Felix Krieglstein, Manuel Schmitz, Lukas Wesenberg, Günter Daniel Rey
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引用次数: 0
Abstract
Measuring cognitive load and its different types is a significant challenge that is closely related to the development of cognitive load theory (CLT). Previous research has shown that students have difficulty assessing cognitive load after learning or problem-solving. Accordingly, they may not reliably differentiate between the different types of cognitive load. Moreover, students may not consider the entire problem-solving process in their overall cognitive load assessment. The purpose of this work was to examine two training interventions designed to assist students in making informed cognitive load assessments. Study 1 (N = 99) included pre-training with a theoretical introduction to CLT to improve differentiation between cognitive load types. Study 2 (N = 80) implemented post-training by instructing students to consider all impressions during problem-solving for the overall load assessment. As both interventions were unsuccessful, further research is needed to assist students in assessing cognitive load in an informed manner.
期刊介绍:
Applied Cognitive Psychology seeks to publish the best papers dealing with psychological analyses of memory, learning, thinking, problem solving, language, and consciousness as they occur in the real world. Applied Cognitive Psychology will publish papers on a wide variety of issues and from diverse theoretical perspectives. The journal focuses on studies of human performance and basic cognitive skills in everyday environments including, but not restricted to, studies of eyewitness memory, autobiographical memory, spatial cognition, skill training, expertise and skilled behaviour. Articles will normally combine realistic investigations of real world events with appropriate theoretical analyses and proper appraisal of practical implications.