Cognitive Load and Learner Expertise : Split - Attention and Reducancy Effects in Reading With Explanatory Notes  

Oleh:

Yeung, Alexander Seeshing ; Sweller, John ; Jin, Putai

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Contemporary Educational Psychology vol. 23 no. 01 (Jan. 1998), page 1-21.
Topik: cognitive; explanatory notes; learner expertise; reading; reducancy effects; split attention; cognitive load

Ketersediaan

Perpustakaan PKPM Nomor Panggil: C15 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

Lihat Detail Induk

Isi artikel

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, firstlanguage 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 8 th grade learners of English as a second language (ESL) and found an effect similar to the 5 th graders in Experiment 2. Experiment 5 showed that the effect for highability 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.

Opini Anda

Klik untuk menuliskan opini Anda tentang koleksi ini!

Kembali