Clutter and Cognition

Justin Frandsen Author

08/03/2021 Added

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A presentation going over what I've done as part of my Summer 2021 UCARE.

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[00:00:00.780]Hello.
[00:00:01.350]My name is Justin Frandsen and I am a junior here at the university of
[00:00:06.310]Nebraska Lincoln. And this is my summer UCARE project on clutter and cognition.
[00:00:12.240]So as there are not as many students on campus during the summer
[00:00:17.250]data collection is more difficult as a result for this summer. You care.
[00:00:21.630]I did many research, adjacent things such as R class,
[00:00:26.280]EEG training, systematic review, open science framework,
[00:00:30.570]and experiment creation.
[00:00:35.790]As a part of my UCARE,
[00:00:37.830]I took a class that taught me how to use the programming language R.
[00:00:41.250]This is a skill that is super useful for me going forward as our can be used as
[00:00:45.270]a variety of things such as data analysis and plotting.
[00:00:50.610]R can be used
[00:00:53.160]all over the place in a ton of different things.
[00:00:57.420]This on the right is an example of how I use
[00:01:02.130]R in a systematic review project, which I will talk about next,
[00:01:07.230]but I was filtering out certain words that were unrelated to the studies we
[00:01:12.150]were doing.
[00:01:12.630]So I was using this to filter out unrelated studies and to save
[00:01:17.580]me time from having to hand filter all of the studies.
[00:01:21.600]So the systematic review project I was just talking about.
[00:01:25.140]So as a part of my UCARE,
[00:01:27.060]I'm assisting the dog cognition lab in a systematic review project.
[00:01:31.020]This project includes getting a larger list to studies from databases and
[00:01:34.410]sifting through them in order to find as many studies as possible,
[00:01:37.410]that fit the criteria that we're looking for.
[00:01:40.770]So this systematic review is over numerical cognition.
[00:01:44.940]So numerical cognition is tested in two ways. So the first is discrimination.
[00:01:50.250]This involves animal animals looking at two sets of dots and picking the
[00:01:54.930]larger or smaller of the two and getting to get a reward
[00:02:00.810]preference. On the other hand, involves animals looking at two sets of objects,
[00:02:04.440]such as treats and getting to pick whichever they prefer,
[00:02:08.760]but they only get one of the two.
[00:02:11.070]So they both involve them picking between two sets.
[00:02:16.020]And so in order for them to accurately
[00:02:21.120]do preference,
[00:02:21.990]they would have to have the ability to discriminate between the size,
[00:02:25.620]but they also need to have the motivation to.
[00:02:29.040]And so they're different in that.
[00:02:31.200]So the goal of the systematic review is to look at the different studies that
[00:02:36.180]are out there and to see if there's any biases in the literature between the
[00:02:40.860]diff between how certain animals are being looked at. If they're have more of a,
[00:02:45.810]are being looked at their numerical cognition through the lens of preference or
[00:02:49.800]the lens of discrimination. And so that's the,
[00:02:53.930]that's what the systematic review.
[00:02:57.690]So next I was trained on EEG this.
[00:03:01.810]Summer. So.
[00:03:03.970]The EEG study I'm currently assisting with has taught me a lot about
[00:03:07.480]neuroscience and got me to step out of my.
[00:03:09.220]Comfort zone. So the.
[00:03:11.560]Ease to study and working with involves two sessions.
[00:03:14.500]The first session participants will be your faces that are either happy, angry,
[00:03:18.580]or surprised,
[00:03:19.720]and rate them as positive or negative because surprise is ambiguous.
[00:03:23.620]They sometimes rate surprise positive or negative in the second session,
[00:03:28.180]the same images were shown in as the first session,
[00:03:32.590]but those images are flashed at a very fast rate.
[00:03:36.370]The participants brainwaves line up with the rate at which the images are
[00:03:40.990]flashing on screen.
[00:03:42.880]And so this allows us to look at what is happening in the brain.
[00:03:47.590]When they may just aren't screen.
[00:03:52.930]So next I, I worked in with the open science framework,
[00:03:57.490]so the open science.
[00:03:59.200]So we went through the process of putting the study I'm creating,
[00:04:02.440]which I'll talk about next into the open science framework.
[00:04:05.620]The open science framework is a framework that allows researchers to say what
[00:04:08.920]they'll be doing in a study before they're doing the study.
[00:04:11.680]So the open science framework
[00:04:14.800]allows research to be more open.
[00:04:17.290]So researchers can look at
[00:04:22.420]everything that was done in a study and more easily replicated.
[00:04:26.980]They can more easily check the work of the researchers and
