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

Subhagata Chattopadhyay
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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.
RECSAE:针对特殊教育工作者和心理健康专业人员的相关认知负荷、空间记忆、多动症和脑电图互动模型
当大脑面对来自外部环境的大量视听信息和其他多模态信息时,认知负荷(CL)就会增加。空间记忆是记录和恢复这些信息的广义术语。它包括三个层面,如负责信息捕捉和预处理的感觉记忆、负责信息处理和输出生成的工作记忆,以及负责信息处理后所学内容的登记/编码和检索/解码的长期记忆。长期记忆形成的认知训练是一项复杂的任务,要通过分析信息的 "相关性 "来进行。相关性是指输入信息在逻辑、信念和认知基础上的意义程度。相关度高的信息会促进大脑中捕捉类似信息的回流电路的启动,从而在大脑中形成记忆。脑电图(EEG)通过电极以特定的持续时间通过头皮传递波形信号来测量大脑活动。本文提出了一个通过 CL 训练形成相关长期记忆的交互式 RECSAE 模型,并尝试将其与脑电信号相印证。最后对该模型进行了解释,并将注意力缺陷多动障碍(ADHD)作为一个实际案例进行了关联。所建议的模型具有通用性,有助于心理学家、神经生理学家、脑电图研究人员和特殊教育工作者利用脑电图波评估 CL 培训和记忆功能障碍。
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