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Xiao G, Xu Q, Wei Y, Yao H, Liu Q. Occlusion Robust Cognitive Engagement Detection in Real-World Classroom. SENSORS (BASEL, SWITZERLAND) 2024; 24:3609. [PMID: 38894401 PMCID: PMC11175321 DOI: 10.3390/s24113609] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/11/2024] [Revised: 05/22/2024] [Accepted: 05/30/2024] [Indexed: 06/21/2024]
Abstract
Cognitive engagement involves mental and physical involvement, with observable behaviors as indicators. Automatically measuring cognitive engagement can offer valuable insights for instructors. However, object occlusion, inter-class similarity, and intra-class variance make designing an effective detection method challenging. To deal with these problems, we propose the Object-Enhanced-You Only Look Once version 8 nano (OE-YOLOv8n) model. This model employs the YOLOv8n framework with an improved Inner Minimum Point Distance Intersection over Union (IMPDIoU) Loss to detect cognitive engagement. To evaluate the proposed methodology, we construct a real-world Students' Cognitive Engagement (SCE) dataset. Extensive experiments on the self-built dataset show the superior performance of the proposed model, which improves the detection performance of the five distinct classes with a precision of 92.5%.
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Affiliation(s)
- Guangrun Xiao
- School of Mechanical Engineering, Hubei University of Arts and Science, Xiangyang 441053, China;
- Hubei Key Laboratory of Digital Education, Central China Normal University, Wuhan 430079, China; (Q.X.); (Q.L.)
| | - Qi Xu
- Hubei Key Laboratory of Digital Education, Central China Normal University, Wuhan 430079, China; (Q.X.); (Q.L.)
- Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China;
| | - Yantao Wei
- Hubei Key Laboratory of Digital Education, Central China Normal University, Wuhan 430079, China; (Q.X.); (Q.L.)
- Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China;
| | - Huang Yao
- Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China;
| | - Qingtang Liu
- Hubei Key Laboratory of Digital Education, Central China Normal University, Wuhan 430079, China; (Q.X.); (Q.L.)
- Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China;
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Welhaf MS, Kane MJ. A combined experimental-correlational approach to the construct validity of performance-based and self-report-based measures of sustained attention. Atten Percept Psychophys 2024; 86:109-145. [PMID: 38012476 PMCID: PMC11134599 DOI: 10.3758/s13414-023-02786-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/04/2023] [Indexed: 11/29/2023]
Abstract
The ability to sustain attention is often measured with either objective performance indicators, like within-person RT variability, or subjective self-reports, like mind wandering propensity. A more construct valid approach, however, may be to assess the covariation in these performance and self-report measures, given that each of these is influenced by different sources of measurement error. If the correlation between performance-variability and self-report measures reflects the sustained attention construct, then task manipulations aimed at reducing the sustained attention demands of tasks should reduce the correlation between them (in addition to reducing mean levels of variability and mind wandering). The current study investigated this claim with a combined experimental-correlation approach. In two experiments (Ns ~ 1,500 each), participants completed tasks that either maximized or minimized the demand for sustained attention. Our demand manipulations successfully reduced the mean levels of sustained attention failures in both the objective and subjective measures, in both experiments. In neither experiment, however, did the covariation between these measures change as a function of the sustained attention demands of the tasks. We can therefore claim only minimal support for the construct validity of our measurement approach to sustained attention.
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Affiliation(s)
- Matthew S. Welhaf
- Department of Psychology, University of North Carolina at Greensboro, P.O. Box 26170, Greensboro, NC 27402-6170, USA
| | - Michael J. Kane
- Department of Psychology, University of North Carolina at Greensboro, P.O. Box 26170, Greensboro, NC 27402-6170, USA
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Murphy DH, Hoover KM, Castel AD. The effect of video playback speed on learning and mind-wandering in younger and older adults. Memory 2023:1-16. [PMID: 37032472 DOI: 10.1080/09658211.2023.2198264] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/11/2023]
Abstract
Prior work has demonstrated that watching videos at faster speeds does not significantly impair learning in younger adults; however, it was previously unclear how increased video speed impacts memory in older adults. Additionally, we investigated the effects of increased video speed on mind-wandering. We presented younger and older adults with a pre-recorded video lecture and manipulated the video to play at different speeds. After watching the video, participants predicted their performance on a memory test covering the material from the video and then completed said memory test. We demonstrated that although younger adults can watch lecture videos at faster speeds without significant deficits in memory, older adults' test performance is generally impaired when watching at faster speeds. Additionally, faster playback speeds seem to reduce mind-wandering (and mind-wandering was generally reduced in older adults relative to younger adults), potentially contributing to younger adults' preserved memory at faster speeds. Thus, while younger adults can watch videos at faster speeds without significant consequences, we advise against older adults watching at faster speeds.
