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1.
Learning from equations or words 总被引：1，自引：0，他引：1
A series of four experiments was designed to study the cognitive load consequences of learning from equations, as compared to words. Cognitive load theory suggests that some instructional procedures require learners to engage in cognitive activities solely because of the manner in which information is presented rather than because of intrinsic characteristics of the material. As a consequence, a heavy extraneous cognitive load that interferes with learning may be imposed. It is suggested that in studying equations with unfamiliar notations, a heavy extraneous cognitive load is generated because mental integration of notations and meanings is required. The results of Experiment 1 supported this suggestion. Experiment 2 found that when an equation format involves simple equations and familiar notations, it is more effective than an equivalent verbal format which requires substantial reading. Experiment 3 showed that when the use of notations becomes automated after extended practice and thus reduces the extraneous cognitive load required to mentally integrate notations and meanings, an equation format can be more effective than a verbal format. Experiment 4 indicated that supplementing a concise equation format with extensive verbal information does not assist learning, because processing the extensive verbal information induces a heavy cognitive load which creates redundancy effects. It was concluded that the efficacy of equations or words may depend, in part, on their cognitive load consequences. 相似文献
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Jeroen J. G. van Merriënboer Dominique M. A. Sluijsmans 《Educational Psychology Review》2009,21(1):55-66
This article explores the opportunities to apply cognitive load theory and four-component instructional design to self-directed
learning. Learning tasks are defined as containing three elements: learners must (a) perform the tasks, (b) assess their task performance, and (c) select future tasks for improving their performance. Principles to manage intrinsic and extraneous load for performing learning
tasks, such as simple-to-complex ordering and fading-guidance strategies, are also applicable to assessing performance and
selecting tasks. Moreover, principles to increase germane load, such as high variability and self-explanation prompts, are
also applicable to assessment and selection. It is concluded that cognitive load theory and four-component instructional design
provide a solid basis for a research program on self-directed learning. 相似文献
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Hitendra K. Pillay 《教育心理学》1997,17(3):285-299
The study investigated the effect on learning of four different instructional formats used to teach assembly procedures. Cognitive load and spatial information processing theories were used to generate the instructional material. The first group received a physical model to study, the second an isometric drawing, the third an isometric drawing plus a model and the fourth an orthographic drawing. Forty secondary school students were presented with the four different instructional formats and subsequently tested on an assembly task. The findings indicated that there may be evidence to argue that the model format which only required encoding of an already constructed three dimensional representation, caused less extraneous cognitive load compared to the isometric and the orthographic formats. No significant difference was found between the model and the isometric‐plus‐model formats on all measures because 80% of the students in the isometric‐plus‐model format chose to use the model format only. The model format also did not differ significantly from other groups in total time taken to complete the assembly, in number of correctly assembled pieces and in time spent on studying the tasks. However, the model group had significantly more correctly completed models and required fewer extra looks than the other groups. 相似文献
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《Contemporary educational psychology》1998,23(1):1-21
Five experiments were conducted to examine the effects of cognitive load management using explanatory notes in reading passages for readers with different levels of expertise. Experiment 1 found that explanatory notes improved 5th-grade, first-language learners' comprehension (high-level processing) but not vocabulary learning (low-level processing). Experiment 2 found that vocabulary definitions integrated within a passage (integrated format) enhanced 5th graders' comprehension compared to a separate vocabulary list (separated format) but reduced vocabulary learning. Experiment 3, using adult readers, found that an integrated format reduced comprehension but enhanced vocabulary learning. Experiment 4 used low-ability 8th-grade learners of English as a second language (ESL) and found an effect similar to the 5th graders in Experiment 2. Experiment 5 showed that the effect for high-ability ESL learners was similar to the adults in Experiment 3. We argue that the efficiency of instruction depends on the extent to which it imposes an extraneous cognitive load. The same presentation format may facilitate performance or interfere with performance either through split-attention or redundancy effects, depending on learners' expertise. 相似文献
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The effectiveness and efficiency of individual versus collaborative learning was investigated as a function of instructional format among 140 high school students in the domain of biology. The instructional format either emphasized worked examples, which needed to be studied or the equivalent problems, which needed to be solved. Because problem solving imposes a higher cognitive load for novices than does studying worked examples it was hypothesized that learning by solving problems would lead to better learning outcomes (effectiveness) and be more efficient for collaborative learners, whereas learning by studying worked examples would lead to better learning outcomes and be more efficient for individual learners. The results supported these crossover interaction hypothesis. Consequences of the findings for the design of individual and collaborative learning environments are discussed. 相似文献
