Learning effect and its prediction for cognitive tests used in studies on indoor environmental quality
Learning effect and its prediction for cognitive tests used in studies on indoor environmental quality
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室内环境质量研究中认知测试的学习效果及其预测
DOI：
10.1016/j.enbuild.2019.05.044
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发表时间：
2019-08
影响因子：
6.7
通讯作者：
W. Liu
中科院分区：
文献类型：
--
作者：
M. Tao;D. Yang;W. Liu
本研究旨在找出认知测试成绩随重复次数变化的规律，并建立定量描述认知测试成绩变化的预测模型。实验是在模拟办公环境的房间中进行的。参与者在 26 ℃ 下进行神经行为、Tsai-Partington、打字和 d2 测试。速度和准确性用于反映认知测试分数。结果表明，这些认知测试分数产生了显着的学习效果。随着重复次数的增加，完成认知测试的速度和准确性也随之提高。大多数认知测试可以在五次重复、最多八次重复后达到稳定。学习效果对速度和准确性有不同的影响。与准确率相比，速度的提高百分比更高，但需要更多尝试才能达到稳定。基于逻辑函数的回归模型可以准确量化认知测试分数随重复次数的变化趋势。与幂函数、线性函数和对数函数相比，逻辑函数具有更高的 R2（> 0.99）。提出了一种基于预测模型来校正这些认知测试的学习效果的方法。
This study aimed to identify the law of cognitive test scores with the number of repetitions, and to establish a prediction model that quantitatively describes the changes in cognitive test scores. The experiments were conducted in a chamber that simulated an office environment. Participants performed neurobehavioral, Tsai-Partington, typing and d2 tests at 26 ℃. The speed and accuracy were used to reflect the cognitive test scores. The results demonstrated that a significant learning effect occurred in these cognitive test scores. The speed and accuracy of completing cognitive tests increased as the number of repetitions increased. The majority of cognitive tests could achieve stability after five repetitions and, at most, eight repetitions. The learning effect had different effects on the speed and accuracy. The percentage improvement of the speed was higher compared with accuracy, but it took more attempts to reach stability. The regression model based on the logistic function could accurately quantify the tendency for the variation in cognitive test scores with the number of repetitions. Compared with the power, linear and logarithmic functions, the logistic function had a higher R2(> 0.99). A method for correcting the learning effect of these cognitive tests was proposed based on the prediction model.
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