Browsing by Subject "Cognitive performance"

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Open Access
Attachment (in)security and threat priming influence signal detection performance
(Sage Publications, Inc., 2018) Sakman, Ezgi; Sümer, N.
This study examined whether the subliminal priming of threat and attachment figure availability interfere with cognitive attentional performance in conditions of uncertainty among individuals with differing attachment orientations. University students (N ¼ 225) first completed a scale to identify names of their significant attachment figures (WHOTO) and self-report measures of attachment anxiety and avoidance and were then administered a computerized signal detection task assessing their cognitive attentional performance under conditions of threat and attachment figure availability priming. Findings revealed that both attachment anxiety and avoidance posed risk factors for cognitive performance but in different patterns. While attachment avoidance made individuals more prone to errors in missing a signal that was present, attachment anxiety increased the error rate for false alarms. These findings are discussed in relation to previous work in the field and their implications for potential cultural differences.
Open Access
Investigating the impacts of shaded outdoor spaces on thermal adaptation and cognitive performance of university students in classroom environments
(Springer Science and Business Media Deutschland GmbH, 2023-12) Gündoğdu, Betül; Nouri, A. Santos; Afacan, Yasemin; Matzarakis, A.
Shading strategies are effective means to reduce urban risk factors such as the Urban Heat Island (UHI) effect. The influence of shaded outdoor spaces on university students’ thermal adaptability and cognitive performance is limited researched. The study aims at evaluating the effect of shaded outdoor spaces upon thermal comfort; and, linking such results upon university students’ cognitive performance in a classroom environment with natural ventilation. A case study was conducted with students the ages of 19–22 at Bilkent University in Ankara, during the mid-season in October. The quantitative microclimatic conditions of the university campus’s unshaded/shaded areas and indoor studios were obtained through Physiologically Equivalent Temperature (PET) index. The qualitative evaluation was undertaken by the adaptive model and thermal comfort survey. D2 test of attention was conducted to measure cognitive performance of students. This study revealed that the shade may increase thermal adaptation with the lowest mean PET of 18.7°C, while the highest mean PET of 33.2°C was obtained in sun-exposed space. Also, experiencing shaded outdoor space contributed to an improvement in concentration performance (CP) of students resulting in the mean CP score of 182.8, while those with sun-exposed outdoor space experience had the mean CP score of 167.6 within studios.
Open Access
Investigating the influences of shaded outdoor spaces on thermal adaptation and cognitive performance of university students in classroom environments
(2022-06) Gündoğdu, Betül
The effects of shading strategies have been identified as an effective means to reduce urban risk factors such as the Urban Heat Island (UHI) effect. Although the importance of shaded outdoor spaces and thermal comfort has been well documented in the existing literature; there is still limited research on how these spaces can influence thermal adaptability and cognitive performance of university students. As a result, the aim of the study is twofold: (1) to evaluate the effect of shaded outdoor spaces upon thermal comfort; and, (2) link such results upon the cognitive performance of university students in a classroom environment with natural ventilation. A case study was conducted with university students between the ages of 19-22 at the Bilkent University in Ankara, during the autumn season in the month of October. The quantitative thermal microclimatic conditions of unshaded/shaded areas of the university campus and indoor classroom settings were obtained through the Physiologically Equivalent Temperature (PET) index. The qualitative evaluation of thermal comfort was undertaken by using both the adaptive model and a complementary thermal comfort survey. D2 test of attention was conducted to measure the cognitive performance of students with different outdoor shading level experiences. This study revealed that the shade condition may improve thermal adaptation, and impact PET in outdoor and indoor contexts. Experiencing such space contributed to an improvement in cognitive performance of students within classroom settings in an era of climate change, where urban fabric continues to be susceptible to existing and future heat-related stress factors.