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Affiliation(s)
- Dillon H Murphy
- Department of Psychology, University of California Los Angeles, Los Angeles, CA, USA
| | - Kara M Hoover
- Department of Psychology, University of California Los Angeles, Los Angeles, CA, USA
| | - Alan D Castel
- Department of Psychology, University of California Los Angeles, Los Angeles, CA, USA
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Wong YS, Willoughby AR, Machado L. Reconceptualizing mind wandering from a switching perspective. PSYCHOLOGICAL RESEARCH 2023; 87:357-372. [PMID: 35348846 PMCID: PMC9928802 DOI: 10.1007/s00426-022-01676-w] [Citation(s) in RCA: 7] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2021] [Accepted: 03/10/2022] [Indexed: 10/18/2022]
Abstract
Mind wandering is a universal phenomenon in which our attention shifts away from the task at hand toward task-unrelated thoughts. Despite it inherently involving a shift in mental set, little is known about the role of cognitive flexibility in mind wandering. In this article we consider the potential of cognitive flexibility as a mechanism for mediating and/or regulating the occurrence of mind wandering. Our review begins with a brief introduction to the prominent theories of mind wandering-the executive failure hypothesis, the decoupling hypothesis, the process-occurrence framework, and the resource-control account of sustained attention. Then, after discussing their respective merits and weaknesses, we put forward a new perspective of mind wandering focused on cognitive flexibility, which provides an account more in line with the data to date, including why older populations experience a reduction in mind wandering. After summarizing initial evidence prompting this new perspective, drawn from several mind-wandering and task-switching studies, we recommend avenues for future research aimed at further understanding the importance of cognitive flexibility in mind wandering.
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Affiliation(s)
- Yi-Sheng Wong
- Department of Psychology and Brain Health Research Centre, University of Otago, William James Building, 275 Leith Walk, Dunedin, 9016, New Zealand.
- Brain Research New Zealand, Auckland, New Zealand.
- School of Psychology and Clinical Language Sciences, University of Reading Malaysia, Nusajaya, Malaysia.
| | - Adrian R Willoughby
- School of Psychology and Clinical Language Sciences, University of Reading Malaysia, Nusajaya, Malaysia
- Department of Psychology, Monash University Malaysia, Subang Jaya, Malaysia
| | - Liana Machado
- Department of Psychology and Brain Health Research Centre, University of Otago, William James Building, 275 Leith Walk, Dunedin, 9016, New Zealand
- Brain Research New Zealand, Auckland, New Zealand
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The Distinctive Pattern of Declarative Memories in Autism Spectrum Disorder: Further Evidence of Episodic Memory Constraints. J Autism Dev Disord 2022:10.1007/s10803-022-05579-y. [PMID: 35616819 DOI: 10.1007/s10803-022-05579-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/16/2022] [Indexed: 10/18/2022]
Abstract
This study examines declarative memory retrieval in ASD depending on the availability and access to stored conceptual knowledge. Fifteen autistic participants and a matched control group of 18 typically-developed (TD) volunteers completed a Remember-Know paradigm manipulated by encoding-type (categorical, perceptual) and item-typicality (high-typical, low-typical). The autistic group showed worse and slower recognition and less recollection but equivalent familiarity-based memories compared to TDs. Notably, low-typical items did not improve their memories as they did for TDs, likely due to difficulties in matching low-fit information to the stored schema. Results suggest that memory decline in ASD may derive from the episodic system and its dynamics with the semantic system. These findings may inform interventional strategies for enhancing learning abilities in ASD.
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Tracking attentional states: Assessing the relationship between sustained and selective focused attention in visual working memory. Atten Percept Psychophys 2022; 84:715-738. [PMID: 35297019 DOI: 10.3758/s13414-021-02394-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/11/2021] [Indexed: 11/08/2022]
Abstract
Attention has multiple influences on visual working memory (VWM). Fluctuations in sustained attention predict VWM performance. Furthermore, focusing selective attention in VWM by retro-cuing the to-be-tested item during maintenance boosts retrieval. So far, we lack knowledge how the ability to focus selective attention relates to the state of sustained attention during the VWM trial. Here, we combined a retro-cue task and a self-rated attention protocol to test whether focusing selective attention via retro-cues: (1) mitigates spontaneous attention fluctuations, in which case retro-cues should be more helpful under low levels of self-rated attention; (2) depends on an optimal state of sustained attention, in which case retro-cue benefits should be largest under high levels of self-rated attention; or (3) is independent of sustained attention, in which case retro-cue benefits and self-rated attention effects should be additive. Our data supported the additive hypothesis. Across four experiments, self-rated attention levels predicted continuous reproduction of colors. Retro-cue trials produced better recall and higher rated attention. Critically, retro-cues improved recall to a similar extent across all levels of self-rated attention. This indicates that attention has multi-faceted and independent contributions to VWM.
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Do Attentional Lapses Account for the Worst Performance Rule? J Intell 2021; 10:jintelligence10010002. [PMID: 35076568 PMCID: PMC8788519 DOI: 10.3390/jintelligence10010002] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/08/2021] [Revised: 11/20/2021] [Accepted: 12/21/2021] [Indexed: 12/18/2022] Open
Abstract
The worst performance rule (WPR) describes the phenomenon that individuals’ slowest responses in a task are often more predictive of their intelligence than their fastest or average responses. To explain this phenomenon, it was previously suggested that occasional lapses of attention during task completion might be associated with particularly slow reaction times. Because less intelligent individuals should experience lapses of attention more frequently, reaction time distribution should be more heavily skewed for them than for more intelligent people. Consequently, the correlation between intelligence and reaction times should increase from the lowest to the highest quantile of the response time distribution. This attentional lapses account has some intuitive appeal, but has not yet been tested empirically. Using a hierarchical modeling approach, we investigated whether the WPR pattern would disappear when including different behavioral, self-report, and neural measurements of attentional lapses as predictors. In a sample of N = 85, we found that attentional lapses accounted for the WPR, but effect sizes of single covariates were mostly small to very small. We replicated these results in a reanalysis of a much larger previously published data set. Our findings render empirical support to the attentional lapses account of the WPR.
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