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Advances in our knowledge of the structure of working memory suggest that under some circumstances, effectively more processing capacity is available to learners if instructional materials use multiple information modes (e.g. auditory and visual) instead of equivalent single mode formats. This paper examined this modality effect from a cognitive load perspective in three experiments using geometry instruction. In accordance with cognitive load theory, it was predicted that the additional processing capacity provided in an audio/visual format would only enhance learning if mental resources were not devoted to extensive visual based search in order to coordinate auditory and visual information. Using two different areas of geometry, Experiments 1 and 2 found that if visual search was clearly high, then audio‐visual instruction was only beneficial if visual indicators in the form of electronic flashing were incorporated into the instructional format. Under high search conditions, a standard audio/visual format without the aid of flashing proved no better than visual only instruction. Experiment 3 attempted to clarify earlier results by using instructional materials trivially low in visual search. Data indicated that a standard, audio‐visual format resulted in superior learning to a visual only format. There was no beneficial effect of electronic flashing in Experiment 3, suggesting that visual indicators were not necessary in areas of low visual search. It was concluded that cognitive load as determined by visual search established the effectiveness of visual indicators. 相似文献
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The study investigated the effectiveness of causal words embedded in Chinese texts to explicitly indicate causal links between the described events. Primary school students with different levels of reading expertise participated in the experiment that compared an embedded casual-words format with the original no-causal-words format. An interaction (expertise reversal) effect was obtained with the causal-words format benefiting novices but not more experienced readers. In contrast to previous studies of the expertise reversal effect that have related the effect to the variations in extraneous cognitive load caused by experts processing redundant for them information, this instance of the effect is likely to be due to differential levels of intrinsic cognitive load. The results of the reported experiment imply the use of different text formats for individuals with different levels of reading expertise. 相似文献
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文章回顾了样例学习研究的起源与发展,主要介绍了其理论依据——认知负荷理论,并分别围绕外在认知负荷、内在认知负荷以及相关认知负荷介绍了最新国内外样例学习的设计方法:材料的整合、子目标、不完整样例、错误样例、诱发自我解释问题、多种解题方法比较等,最后在现有研究成果上指出样例学习研究的发展趋势和有待进一步解决的问题。 相似文献
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多媒体学习理论是一个贯通了学习理论与教学理论的科学体系。作为学习理论的多媒体学习认知理论基于双重编码理论、工作记忆模型以及生成加工理论,解释了学习者通过加工语词与画面所呈现的材料来建构知识的学习机制,属于解释性理论;作为教学理论的多媒体教学设计理论发展出一系列教学设计应遵循的原则,为教育实践提供了具有处方性意义的行动指南,属于处方性理论。解释性的学习理论为处方性的教学理论提供了扎实可靠的科学基础。在多媒体学习研究从学习理论向教学理论转化的过程中,多媒体教学设计理论是实现跃迁的关键环节,而认知负荷理论则是理论跃迁成功的关键变量。基于认知负荷理论,梅耶提出多媒体学习认知负荷三元模型,包括必要认知加工、外来认知加工和生成性认知加工。围绕这三类认知加工,梅耶及其同事进行了大量的实验研究,最终确定了12项与多媒体学习认知理论及其前提假设保持高度逻辑一贯性的多媒体教学设计原则。这些原则都是经得起实践检验的,但教学设计人员在应用的过程中,应明确各项原则的问题情境、适用范围等边际条件。 相似文献
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Expertise reversal for different forms of instructional designs in dynamic visual representations 
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下载免费PDF全文 Aïmen Khacharem Bachir Zoudji Slava Kalyuga 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(4):756-767
The recent advances in software and computer technology have enabled the incorporation of dynamic representations into a multitude of educational and training environments. Cognitive load theory has been extensively used to enhance learning from complex dynamic representations by providing appropriate instructional designs to manage learner cognitive load. The available evidence, however, indicates that the suggested instructional designs that are effective for novice learners can reverse and become ineffective for learners with higher levels of prior knowledge. This phenomenon is called the expertise reversal effect. This paper reviews a series of recent experimental studies that have found interactions between levels of learners' organized knowledge structures (endogenous support) and effectiveness of different instructional designs (exogenous support), leading to the expertise reversal effect. It is argued that adapting instructional designs to learners with different amount of prior knowledge is a crucial part of effective learning. 相似文献
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认知负荷理论把工作记忆的限制性看作学习的主要障碍。在英国文学课程教学内容的内在认知负荷相对固定的前提下,应该在多媒体教学手段的设计和使用中减少外在认知负荷,增加相关认知负荷,从而改善学习效果。 相似文献
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One classical instructional effect of cognitive load theory (CLT) is the worked-example effect. Although the vast majority of studies have focused on well-structured and algorithmic sub-domains of mathematics or physics, more recent studies have also analyzed learning with examples from complex domains in which only heuristic solution strategies can be taught (e.g., troubleshooting, mathematical proving). Is learning by such examples also effective, and do the same instructional design principles apply? We discuss the main findings of an own research program and of related studies that addressed such questions. We found that CLT’s basic design principles also hold true for heuristic domains: Reduce extraneous load by employing examples, maximize germane load by fostering self-explanations, prevent cognitive overload by pretraining in the case of difficult learning materials, and by focusing attention on the most relevant aspects. Other typical CLT assumptions (e.g., better provide information for novice learners) were not confirmed in its generality. The present findings extend the applicability of CLT but also identify some potentially too simplistic assumptions. 相似文献
