Effects of Emotional Decorative Pictures on Cognitive Load as Assessed by Pupil Dilation and EEG Frequency Band Power

Autor/in	Scharinger, Christian
Titel	Effects of Emotional Decorative Pictures on Cognitive Load as Assessed by Pupil Dilation and EEG Frequency Band Power
Quelle	In: Applied Cognitive Psychology, 37 (2023) 4, S.861-875 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Scharinger, Christian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4080
DOI	10.1002/acp.4087
Schlagwörter	Eye Movements; Cognitive Ability; Pictorial Stimuli; Physiology; Diagnostic Tests; Outcomes of Education; Brain Hemisphere Functions; Learning Processes; Emotional Response + Suchen Sie Ihr Suchwort? Augenbewegung; Denkfähigkeit; Fantasieanregung; Physiologie; Diagnostic test; Diagnostischer Test; Lernleistung; Schulerfolg; Learning process; Lernprozess; Emotionales Verhalten
Abstract	The present study examined the effects of decorative pictures (DP) on cognitive load during learning factual knowledge from texts assessed by physiological proxies, namely pupil dilation and the electroencephalogram (EEG) theta (4-6 Hz) and alpha (8-13 Hz) frequency band power at frontal and parietal electrodes, respectively. In a complete within-subjects design the presence of DP positioned beside learning texts and the emotional content of the DP (i.e., negative, neutral, and positive DP) were manipulated. For DP present, pupil dilation and the EEG alpha frequency band power indicated increased cognitive load, specifically for negative DP. Behavioral performance measures (i.e., learning times and learning outcomes) were not affected by the presence of DP. Subjective effort ratings were also not affected by DP, although specifically the negative DP were subjectively perceived as distracting. In sum, DP only moderately affected cognitive load allowing subjects to compensate. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01