Cognition-aware systems to support information intake and learning

Knowledge is created at an ever-increasing pace putting us under constant pressure to consume and acquire new information. Information gain and learning, however, require time and mental resources. While the proliferation of ubiquitous computing devices, such as smartphones, enables us to consume information anytime and anywhere, technologies are often disruptive rather than sensitive to the current user context. While people exhibit different levels of concentration and cognitive capacity throughout the day, applications rarely take these performance variations into account and often overburden their users with information or fail to stimulate. This work investigates how technology can be used to help people effectively deal with information intake and learning tasks through cognitive context-awareness. By harvesting sensor and usage data from mobile devices, we obtain people's levels of attentiveness, receptiveness, and cognitive performance. We subsequently use this cognition-awareness in applications to help users process information more effectively. Through a series of lab studies, online surveys, and field experiments we follow six research questions to investigate how to build cognition-aware systems. Awareness of user's variations in levels of attention, receptiveness, and cognitive performance allows systems to trigger appropriate content suggestions, manage user interruptions, and adapt User Interfaces in real-time to match tasks to the user's cognitive capacities. The tools, insights, and concepts described in this book allow researchers and application designers to build systems with an awareness of momentary user states and general circadian rhythms of alertness and cognitive performance

The Relationship of Food and Academic Performance: A Preliminary Examination of the Factors of Nutritional Neuroscience, Malnutrition, and Diet Adequacy

This article examines the extent of food’s impact on children’s academic achievement. The purpose of this study is to summarize existing research concerning the food-learning correlation and to synthesize studies regarding nutritional needs of the brain, malnutrition during development, and overall diet quality as related to academic achievement. Data finds a fundamental link between nutrition and cognition. Results suggest to the extent the brains of many United States schoolchildren do not receive the nutrients needed for optimal cognition, that academic performance may be consequentially reduced. Finally, a discussion of related learning theory and current debate, and practical implications for educational settings is offered

Right here, right now: situated interventions to change consumer habits

Consumer behavior-change interventions have traditionally encouraged consumers to form conscious intentions, but in the past decade it has been shown that while these interventions have a medium-to-large effect in changing intentions, they have a much smaller effect in changing behavior. Consumers often do not act in accordance with their conscious intentions because situational cues in the immediate environment automatically elicit learned, habitual behaviors. It has therefore been suggested that researchers refocus their efforts on developing interventions that target unconscious, unintentional influences on behavior, such as cue-behavior (“habit”) associations. To develop effective consumer behavior-change interventions, however, we argue that it is first important to understand how consumer experiences are represented in memory, in order to successfully target the situational cues that most strongly predict engagement in habitual behavior. In this article, we present a situated cognition perspective of habits and discuss how the situated cognition perspective extends our understanding of how consumer experiences are represented in memory, and the processes through which these situational representations can be retrieved in order to elicit habitual consumer behaviors. Based on the principles of situated cognition, we then discuss five ways that interventions could change consumer habits by targeting situational cues in the consumer environment and suggest how existing interventions utilizing these behavior-change strategies could be improved by integrating the principles of the situated cognition approach

Preliminary study to investigate the Delboeuf illusion in ring-tailed lemurs (Lemur catta): Methodological challenges

Visual illusions are commonly used in animal cognition studies to compare visual perception among vertebrates. To date, researchers have focused their attention mainly on birds and mammals, especially apes and monkeys, but no study has investigated sensitivity to visual illusions in prosimians. Here we investigated whether lemurs (Lemur catta) perceive the Delboeuf illusion, a well-known illusion that occurs when subjects misperceive the relative size of an item because of its surrounding context. In particular, we adopted the spontaneous preference paradigm used in chimpanzees and observed lemurs’ ability to select the larger amount of food. In control trials, we presented two different amounts of food on two identical plates. In test trials, we presented equal food portion sizes on two plates differing in size: If lemurs were sensitive to the illusion, they were expected to select the food portion presented on the smaller plate. In control trials, they exhibited poor performance compared to other mammals previously observed, being able to discriminate between the two quantities only in the presence of a 0.47 ratio. This result prevented us from drawing any conclusion regarding the subjects’ susceptibility to the Delboeuf illusion. In test trials with the illusory pattern, however, the subjects’ choices did not differ from chance. Our data suggest that the present paradigm is not optimal for testing the perception of the Delboeuf illusion in lemurs and highlight the importance of using different methodological approaches to assess the perceptual mechanisms underlying size discrimination among vertebrates

The biological cost of consciousness

Some philosophers maintain that consciousness as subjective experience has no biological function. However, conscious brain events seem very different from unconscious ones. The cortex and thalamus support the reportable qualitative contents of consciousness. Subcortical structures like the cerebellum do not. Likewise, attended sensory stimuli are typically reportable as conscious, while memories of those stimuli are not so reportable until they are specifically recalled. 

