105,272 research outputs found
The role of intelligence for performance in the prototypical expertise domain of chess
No full textProminent expertise researchers have repeatedly emphasized that individual differences in general cognitive abilities, in particular intelligence, do not play any role for the attained level of expertise in a given domain. This strong claim is opposed with the current body of evidence on the relevance of intelligence for expert performance in the prototypical expertise domain of chess. Although the findings are not unequivocal, presumably due to methodological aspects, several studies employing psychometric tests of intelligence have revealed that expert chess players display significantly higher intelligence than controls and that their playing strength is related to their intelligence level. In addition, by using the extended expert-novice paradigm (comparing experts with novices of different intelligence levels) it has been found that both, expertise and intelligence impact on the performance in expertise-related tasks. These studies suggest that expert chess play does not stand in isolation from intelligence and could stimulate interdisciplinary research on the role of general cognitive abilities in expertise development. (C) 2013 Elsevier Inc. All rights reserved
Going beyond the expert-performance framework in the domain of chess
No full textEricsson (2014, this issue) further sharpened the expert-performance framework and provided a critical review of the evidence presented in this special issue. The findings from the prototypical expertise domain of chess were interpreted by Ericsson to be consistent with his framework and he does not accept that general cognitive abilities can account for variance in expert performance. In this response, I argue (a) that Ericsson drew a biased picture of the research findings by using a very conservative definition of expert performance, (b) that Ericsson's main alternative explanation of the research findings in the domain of chess, i.e., selection processes in the access to training opportunities, is speculative and implausible, and (c) that central evidence from the extended expert novice paradigm has not been considered in his review. Future research on the relation and interplay between general cognitive abilities and expertise needs to go beyond theories and methods of the expert-performance framework. (C) 2014 Elsevier Inc. All rights reserved
Automatic Workflow Monitoring in Industrial Environments
No full textRobust automatic workflow monitoring using visual sensors in industrial environments is still an unsolved problem. This is mainly due to the difficulties of recording data in work settings and the environmental conditions (large occlusions, similar background/foreground) which do not allow object detection/tracking algorithms to perform robustly. Hence approaches analysing trajectories are limited in such environments. However, workflow monitoring is especially needed due to quality and safety requirements. In this paper we propose a robust approach for workflow classification in industrial environments. The proposed approach consists of a robust scene descriptor and an efficient time series analysis method. Experimental results on a challenging car manufacturing dataset showed that the proposed scene descriptor is able to detect both human and machinery related motion robustly and the used time series analysis method can classify tasks in a given workflow automatically
When language of instruction and language of application differ: Cognitive costs of bilingual mathematics learning
No full textBilingual education programs implicitly assume that the acquired knowledge is represented in a language-independent way. This assumption, however, stands in strong contrast to research findings showing that information may be represented in a way closely tied to the specific language of instruction and learning. The present study aims to examine whether and to which extent cognitive costs appear during arithmetic learning when language of instruction and language of retrieving differ. Thirty-nine high school students participating in a bilingual education program underwent a four-day training on multiplication and subtraction problems in one language (German or French), followed by a test session in which they had to solve trained as well as untrained problems in both languages. We found that cognitive costs related to language switching appeared for both arithmetic operations. Implications of our findings are discussed with respect to bilingual education as well as to cognitive mechanisms underlying different arithmetic operations
Interdisciplinarity.Institutional Responses to Changes in the World of Science.
No full textWeingart P. Interdisciplinarity.Institutional Responses to Changes in the World of Science. In: Barta H, Grabner-Niel E, eds. Wissenschaft und Verantwortlichkeit. Wien: WUV Universitätsverlag; 1996: 131-143
Language-dependent knowledge acquisition: investigating bilingual arithmetic learning
No full textPrevious studies revealed language-switching costs (LSC) in bilingual learning settings, consisting of performance decreases when problems are solved in a language different from that of instruction. Strong costs have been found for arithmetic fact knowledge. The aim of the present study was to investigate whether LSC in arithmetic also emerge in an auditory learning task and in pure fact learning. Furthermore, we tested whether LSC are influenced by the direction of language-switching. Thirty-three university students learned arithmetic facts of three different operations (i.e., multiplication, subtraction, artificial facts) over a period of four days. The training was either in German or English. On day five, participants solved problems in both languages. Results revealed LSC in response latencies for all three types of problems, independent of the direction of language-switching. These findings suggest that LSC are modality-unspecific and occur independent of the type of arithmetic fact knowledge.</jats:p
Interaction effect of body position and arm posture on creative thinking
No full textPrevious studies revealed that in the seated body position, an approach motor action of arm flexion can improve creative thinking compared to an avoidance motor action of arm extension. However in the lying body position, the associations of arm flexion/extension to approach/avoidance motor action are converse. Therefore, there is an opposite prediction for the effect of arm posture on creative thinking. The study reported here asked the participants to work on Alternative Uses Task (AUT) problems while performing arm flexion and arm extension, in the body contexts of being seated on a chair or lying in bed. The results demonstrated that arm flexion and extension in the lying body position exerted effects on AUT performance in a converse pattern compared to that in the seated body position. This is the first study that revealed an interaction effect of body position and arm posture on creative thinking. (C) 2014 Elsevier Inc. All rights reserved
Erratum to: When errors count: an EEG study on numerical error monitoring under performance pressure
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