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A STUDY ON THE PERCEPTION OF BRAIN GAMES AND THEIR EFFECT ON MEMORY AND COGNITIVE SKILLS
Title
A STUDY ON THE PERCEPTION OF BRAIN GAMES AND THEIR EFFECT ON MEMORY AND COGNITIVE SKILLS.
Creator
Heiman, Sheila, Smither, Janan, University of Central Florida
Abstract / Description
In this thesis, a literature review was conducted in order to analyze the numerous sources that investigated the effects memory games may have on participants. Each study covered different scopes and methods in the field of cognitive improvement, which gave way to a variety of results used to create a comprehensive literature review. The experiments included in the literature review gathered evidence to find the effect that "brain" games had on memory and cognitive skills. An explanation and...
Show moreIn this thesis, a literature review was conducted in order to analyze the numerous sources that investigated the effects memory games may have on participants. Each study covered different scopes and methods in the field of cognitive improvement, which gave way to a variety of results used to create a comprehensive literature review. The experiments included in the literature review gathered evidence to find the effect that "brain" games had on memory and cognitive skills. An explanation and analysis were made on the brain's deterioration as it ages and the varying amounts of plasticity it contains. The overall perspective gained from the literature review allowed for a better understanding of the results of the surveys conducted for this thesis. The distinctive ways to encourage and improve brain health were researched, and a particular focus was placed on memory games regarding brain health factors. Overall, the benefits identified covered an increase in working memory, skills, and processing speed. However, there was an indication that the improvements were only for the tasks at hand. When research was conducted on transferable activities, there was little to no proof of the transferability of measured improvements. During the research portion of the thesis, a survey was conducted that involved 90 participants from the age of 60 and older on their perception of brain games. The results of the 9-question survey showed statistically significant correlations between the amount of times individuals had played memory games and their perception of both the simplicity and effectiveness of these games. Participants who had played games more frequently viewed the games as both more effective and simpler. Similarly, participants with more education perceived the games as being simpler. The male participants in this study were found to play memory games more frequently than the women. Overall, the correlations drawn from the results of the survey promote the enriched discussion on the subject of memory games and cognitive improvement.
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Date Issued
2014
Identifier
CFH0004607, ucf:45261
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004607
THE EFFECT OF WEIGHT AND SIZE ON MENTAL ROTATION
Title
THE EFFECT OF WEIGHT AND SIZE ON MENTAL ROTATION.
Creator
Furtak, Luke, Sims, Valerie, University of Central Florida
Abstract / Description
Shepard and Metzler (1971) argued that mental rotation is analogous to the real world in that people imagine the rotation of an object as if it were being physically rotated. This study tested this assertion by exposing participants to physical shapes that increased in size and weight. Participants interacted with blocks designed after Shepard and Metzler mental rotation size that differed in size and weight then performed subsequent mental rotation. We found no difference in reaction time...
Show moreShepard and Metzler (1971) argued that mental rotation is analogous to the real world in that people imagine the rotation of an object as if it were being physically rotated. This study tested this assertion by exposing participants to physical shapes that increased in size and weight. Participants interacted with blocks designed after Shepard and Metzler mental rotation size that differed in size and weight then performed subsequent mental rotation. We found no difference in reaction time but found that increased size reduced accuracy. We discuss the implications of this study as they pertain to embodied cognition.
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Date Issued
2014
Identifier
CFH0004711, ucf:45399
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004711
Tailoring Instruction to the individual: Investigating the Utility of Trainee Aptitudes for use in Adaptive Training
Title
Tailoring Instruction to the individual: Investigating the Utility of Trainee Aptitudes for use in Adaptive Training.
Creator
Landsberg, Carla, Mouloua, Mustapha, Bowers, Clint, Neider, Mark, Van Buskirk, Wendi, University of Central Florida
Abstract / Description
Computer-based training has become more prolific as the military and private businessenterprises search for more efficient ways to deliver training. However, some methods ofcomputer-based training are not more effective than traditional classroom methods. Onetechnique that may be able to approximate the most effective form of training, one-on-onetutoring, is Adaptive Training (AT). AT techniques use instruction that is tailored to the learnerin some way, and can adjust different training...
