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1.
Michael J. Brezin 《Educational technology research and development : ETR & D》1980,28(4):227-242
Learners may choose a number of techniques to monitor their cognitive operations and thereby enhance retention of information.
Monitoring strategies for information processing, whether student-initiated or teacher-initiated, affect memorability. Future
educational processes will make use of interactive media (microcomputers, videodiscs, etc.), as well as printed texts, to
support the longterm goal of information retention.
This is the fourth ECTJ/ERIC-IR Young Scholar Paper, an annual award initiated to stimulate writing by young professionals
in the field of instructional technology. Preparation of the paper was supported by the ERIC Clearinghouse on Information
Resources at Syracuse, N.Y. 相似文献
2.
Changes in conceptualization and measurement of the verbalizer–visualizer dimension led us to re-examine the hypothesis that students learn best when instructional material matches their cognitive style. First-year psychology university students (n = 41) studied information on three personality theories presented in text only, text+picture, or text+schematic diagram format, demonstrated recall and comprehension of each theory, and completed an adapted cognitive styles questionnaire. Spatial and object visual scale scores were not correlated, but the latter showed a significant though relatively weak negative correlation with verbal scale scores. Recall could be predicted from students' verbal and object visual scores when presentation format matched these cognitive styles. All three styles significantly predicted students' comprehension, but only when they matched the presentation format. The results support the distinction between spatial and object visual styles, and provide evidence that learning outcomes improve when instructional material is matched to students' cognitive styles. 相似文献
3.
A Cognitive Load Approach to Collaborative Learning: United Brains for Complex Tasks 总被引:1,自引:0,他引:1
This article presents a review of research comparing the effectiveness of individual learning environments with collaborative
learning environments. In reviewing the literature, it was determined that there is no clear and unequivocal picture of how,
when, and why the effectiveness of these two approaches to learning differ, a result which may be due to differing complexities
of the learning tasks used in the research and the concomitant load imposed on the learner’s cognitive system. Based upon
cognitive load theory, it is argued that learning by an individual becomes less effective and efficient than learning by a
group of individuals as task complexity increases. Dividing the processing of information across individuals is useful when
the cognitive load is high because it allows information to be divided across a larger reservoir of cognitive capacity. Although
such division requires that information be recombined and that processing be coordinated, under high load conditions, these
costs are minimal compared to the gain achieved by this division of labor. In contrast, under low load conditions, an individual
can adequately carry out the required processing activities, and the costs of recombination and coordination are relatively
more substantial. Implications of these ideas for research and practice of collaborative learning are discussed. 相似文献
4.
This study aimed at experimentally investigating the moderating role of instructional conceptions on the effectiveness of
powerful learning environments (PLE) designed in line with the four-component instructional design model (4C/ID-model). The
study also investigated the influence of learning in a 4C/ID PLE on students’ instructional conceptions. To achieve its goal,
a study with a one by one by two pre-test post-test quasi-experimental design was done. Three functionally equivalent classes
of students from three similar (secondary technical) schools were randomly exposed to three different treatments. The participants
consisted of 129 (47, 41, 41) students. The treatments were one control group with a regular method of teaching, and two experimental
groups: a 4C/ID PLE with ICT, and a 4C/ID PLE without ICT. The instructional conceptions questionnaire was administered both
in the pre-and the post-test to assess students’ instructional conceptions. Pre- and post-tests contain retention and transfer
items. Technical teachers were trained to implement the interventions. In contrast to expectation, findings show no moderating
effects of students’ instructional conceptions on the learning environments. Finally, the results indicate that students’
instructional conceptions positively change after implementation of the three interventions. The theoretical, research, and
practical implications of the results for the instructional design and technology community as well as educational practice
are discussed. 相似文献
5.
Cognitive load theory is intended to provide instructional strategies derived from experimental, cognitive load effects. Each
effect is based on our knowledge of human cognitive architecture, primarily the limited capacity and duration of a human working
memory. These limitations are ameliorated by changes in long-term memory associated with learning. Initially, cognitive load
theory's view of human cognitive architecture was assumed to apply to all categories of information. Based on Geary’s (Educational Psychologist 43, 179–195 2008; 2011) evolutionary account of educational psychology, this interpretation of human cognitive architecture requires amendment.
