RECSAE: An interactive model of relevance cognitive load, spatial memory, ADHD and EEG for special educators and mental health professionals

Abstract

The cognitive load (CL) increases as the brain is confronted with high-volume audiovisual and other multimodal information from the external environment. Spatial memory is a broad term for recording and recovery of this information. It has three dimensions, such as sensory memory, which is responsible for information capture and preprocessing, working memory, which is responsible for information processing and output generation, and long-term memory, which is responsible for registration/encoding and retrieval/decoding of what has been learned after the information processing. Cognitive training for long-term memory formation is a complex task that is conducted by analysing the "relevance" of  the information. Relevance refers to the degree of meaningfulness of the input information based on logic, beliefs and perceptions. A high degree of relevance promotes the firing of the reentrant circuit for capturing similar information to create memory in the brain. An electroencephalogram (EEG) measures brain activities by using electrodes to deliver waveform signals through the scalp at a particular duration. This article proposes an interactive RECSAE model for the formation of relevant long-term memory through CL training and attempts to corroborate it with the EEG signals. The model is finally explained and correlated with Attention Deficit Hyperactive Disorder (ADHD) as a real-world use case. The proposed model is generic and would help psychologists, neurophysiologists, EEG researchers and special educators to evaluate CL training and memory dysfunctions by using EEG waves.