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2016


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Sustainable effects of simulator-based training on ecological driving

Lüderitz, C., Wirzberger, M., Karrer-Gauß, K.

In Advances in Ergonomic Design of Systems, Products and Processes. Proceedings of the Annual Meeting of the GfA 2015, pages: 463-475, Springer, 2016 (inbook)

Abstract
Simulation-based driver training offers a promising way to teach ecological driving behavior under controlled, comparable conditions. In a study with 23 professional drivers, we tested the effectiveness of such training. The driving behavior of a training group in a simulated drive with and without instructions were compared. Ten weeks later, a repetition drive tested the long-term effect training. Driving data revealed reduced fuel consumption by ecological driving in both the guided and repetition drives. Driving time decreased significantly in the training and did not differ from driving time after 10 weeks. Results did not achieve significance for transfer to test drives in real traffic situations. This may be due to the small sample size and biased data as a result of unusual driving behavior. Finally, recent and promising approaches to support drivers in maintaining eco-driving styles beyond training situations are outlined.

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DOI [BibTex]

2016


DOI [BibTex]


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One for all?! Simultaneous examination of load-inducing factors for advancing media-related instructional research

Wirzberger, M., Beege, M., Schneider, S., Nebel, S., Rey, G. D.

Computers {\&} Education, 100, pages: 18-31, Elsevier BV, 2016 (article)

Abstract
In multimedia learning settings, limitations in learners' mental resource capacities need to be considered to avoid impairing effects on learning performance. Based on the prominent and often quoted Cognitive Load Theory, this study investigates the potential of a single experimental approach to provide simultaneous and separate measures for the postulated load-inducing factors. Applying a basal letter-learning task related to the process of working memory updating, intrinsic cognitive load (by varying task complexity), extraneous cognitive load (via inducing split-attention demands) and germane cognitive load (by varying the presence of schemata) were manipulated within a 3 × 2 × 2-factorial full repeated-measures design. The performance of a student sample (N = 96) was inspected regarding reaction times and errors in updating and recall steps. Approaching the results with linear mixed models, the effect of complexity gained substantial strength, whereas the other factors received at least partial significant support. Additionally, interactions between two or all load-inducing factors occurred. Despite various open questions, the study comprises a promising step for the empirical investigation of existing construction yards in cognitive load research.

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DOI [BibTex]

DOI [BibTex]


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Examining load-inducing factors in instructional design: An ACT-R approach

Wirzberger, M., Rey, G. D.

In Proceedings of the 14th International Conference on Cognitive Modeling (ICCM 2016), pages: 223-224, University Park, PA, Penn State, 2016 (inproceedings)

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[BibTex]

[BibTex]


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Helping people make better decisions using optimal gamification

Lieder, F., Griffiths, T. L.

In Proceedings of the 38th Annual Conference of the Cognitive Science Society, 2016 (inproceedings)

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Project Page [BibTex]

Project Page [BibTex]


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CLT meets ACT-R: Modeling load-inducing factors in instructional design

Wirzberger, M., Rey, G. D.

In Abstracts of the 58th Conference of Experimental Psychologists, pages: 377, Pabst Science Publishers, Lengerich, 2016 (inproceedings)

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[BibTex]

[BibTex]


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Modeling load factors in multimedia learning: An ACT-R approach

Wirzberger, M.

In Dagstuhl 2016. Proceedings of the 10th Joint Workshop of the German Research Training Groups in Computer Science, pages: 98, Universitätsverlag Chemnitz, Chemnitz, 2016 (inproceedings)

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[BibTex]

[BibTex]


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Separating cognitive load facets in a working memory updating task: An experimental approach

Wirzberger, M., Beege, M., Schneider, S., Nebel, S., Rey, G. D.

In International Meeting of the Psychonomic Society, Granada – Spain, May 5-8, 2016, Abstract Book, pages: 211-212, 2016 (inproceedings)

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[BibTex]

[BibTex]


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CLT meets WMU: Simultaneous experimental manipulation of load factors in a basal working memory task

Wirzberger, M., Beege, M., Schneider, S., Nebel, S., Rey, G. D.

In 9th International Cognitive Load Theory Conference, June 22nd to 24th, 2016, Bochum, Germany, Abstracts, pages: 19, 2016 (inproceedings)

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[BibTex]

[BibTex]


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Bedingt räumliche Nähe bessere Lernergebnisse? Die Rolle der Distanz und Integration beim Lernen mit multiplen Informationsquellen

Beege, M., Nebel, S., Schneider, S., Wirzberger, M., Schmidt, N., Rey, G. D.

In 50th Conference of the German Psychological Society. Abstracts, pages: 540, Pabst Science Publishers, Lengerich, 2016 (inproceedings)

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[BibTex]

[BibTex]

2015


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Modeling interruption and resumption in a smartphone task: An ACT-R approach

Wirzberger, M., Russwinkel, N.

i-com, 14(2), Walter de Gruyter GmbH, 2015 (article)

Abstract
This research aims to inspect human cognition when being interrupted while performing a smartphone task with varying levels of mental demand. Due to its benefits especially in the early stages of interface development, a cognitive modeling approach is used. It applies the cognitive architecture ACT-R to shed light on task-related cognitive processing. The inspected task setting involves a shopping scenario, manipulating interruption via product advertisements and mental demands by the respective number of people shopping is done for. Model predictions are validated through a corresponding experimental setting with 62 human participants. Comparing model and human data in a defined set of performance-related parameters displays mixed results that indicate an acceptable fit – at least in some cases. Potential explanations for the observed differences are discussed at the end.