Working memory limitations may be critical only when acquiring novel information based on culturally important knowledge that
we have not specifically evolved to acquire. Cultural knowledge is known as biologically secondary information. Working memory
limitations may have reduced significance when acquiring novel information that the human brain specifically has evolved to
process, known as biologically primary information. If biologically primary information is less affected by working memory
limitations than biologically secondary information, it may be advantageous to use primary information to assist in the acquisition
of secondary information. In this article, we suggest that several cognitive load effects rely on biologically primary knowledge
being used to facilitate the acquisition of biologically secondary knowledge. We indicate how incorporating an evolutionary
view of human cognitive architecture can provide cognitive load researchers with novel perspectives of their findings and
discuss some of the practical implications of this view. 相似文献
6.
唐静 《湖北广播电视大学学报》2009,29(2):129-130
本文阐述了学习者的认知风格——场独立型和场依赖型对学习策略的影响。考虑学生个体选择的学习方式,在外语教学中,教师要帮助学生培养适合自己的学习策略,促进外语学习者外语水平的提高。 相似文献
7.
Educational Psychology Review - Cognitive load theory has been a major influence for the field of educational psychology. One of the main guidelines of the theory is that extraneous cognitive load... 相似文献
8.
Tom E. Lawson 《Instructional Science》1974,3(1):1-21
A synthesis is presented of the various rationales which predict the facilitative influence of instructional objectives on learning and retention. Facets which are particularly relevant to the analysis of instructional objectives in learning situations include the dimensional character of attending behavior, the optimal degree of specificity to be incorporated in specifying instructional outcomes, effects of the placement or position of objectives during instruction, and a discussion of investigations concerned with an incidental or unspecified learning criterion. The conclusion is that, on each of these issues, various instructional conditions determine the efficacy of utilizing objectives to promote learning and retention. 相似文献
9.
Sarah M. Bonner Jennifer A. Somers Gwendelyn J. Rivera Leslie S. Keiler 《Instructional Science》2017,45(4):417-438
We investigated perceptions about learning strategy use and instructional roles among a sample of high needs adolescents (n = 230) who acted as near-peer instructional facilitators. The sample was drawn from science and mathematics classes in nonselective public secondary schools in New York City. Students participated in an inschool intervention that draws on social constructivism, theory and research on metacognition and learning strategies, role theory, and empirical findings from the peer-to-peer learning literature to promote advanced achievement among students who act as facilitators. Using a pre- and post-test single group design, we surveyed student instructional facilitators before and after program participation and related their perceptions about learning strategy use and perceptions about teaching roles to data about academic achievement. We found no survey gains in student perceptions about learning strategies or instructional roles between pre-survey (fall) and post-survey (spring). We found small but significant effects of individual perceptions about learning strategies and teaching roles on academic gains among instructional facilitators. The study also suggests that an in-school near-peer facilitated learning program can be an effective means to raise achievement in urban high schools. The study provides partial support for theories that hold that metacognition and role perceptions are involved in the academic gains of instructional facilitators, as gains in these dimensions were small compared to achievement gains. 相似文献
10.
11.
Effects of the Physical Environment on Cognitive Load and Learning: Towards a New Model of Cognitive Load 总被引:1,自引:0,他引:1
Hwan-Hee Choi Jeroen J. G. van Merriënboer Fred Paas 《Educational Psychology Review》2014,26(2):225-244
Although the theoretical framework of cognitive load theory has acknowledged a role for the learning environment, the specific characteristics of the physical learning environment that could affect cognitive load have never been considered, neither theoretically nor empirically. In this article, we argue that the physical learning environment, and more specifically its effects on cognitive load, can be regarded as a determinant of the effectiveness of instruction. We present an updated version of the cognitive load model of Paas and Van Merriënboer (Educational Psychology Review, 6:351–371, 1994a), in which the physical learning environment is considered a distinct causal factor that can interact with learner characteristics, learning-task characteristics, or a combination of both. Previous research into effects of the physical learning environment on cognitive performance that could inspire new cognitive load research is discussed, and a future research agenda is sketched. 相似文献
12.
The contributions to this special issue document some recent advances of cognitive load theory, and are based on contributions
to the Third International Cognitive Load Theory Conference (2009), Heerlen, The Netherlands. The contributions focus on developments
in example-based learning, amongst others on the effects of integrating worked examples in cognitive tutoring systems; specify
the effects of transience on cognitive load and why segmentation may help counteract these effects in terms of the role of
time in working memory load; and discuss the possibilities offered by electroencephalography (EEG) to provide a continuous
and objective measure of cognitive load. This article provides a short introduction to the contributions in this issue. 相似文献
13.
