Cue utilisation and interruptions in high risk, high consequence environments
Creators: name: Falkland, Emma
Publisher: name: Macquarie University
Year: 2023
Subjects: classificationCode: 399999
subject: Other education not elsewhere classified

description: When there are insufficient working memory resources available due to the imposition of an interruption, a loss of performance is evident. This programme of research investigates whether cue utilisation can explain the individual differences apparent in the capacity to manage interruptions. Cue utilisaiton is defined as the rapid identification and activation of featureevent/ object relationships, which thereby imposes relatively fewer demands on working memory resources. The research also draws on the Memory for Goals model, which is based on the proposition that interruptions can be managed without a loss of performance if the suspended primary task goal is rehearsed. Study 1 assessed whether differences in cue utilisation were associated with differences in performance following interruptions which impeded the opportunity for suspended goal rehearsal. University students were exposed to unscheduled interruptions, while managing a simulated rail task encompassing a pattern of predictive features. The results revealed that participants with higher cue utilisation were more likely to identify the pattern and sustain their performance following the interruptions. However, participants with lower cue utilisation were less likely to identify the pattern, and recorded a loss of performance following the interruptions. The results suggested that the capacity to reduce the cognitive demands of a task enables residual resources to be directed towards suspended goal rehearsal. To examine whether affording participants an opportunity for suspended goal rehearsal would mitigate the loss of performance when resuming the primary task, Study 2 included breaks. Consistent with Study 1, university students engaged in a simulated rail task containing a pattern of predictive features. The results revealed that, irrespective of cue utilisation, performance following breaks could be maintained, as an opportunity was afforded for suspended goal rehearsal. Study 3 assessed whether proffering a warning of the upcoming interruption would result in differences in the time taken to resume the primary task. Consistent with Studies 1 and 2, university students engaged with the simulated rail task containing a pattern of predictive features. The results revealed that participants with higher cue utilisation were faster to resume the primary task when given a warning of an upcoming interruption. However, participants with lower cue utilisation recorded similar resumption times, irrespective of whether a warning was proffered. The results suggested that the capacity to reduce the cognitive demands of a task results in a greater propensity to plan to engage in suspended goal rehearsal. Study 4 extended the outcomes of Studies 1-3 to an applied population where emergency physicians were interrupted while managing simulated patients with sepsis. The results revealed that emergency physicians with greater cue utilisation demonstrated less loss of performance following the interruption, while emergency physicians with lower cue utilisation recorded a greater loss. The results suggested that differences in the capacity to manage the cognitive demands of a task are associated with differences in the propensity to engage in suspended goal rehearsal amongst emergency physicians. The outcomes provide support for working memory as a cognitive mechanism that underpins performance in the management of interruptions. Consistent with the Memory for Goals model, working memory resources are necessary to activate the suspended task goal.