Reports of conscious experiences in normal humans always involve subjectivity and an implicit observing ego. Unconscious brain events are not reportable, even under optimal conditions of report. While there are claimed exceptions to these points, they are rare or poorly validated. 

Normal consciousness also implies high availability (rapid conscious access) of the questions routinely asked of neurological patients in the Mental Status Examination, such as common sense features of personal identity, time, place, and social context. Along with “current concerns,” recent conscious contents, and the like, these contents correspond to high frequency items in working memory. While working memory contents are not immediately conscious, they can be rapidly re-called to consciousness. 

The anatomy and physiology of reportable conscious sensorimotor contents are ultraconserved over perhaps 200 million years of mammalian evolution. By comparison, full-fledged language is thought to arise some 100,000 years ago in homo sapiens, while writing, which enables accel-erated cultural development, dates between 2.5 and 6 millennia. Contrary to some claims, therefore, conscious waking precedes language by hundreds of millions of years. 

Like other major adaptations, conscious and unconscious brain events have distinctive biological pros and cons. These involve information processing efficiency, metabolic costs and benefits, and behavioral pros and cons. The well known momentary limited capacity of conscious contents is an example of an information processing cost, while the very large and energy-hungry corticothalamic system makes costly metabolic demands. 

After a century of scientific neglect, fundamental concepts like “conscious,” “unconscious,” “voluntary” and “non-voluntary” are still vitally important, because they refer to major biopsychological phenomena that otherwise are difficult to discuss. 
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How to measure mood in nutrition research

© 2014 The Authors. Mood is widely assessed in nutrition research, usually with rating scales. A core assumption is that positive mood reinforces ingestion, so it is important to measure mood well. Four relevant theoretical issues are reviewed: (i) the distinction between protracted and transient mood; (ii) the distinction between mood and emotion; (iii) the phenomenology of mood as an unstable tint to consciousness rather than a distinct state of consciousness; (iv) moods can be caused by social and cognitive processes as well as physiological ones. Consequently, mood is difficult to measure and mood rating is easily influenced by non-nutritive aspects of feeding, the psychological, social and physical environment where feeding occurs, and the nature of the rating system employed. Some of the difficulties are illustrated by reviewing experiments looking at the impact of food on mood. The mood-rating systems in common use in nutrition research are then reviewed, the requirements of a better mood-rating system are described, and guidelines are provided for a considered choice of mood-rating system including that assessment should: have two main dimensions; be brief; balance simplicity and comprehensiveness; be easy to use repeatedly. Also mood should be assessed only under conditions where cognitive biases have been considered and controlled

Towards a Holistic Approach to Designing Theory-based Mobile Health Interventions

Increasing evidence has shown that theory-based health behavior change interventions are more effective than non-theory-based ones. However, only a few segments of relevant studies were theory-based, especially the studies conducted by non-psychology researchers. On the other hand, many mobile health interventions, even those based on the behavioral theories, may still fail in the absence of a user-centered design process. The gap between behavioral theories and user-centered design increases the difficulty of designing and implementing mobile health interventions. To bridge this gap, we propose a holistic approach to designing theory-based mobile health interventions built on the existing theories and frameworks of three categories: (1) behavioral theories (e.g., the Social Cognitive Theory, the Theory of Planned Behavior, and the Health Action Process Approach), (2) the technological models and frameworks (e.g., the Behavior Change Techniques, the Persuasive System Design and Behavior Change Support System, and the Just-in-Time Adaptive Interventions), and (3) the user-centered systematic approaches (e.g., the CeHRes Roadmap, the Wendel's Approach, and the IDEAS Model). This holistic approach provides researchers a lens to see the whole picture for developing mobile health interventions