Overloaded and at Work: Investigating the Effect of Cognitive Workload on Assembly Task Performance
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
OBJECTIVE: This study investigates the effect of cognitive overload on assembly task performance and muscle activity. BACKGROUND: Understanding an operator's cognitive workload is an important component in assessing human-machine interaction. However, little evidence is available on the effect that cognitive overload has on task performance and muscle activity when completing manufacturing tasks. METHOD: -back). Performance in the assembly task (completion times, accuracy), muscle activity recorded as integrated electromyography (EMG), and self-reported workload were measured. RESULTS: -back task resulted in impaired assembly task performance, overall greater muscle activity, and higher self-reported workload.Relative to the control condition, performing the 2-back task resulted in longer assembly task completion times (+10 s on average) and greater integrated EMG for flexor carpi ulnaris, triceps brachii, biceps brachii, anterior deltoid, and pectoralis major. CONCLUSION: This study demonstrates that working under high cognitive load not only results in greater muscle activity, but also affects assembly task completion times, which may have a direct effect on manufacturing cycle times. APPLICATION: Results are applicable to the assessment of the effects of high cognitive workload in manufacturing.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it