Jared Keengwe Gary Schnellert Chris Mills 《Education and Information Technologies》2012,17(2):137-146
The purpose of this study was to examine how 1:1 laptop initiative affected student learning at a selected rural Midwestern
high school. A total of 105 high school students enrolled in 10th–12th grades during the 2008–2009 school year participated
in the study. A survey instrument created by the Mitchell Institute was modified and used to collect data on student perceptions
and faculty perceptions of the impact of 1:1 laptop computing on student learning and instructional integration of technology
in education. Study findings suggest that integration of 1:1 laptop computing positively impacts student academic engagement
and student learning. Therefore, there is need for teachers to implement appropriate computing practices to enhance student
learning. Additionally, teachers need to collaborate with their students to learn and understand various instructional technology
applications beyond basic Internet browsing and word processing. 相似文献
14.
Lynna J. Ausburn Floyd B. Ausburn 《Educational technology research and development : ETR & D》1978,26(4):337-354
A fresh approach to instructional design, one that emphasizes the importance of cognitive style as a learner characteristic,
is presented here. The authors report that 11 dimensions of the characteristic have been found, suggesting that individuals
differ in the way they process information. Noting that cognitive styles are stable, resistant to change by training and bear
little relation to general ability, the authors advocate assisting the learner whose information-processing pattern is not
compatible with the task to be learned by plannedsupplantation involving overt alteration of the task requirement with which the learner is having difficulty. They propose a three-step
instructional design plan with which to move“beyond individual instruction to individualized instruction” in which“differences
in learners need not result in differences in learning.” 相似文献
15.
16.
Literature suggests using multimedia learning principles in the design of instructional material. However, these principles may not be sufficient for the design of learning objects for concept learning in mathematics. This paper reports on an experimental study that investigated the effects of an instructional approach, which includes two teaching techniques – (a) variation theory and (b) representations of subject matter – on the design of learning objects for secondary school algebra concept learning. The results of this study showed that the experimental group performed significantly better than the control group on algebra learning achievement. The results also showed that only the experimental design with the addition of the instructional approach resulted in higher-order mathematical thinking skills and improved procedural skills of the students. Further analysis reveals that concept learning was simplified when multimedia learning principles were applied and the information was presented by the instructional approach. 相似文献
17.
《Contemporary educational psychology》1988,13(2):126-132
The purposes of this study were to investigate the effects of pictorial and/or verbal instructional stimuli on learning and error persistence. Subjects were 84 third-graders and 84 fourth-graders. Students were randomly assigned to a picture, oral, or combined presentation group. Each student saw and/or heard an adapted children's story. A constructed response recall test, containing both concrete and abstract items, was administered immediately, and 1 week after, the presentation. Oral and picture presentations yielded approximately equal learning of abstract content, but pictures yielded greater learning of concrete content. Error persistence for abstract content was greatest for picture-only presentations, while persistence of concrete errors was comparable across presentations. 相似文献
18.
学习体验的发生结构与教学策略 总被引:7,自引:0,他引:7
学习体验既是一种生命体验,又是建构知识意义、焕发生命活力、提升生命价值的手段和途径,因而是教学活动揭示、展现、提升生命意义的关键。学习体验的发生依承于历构层、预构层、临构层的相互作用与有机统一。教学目标向学习期望的转化、教学内容向学习内容的内化、教学授受向教学对话的转变能够有效引发学生的学习体验。 相似文献
19.
This paper describes the implications of principles derived from cognitive social learning theory and Vygotsky's socially oriented developmental perspective for the design of technology-based instructional materials. Vygotsky's ideas about the kinds of experience that facilitate intellectual growth in the “zone of proximal development” suggest that contemporary mathematics instruction (usually characterized by presentations to large groups, or by individualized instruction dominated by worksheets) deny students opportunities for individual interaction with and supportive guidance by adult experts or competent peers. It is proposed that such instruction fails to support the transfer of regulatory responsibility from teacher to student. The derivation of design specifications for the use of instructional technologies to overcome these limitations of contemporary instruction in mathematics is described. Instructional materials designed to promote self-regulation strategies as well as procedural and declarative knowledge in mathematics are presented. 相似文献
20.
Marion Haugwitz John C. Nesbit Angela Sandmann 《Learning and individual differences》2010,20(5):536-543
Data were gathered from 248 secondary students (14 years old, 56% female) who learned about the circulatory system in 77 self-selected collaborative groups. The learning outcomes of biology students who summarised by collaborative concept mapping were compared with those of students who summarised by collaborative writing. Learning groups randomly assigned to construct concept maps instead of conventional summaries generated more relations in the summary task and their members obtained higher individual scores on a post-test. The concept mapping strategy was found to be advantageous only for students whose cognitive ability was below the median for the sample and who were placed in groups with other students having low cognitive ability. 相似文献