Show moreComputer-based training has become more prolific as the military and private businessenterprises search for more efficient ways to deliver training. However, some methods ofcomputer-based training are not more effective than traditional classroom methods. Onetechnique that may be able to approximate the most effective form of training, one-on-onetutoring, is Adaptive Training (AT). AT techniques use instruction that is tailored to the learnerin some way, and can adjust different training parameters such as difficulty, feedback, pace, anddelivery mode.There are many ways to adapt training to the learner, and in this study I exploredadapting the feedback provided to trainees based on spatial ability in line with Cognitive LoadTheory (CLT). In line with the CLT expertise reversal effect literature I hypothesized that for aspatial task, higher ability trainees would perform better when they were given less feedback.Alternately, I hypothesized that lower ability trainees would perform better during training whenthey were given more support via feedback. This study also compared two different adaptationapproaches. The first approach, called the ATI approach, adapts feedback based on a premeasuredability. In this case, it was spatial ability. The second approach, called the Hybridapproach adapts initially based on ability, but then based on performance later in training. Ihypothesized that participants who received Hybrid adaptive training would perform better.The study employed a 2(spatial ability; high, low) X 2(feedback; matched, mismatched)X 2 (approach; ATI, Hybrid) between-subjects design in which participants were randomlyassigned to one of the eight conditions. Ninety-two participants completed a submarine-basedperiscope operator task that was visual and spatial in nature. ivThe results of the study did not support the use of CLT-derived adaptation based onspatial ability; contrary to what was hypothesized, higher ability participants who received morefeedback performed better than those who received less. Similarly, lower ability participantswho received less feedback performed better than those who received more. While notsignificant, results suggested there may be some benefit to using the Hybrid approach, but moreresearch is needed to determine the relative effectiveness of this approach.
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Date Issued
2015
Identifier
CFE0005646, ucf:50191
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005646
Eye Movements and Spatial Ability: Influences on Thinking During Analogical Problem Solving
Title
Eye Movements and Spatial Ability: Influences on Thinking During Analogical Problem Solving.
Creator
Schroeder, Bradford, Sims, Valerie, Szalma, James, Neider, Mark, Gill, Michele, University of Central Florida
Abstract / Description
Classic studies have examined the factors that influence the way in which people can solve difficult (")insight(") problems, which require creative solutions. Recent research has shown that guiding one's eye movements in a pattern spatially congruent with the solution improves the likelihood of formulating a spatial solution. The authors in this line of research argued that guiding eye movements in a pattern spatially equivalent to the solution of the problem yields an embodied cognitive...
Show moreClassic studies have examined the factors that influence the way in which people can solve difficult (")insight(") problems, which require creative solutions. Recent research has shown that guiding one's eye movements in a pattern spatially congruent with the solution improves the likelihood of formulating a spatial solution. The authors in this line of research argued that guiding eye movements in a pattern spatially equivalent to the solution of the problem yields an embodied cognitive benefit that aids problem solving. Specifically, guiding eye movements leads to the generation of a mental representation containing perceptual information that helps a problem solver mentally simulate the problem features, increasing likelihood to generate a solution to the problem. However, evidence from a small but critically relevant area of research supports that this embodied effect may be more simply a creativity-priming effect. The proposed research aimed to disentangle these ideas while addressing other research questions of interest: do embodied problem solving benefits transfer to later problem solving? Do individual differences in spatial ability influence how people solve these problems? The present study combined previously established methodologies in problem solving and analogical problem solving to investigate these research questions. Results of the present work tentatively support the embodied priming effect, mediated by a creativity-priming effect that influences problem solving performance. Both effects emerged after manipulating problem solvers' eye movements. There is also modest support for a link between spatial ability and analogical problem solving, but not initial problem solving. These results are interpreted through the lens of embodied cognitive theory, providing tentative support that guiding eye movements can influence reasoning through an enhancement of creativity.
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Date Issued
2018
Identifier
CFE0007366, ucf:52079
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007366