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What is the role of motivation in multimedia learning? Cognitive theories of multimedia learning tend to focus on instructional methods aimed at reducing extraneous processing (such as highlighting the essential material) or managing essential processing (such as breaking a lesson into parts), whereas motivational theories tend to focus on instructional methods aimed at fostering generative processing (such as adding appealing graphics or challenging scenarios). Moreno's (2005) cognitive affective theory of learning from media is intended to better incorporate motivation and metacognition into theories of multimedia learning, helping to extend or clarify Mayer's (2009) cognitive theory of multimedia learning and Sweller's (Sweller, Ayres, & Kaluga, 2011) cognitive load theory. The research presented in this special section examines motivating instructional features intended to promote generative processing—such as adding appealing graphics (Magner, Schwonke, Aleven, Popescu, & Renkl, 2013; Plass, Heidig, Hayward, Homer, & Um, 2013) or challenging scenarios (D'Mello, Lehman, Pekrun, & Graesser, 2013). Overall, motivational features can improve student learning by fostering generative processing as long as the learner is not continually overloaded with extraneous processing or overly distracted from essential processing. 相似文献
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Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions 总被引：27，自引：0，他引：27
Traditionally, Cognitive Load Theory (CLT) has focused on instructional methods to decrease extraneous cognitive load so that available cognitive resources can be fully devoted to learning. This article strengthens the cognitive base of CLT by linking cognitive processes to the processes used by biological evolution. The article discusses recent developments in CLT related to the current view in instructional design that real-life tasks should be the driving force for complex learning. First, the complexity, or intrinsic cognitive load, of such tasks is often high so that new methods are needed to manage cognitive load. Second, complex learning is a lengthy process requiring learners motivational states and levels of expertise development to be taken into account. Third, this perspective requires more advanced methods to measure expertise and cognitive load so that instruction can be flexibly adapted to individual learners needs. Experimental studies are reviewed to illustrate these recent developments. Guidelines for future research are provided. 相似文献
18.
Pascal W. M. Van Gerven Fred G. W. C. Paas Jeroen J. G. Van Merriënboer Henk G. Schmidt 《Educational gerontology》2013,39(6):503-521
The purpose of this article is to explore the advantages of instructional formats based on cognitive load theory for elderly learners engaged in the acquisition of complex cognitive skills. A great body of research has demonstrated that cognitive aging is accompanied by a reduction of working - memory capacity, a general slowing of mental processes, and a decline of the ability to repress irrelevant information. The core idea of cognitive load theory is that working - memory capacity is limited and should therefore be managed with great care and discretion. Cognitive load theory claims that this can be achieved by minimizing the level of extraneous cognitive load, which is the portion of load that does not contribute to schema acquisition, and by maximizing the level of germane cognitive load, which directly contributes to the construction of cognitive schemata. Since instructions based on cognitive load theory deal with cognitive limitations, in that they lead to an efficient use of the available resources, it was hypothesized that they are especially effective when elderly people are involved. This idea was analyzed by means of a framework merging cognitive load theory with the aforementioned research findings concerning cognitive aging. It was concluded that cognitive load theory, enabling elderly people to acquire new complex skills, can be regarded as an essential guide for educational gerontology. 相似文献
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Ya P. Hsiao Francis Brouns Liesbeth Kester Peter Sloep 《Interactive Learning Environments》2013,21(1):89-100
Learning Networks (LNs) are online social networks designed to support nonformal learning; they are therefore particularly suitable for self-directed learners. In LNs, learners need to construct knowledge through knowledge sharing with other participants. However, without support, learners have to organize knowledge sharing themselves and this could induce extraneous cognitive load. When working on complex learning tasks, this organizing process could have a detrimental effect on knowledge construction. To optimize cognitive load, we propose using a peer support system that applies the mechanisms of peer tutoring to support knowledge sharing. Its mechanisms reduce, we argue, the extraneous load imposed by having to organize knowledge sharing as well as induce germane load by directing the freed-up cognitive capacity to processes that contribute to knowledge construction. 相似文献
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Providing prompts to induce focused processing of the central contents of instructional explanations is a promising instructional means to support novice learners in learning from instructional explanations. However, within research on the expertise reversal effect it has been shown that instructional means that are beneficial for novices can be detrimental for learners with more expertise if the instructional means provide guidance that overlaps with the internal guidance provided by the prior knowledge of learners with more expertise. Under such circumstances, prompts to induce focused processing might even be detrimental for learners with expertise whose prior knowledge already provides internal guidance to learn from explanations. On this basis, we aimed at experimentally varying expertise by developing prior knowledge. Specifically, we used a preparation intervention with contrasting cases to enhance learners’ prior knowledge (expertise). Against this background, we tested 71 university students in a 2 × 2 factorial experimental design: (a) Factor of expertise. Working with contrasting cases to develop prior knowledge and expertise to provide internal guidance to learn from instructional explanations (with vs. without), (b) Factor of prompts. Prompts to induce focused processing of the explanations (with vs. without). The results showed that prompts to induce focused processing fostered conceptual knowledge for novice learners whereas prompts hindered the acquisition of conceptual knowledge for learners with expertise that was developed by working with contrasting cases beforehand. Moreover, measures of subjective cognitive load and learning processes suggest that the instructional guidance provided by prompts compensated for the low internal guidance of novice learners and overlapped with the internal guidance of learners with expertise. 相似文献