https://www.um.edu.mt/library/oar/handle/123456789/26119 2026-04-15T21:29:29Z 2026-04-15T21:29:29Z https://www.um.edu.mt/library/oar/handle/123456789/30465 2018-06-13T08:27:02Z 2017-01-01T00:00:00Z

Title: Information literacy before and after information communication technology Abstract: IL has become an integral part of our lives. It is the basis of Lifelong Learning and professional development. It gives us the skills necessary to integrate better in today’s “Information Society” (IS). The basic library and Information Technology (IT) skills are how to recognise the need of information; determine ways of addressing this information; create and plan on how to approach the locations to look for information; discover and acquire information; come up with and assess information; set up structure to the information, put to use and pass on the information; and how to combine resources and develop information in the most efficacious way. IL is not just the IT training specific to the IT industry or to the skills necessary for performing IT jobs, but it also includes courses related to the application, design, development, implementation, support and management of computer-based information systems and not just how to send e-mail, use word processors and operating systems. The unfolding of a collection of understanding and skills vital in the IS are research, interpretation, assessment, dissemination and implementation for appropriate judgement making. There are many different definitions of IL but the three main ones I will adhere to are according to the American Library Association (ALA); IL is defined as a set of abilities requiring individuals to “recognize when information is needed and have the ability to locate, evaluate and use effectively the needed information. Description: DIP.L.I.S.

2017-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/30067 2018-05-18T01:31:46Z 2017-01-01T00:00:00Z

Title: Location memory in visual search : the multi-item localization (MILO) task : a tool for investigation Abstract: In the current study, the Multi-Item Localization Task (MILO; Thornton & Horowitz, 2004) was used as a tool to explore location memory in visual search. Previous studies provide evidence that whilst visually searching for a specific target, participants are able to ignore locations that have already been visited, making their ongoing search more efficient (Thornton & Horowitz, 2004). This is referred to as location tagging and the current study sought to explore if this ability could be disrupted. The overall goal was to increase knowledge regarding the resources needed for location tagging to take place. Specifically, we manipulated concurrent spatial working memory workload while performing the MILO task to examine if location tagging could be disrupted. In Experiment 1, participants (N = 12) had to select eight numerical targets that appeared on an iPad screen by touching each item in sequence. There were three conditions. On Vanish trials, items disappeared when they were touched, removing them from the search array. On Remains trials, items did not vanish, leaving them available to interfere with subsequent search. Previous studies found identical response time patterns for these two conditions, the signature of location tagging. Here, we also introduced Chess trials where memory workload was heavily increased as participants were asked to simultaneously remember a chess layout whilst completing the Remains MILO task. Results for the Vanish & Remains conditions replicated previous studies, indicating the presence of location tagging. However, the workload added in the Chess trials was not enough to disrupt location tagging. In Experiment 2 participants (N = 12) completed the same three conditions, but had to select six targets made up of chess pieces in the game’s precedence order. This was a novel sequence, that would also be expected to interfere with memory during the Chess trials. Again, there was no evidence that location tagging was disrupted. However, when comparing the results of Experiments 1 and 2, it appeared that overall search-behaviour was affected by using the chess items for the MILO task as patterns relating to future planning were noticeably different. In terms of our main goals, however, we can conclude that participants were still able to remember where they have been before when searching for the current target, even when the memory workload was increased, suggesting that location tagging may be an automatic process that either does not make demands on central resources or at least uses resources that are different from those needed during explicit location memory. Description: M.SC.COGNITIVE SCIENCE

2017-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/30066 2018-05-18T01:31:44Z 2017-01-01T00:00:00Z

Title: Cognitive distraction while multitasking in an aircraft simulator Abstract: The purpose of this study was to investigate the effects of a conversation and interacting with an electronic tablet on the performance of 14 pilots in a PC based flight simulator. Performance was assessed using flight parameters and control strategies. The additional conversation and dual conversation and tablet tasks had an effect on how well participants could maintain a target airspeed. Additionally, phase of flight was an important consideration, with pilots being less prone to distraction on final approach when assessed on maintaining a target airspeed and vertical speed. Final approach also resulted in a different flight control strategy when compared to other phases of flight. This suggests an attentional shift while landing resulting in better performance despite the cognitive load of the distractions remaining constant throughout the experiment. Description: M.SC.COGNITIVE SCIENCE

2017-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/30065 2018-05-18T01:31:43Z 2017-01-01T00:00:00Z

Title: The effect of cognitive fatigue on decision making in sports Abstract: The study aimed to investigate the effects of cognitive fatigue in sports decisions. Nonathletes were exposed to a five minutes congruent Stroop task and incongruent Stroop task to establish a baseline and assess the effects of exercise in this task. Basketball athletes cycled on a bicycle ergometer till reaching target heart rate (THR) and performed two sets of five minute Stroop task (one set of congruent trails only and one of incongruent trails only). Each Stroop task set was followed by a basketball video judgement task. Both athletes and non-athletes were significantly slower in reacting to incongruent Stroop trials compared to congruent trials. Furthermore, athletes made more errors when presented with the incongruent Stroop version. Physical activity affected reaction time difference between athletes and non-athletes: participants performing both activities, cycling and Stroop task, were significantly slower on the Stroop task than those only performing the Stroop task. The basketball group was significantly slower when responding to the video judgement task when exposed to the incongruent trails beforehand compared to decisions made after the congruent trials. Moreover, athletes seem to suffer further onset fatigue as their reaction time in decision to the last videos deteriorated compared to the initial videos. Results suggest that cognitive fatigue caused by incongruent trials of the Stroop task led to athletes’ slower responses when making basketball related decisions. Mental fatigue affects attention and the ability to use important information to perform efficiently. Furthermore, results suggest that cognitive processing suffers a decline when tested during exercise due to resources, competition and attention allocation. Understanding how mental fatigue affects sports performance and other physical and cognitive demanding activities is key to minimize such impairments. Description: M.SC.COGNITIVE SCIENCE

2017-01-01T00:00:00Z