[00:04:31.810]they can then use the code and things like that
[00:04:36.550]to make their own study.
[00:04:37.880]So it makes science more accessible and more replicatable and it is a good thing
[00:04:42.700]to practice.
[00:04:43.300]It also helped me figure out things that I hadn't thought about in my
[00:04:48.130]own study, helping my frame of thought.
[00:04:51.190]And that's a good use of the open science framework.
[00:04:55.000]So the study that I put in the open science framework and the study that
[00:04:59.920]I have been creating. So this,
[00:05:03.250]so this is the experiment creation.
[00:05:05.500]So working at a desk is a common part of everyday life. For many people.
[00:05:10.060]Yet little research has been done looking into how cognition is impacted by desk
[00:05:14.500]clutter. This project looks to create experiment,
[00:05:17.650]to examine the relationship between cognition and desk clutter.
[00:05:22.810]So first thing I needed to get was supplies.
[00:05:25.240]So some supplies we got were paper, pencils, pens,
[00:05:29.560]notebooks, binders, desk, organizers, and staplers. That's not everything,
[00:05:33.910]but that's the,
[00:05:36.160]that's a great example of things that we got. It's just common,
[00:05:40.960]everyday items that would be found on a typical desk.
[00:05:47.680]So in experiment, one experiment,
[00:05:49.900]one was designed to show how clutter affects cognition.
[00:05:52.540]This was done by giving participants either a messy desk or an organized desk to
[00:05:56.930]perform simple cognitive tasks like poster queuing, flanker,
[00:06:01.730]go, no, go. And, and back.
[00:06:04.550]So the Posner queuing task a big,
[00:06:09.800]so first an arrow will either acute will
[00:06:14.540]appear.
[00:06:14.930]It either appears in the center or on the location where the dot
[00:06:20.060]the target dot will appear and that cues.
[00:06:24.590]And so that is supposed to be ignored,
[00:06:28.370]but we find that people can't ignore the cues.
[00:06:32.040]So their attention is drawn to that,
[00:06:35.390]even though they are supposed to inhibit the flanker is the
[00:06:40.130]same is a very similar idea. It's except instead this one,
[00:06:44.900]the targets in the center and the distractors are on the
[00:06:49.820]outside.
[00:06:50.900]And so it's say a line of air,
[00:06:55.580]like greater than, or less than signs.
[00:06:58.040]And so in you'll respond to what the middle one is,
[00:07:02.960]but attention can't fully blackout the
[00:07:08.120]ones on the side to go no-go task.
[00:07:11.060]Just you press the space bar or don't press the space bar depending on what
[00:07:15.530]color of target appears.
[00:07:19.930]So if it's a green target, press the space bar. If it's a red target,
[00:07:23.620]it's a no go trial and on a no go trial, you don't press anything.
[00:07:27.160]And the end back,
[00:07:28.360]all you do is you press the space bar when to when two presentations
[00:07:33.190]ago was the same number as the number that is being
[00:07:38.020]presented.
[00:07:39.760]So the Posner queuing and the flanker task look at
[00:07:44.710]attention and the go-no-go and the Ann back look at working memory.
[00:07:50.380]Okay. So experiment two looks at experiment.
[00:07:54.160]Two involves giving participants agency over their environment.
[00:07:58.420]This experiment is meant to investigate whether having agency over the
[00:08:02.000]environment influences performance on cognitive tasks.
[00:08:05.410]Participants would be asked to either clean or messy to
[00:08:10.030]whatever degree they want, or they would be required to clean or messy. Again,
[00:08:14.260]during this experiment,
[00:08:15.250]participants would be asked to complete simple cognitive tasks.
[00:08:18.940]So this one is more looking at if you
[00:08:23.770]organize or messy,
[00:08:25.090]the desk yourself are either the benefits greater
[00:08:29.860]or are the harms from,
[00:08:36.700]or if you cluttered it yourself,
[00:08:38.680]is it not as big of a deal as like you would at your own desk,
[00:08:42.370]you'd end up cluttering it yourself.
[00:08:46.390]So here's an image of the cluttered condition,
[00:08:51.850]and here's an image of the clean condition.
[00:08:56.400]These two have the same objects sitting at them,
[00:09:01.350]just organized in different ways.
[00:09:06.470]Lastly, personality,
[00:09:08.510]people have many differences on how they perform a disorderly environment based
[00:09:13.460]on their personality. After the tasks are complete,
[00:09:16.250]participants will be asked to fill out two questionnaires, the state trait,
[00:09:19.370]anxiety inventory, and the neuroticism scale.
[00:09:22.760]These measures will be used to control for personality differences.
[00:09:28.400]Thank you.

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Clutter and Cognition

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