously monitor changes in the performance related to previously defined tasks. Following the Cognitive Load Theory, these changes in performance correspond to cognitive changes related to the establishment of permanently existing knowledge structures. Yet the current state of research indicates a clear lack of standardization of dual-task paradigms over study settings and task procedures. Typically, dual-task designs are adapted uniquely for each study, albeit with some similarities across different settings and task procedures. These similarities range from the type of modality to the frequency used for the additional task. This results in a lack of validity and comparability between studies due to arbitrarily chosen patterns of frequency without a sound scientific base, potentially confounding variables, or undecided adaptation potentials for future studies. In this paper, the lack of validity and comparability between dual-task settings will be presented, the current taxonomies compared and the future steps for a better standardization and implementation discussed.

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Section: The Current Taxonomy Of Dual Tasksmentioning

confidence: 99%

“…Therefore, the performance of the primary task is affected. In contrast, the cognitive load can also be assessed by simple decision-making tasks like mathematical tasks ( Lee et al, 2015 ; Tang et al, 2015 ), to observe the performance of the secondary task without influencing the primary task.…”

Section: Introductionmentioning

confidence: 99%