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DOI [BibTex]

2015


DOI [BibTex]


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Learning from others: Adult and child strategies in assessing conflicting ratings

Hu, J., Lieder, F., Griffiths, T. L., Xu, F.

In Biennial Meeting of the Society for Research in Child Development, Philadelphia, Pennsylvania, USA, 2015 (inproceedings)

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[BibTex]

[BibTex]


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The optimism bias may support rational action

Lieder, F., Goel, S., Kwan, R., Griffiths, T. L.

NIPS 2015 Workshop on Bounded Optimality and Rational Metareasoning, 2015 (article)

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[BibTex]

[BibTex]


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Rational use of cognitive resources: Levels of analysis between the computational and the algorithmic

Griffiths, T. L., Lieder, F., Goodman, N. D.

Topics in Cognitive Science, 7(2):217-229, Wiley, 2015 (article)

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[BibTex]

[BibTex]


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When to use which heuristic: A rational solution to the strategy selection problem

Lieder, F., Griffiths, T. L.

In Proceedings of the 37th Annual Conference of the Cognitive Science Society, 2015 (inproceedings)

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Project Page [BibTex]

Project Page [BibTex]


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Children and adults differ in their strategies for social learning

Lieder, F., Sim, Z., Hu, J., Griffiths, T., Xu, F.

In Proceedings of the 37th Annual Conference of the Cognitive Science Society, 2015 (inproceedings)

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[BibTex]

[BibTex]


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Utility-weighted sampling in decisions from experience

Lieder, F., Griffiths, T. L., Hsu, M.

In The 2nd Multidisciplinary Conference on Reinforcement Learning and Decision Making, 2015 (inproceedings)

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[BibTex]

[BibTex]


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Nachhaltige Effekte simulatorbasierten Trainings auf eine ökologische Fahrweise [Sustainable effects of simulator-based training on ecological driving]

Lüderitz, C., Wirzberger, M., Karrer-Gauß, K.

In VerANTWORTung für die Arbeit der Zukunft, 61st Conference of the Society for Ergonomics and Work Science, GfA Press, Dortmund, 2015 (inproceedings)

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[BibTex]

[BibTex]


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Model-based strategy selection learning

Lieder, F., Griffiths, T. L.

The 2nd Multidisciplinary Conference on Reinforcement Learning and Decision Making, 2015 (article)

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Project Page [BibTex]

Project Page [BibTex]


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Cognitive modeling meets instructional design: Exploring Cognitive Load Theory with ACT-R

Wirzberger, M., Rey, G. D.

In Trends in Neuroergonomics. Proceedings of the 11th Berlin Workshop Human-Machine Systems, pages: 190-193, Universitätsverlag der TU Berlin, Berlin, 2015 (inproceedings)

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DOI [BibTex]

DOI [BibTex]

2005


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Bruder sein das ist nicht schwer, Schwester sein dagegen sehr?" - Geschlechtsspezifische Betrachtungsweisen zur Situation von Geschwistern behinderter Kinder und Jugendlicher

Wirzberger, M.

Protestant University of Applied Sciences, Bochum, 2005 (thesis)

Abstract
Die Diplomarbeit beschäftigt sich mit der Lebenssituation von Geschwistern behinderter Kinder und Jugendlicher und berücksichtigt hier besonders den Aspekt des Geschlechts. Nach einer Darstellung familiensoziologischer Grundlagen erläutert die Verfasserin den hohen Stellenwert von Geschwisterbeziehungen innerhalb der Familie, sowie deren Entwicklung und Veränderung im Laufe des Lebens. Der Schwerpunkt liegt dabei auf dem Kindes- und Jugendalter. Anschließend werden Grundlagen, Prozesse und Mechanismen geschlechtsspezifischer Sozialisation, und die Auswirkungen des Geschlechts auf die Geschwisterbeziehung thematisiert. Kapitel 3 beschäftigt sich zunächst mit dem Begriff der Behinderung mit Bezug auf das SGB IX und die ICF. Danach beschreibt die Verfasserin, mit welchen spezifischen Belastungen sich die Eltern behinderter Kinder und Jugendlicher konfrontiert sehen. Die Auswirkungen einer Behinderung auf die Geschwister stehen im Mittelpunkt dieser Arbeit und werden anhand von Studien von HACKENBERG und GROSSMAN, sowie Aussagen von ACHILLES ausführlich dargestellt, wobei auch hier der Aspekt des Geschlechts detailliert in die Schilderung der Situation einbezogen wird. Um eine Verbindung von Theorie und Praxis zu gewährleisten, werden zusammenfassende Hypothesen formuliert und anhand von drei Fallgeschichten exemplarisch überprüft. Abschließend erläutert die Verfasserin die Konsequenzen ihrer Diplomarbeit für die heilpädagogische Arbeit.

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