自我观:远程学习者的第一内动力

自我观是远程学习者的"总开关". 学习动力首先来源于内在的个性倾向,包括学习者的需要、动机、兴趣、意志、观念等心理因素;其次表现为学习活动中的心理体验,包括学习者的控制感、效能感、归因方式、期望感和焦虑感等;再次产生于教学系统的心理触发,包括教学引导、教学服务和环境设计等.对远程学习者而言,优质的教学系统是外动力,即外在的推动力;积极的个性倾向是内动力,即内在的源动力;有效的学习活动则把内外两种动力合二为一,形成新的生长力,即具有体验性、动能性和生态性特征的学习动力.显然,学习动力的提升要从内动力着眼,生长力着手,外动力为辅,要切实体现以学为中心、教服务于学的远程教学思想.     

Cognitive Load Theory: Advances in Research on Worked Examples, Animations, and Cognitive Load Measurement

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.     

Tweeting Fast Matters,But Only if I Think About It: Information Updates on Social Media

Social media have emerged as increasingly important sources through which the public seeks information concerning crises or risks. Despite this increased dependence, little is known about the psychological processes associated with perceptions of source credibility or the desire to seek additional information related to the risk. The current study investigates the role of speed of updates in credibility perceptions and information seeking using Twitter. The results do not provide evidence of a direct relationship between update speed and the outcomes under consideration. They do, however, consistently support a mediation model in which cognitive elaboration mediates the relationship between update speed and perceptions of sender competence, goodwill, trustworthiness, and reader (follower/audience/rater/target) desire for additional information. These findings are discussed in terms of their implications and applied use.     

Designing Instructional Examples to Reduce Intrinsic Cognitive Load: Molar versus Modular Presentation of Solution Procedures

It is usually assumed that successful problemsolving in knowledge-rich domains depends onthe availability of abstract problem-typeschemas whose acquisition can be supported bypresenting students with worked examples.Conventionally designed worked examples oftenfocus on information that is related to themain components of problem-type schemas, namelyon information related to problem-categorymembership, structural task features, andcategory-specific solution procedures. However,studying these examples might be cognitivelydemanding because it requires learners tosimultaneously hold active a substantial amountof information in working memory. In ourresearch, we try to reduce intrinsic cognitiveload in example-based learning by shifting thelevel of presenting and explaining solutionprocedures from a `molar' view – that focuseson problem categories and their associatedoverall solution procedures – to a more`modular' view where complex solutions arebroken down into smaller meaningful solutionelements that can be conveyed separately. Wereview findings from five of our own studiesthat yield evidence for the fact thatprocessing modular examples is associated witha lower degree of intrinsic cognitive load andthus, improves learning.     

Chinese High-School Students in Physics Classroom as Active, Self-Regulated Learners: Cognitive, Motivational and Environmental Aspects

The present study investigates whether Chinese high-school students are self-regulated learners. A social-cognitive model that distinguishes environmental, motivational, and cognitive components of this active approach to learning is described. This provides an appropriate framework for investigating this complex issue with eighth and tenth graders attending a high-school in Beijing. By contrasting components of self-regulated learning and components indicating a more passive approach to learning that were both measured with self-report instruments, it could be shown that these students may indeed be considered as self-regulated physics learners. Comparisons of the grade levels revealed that tenth graders are not more active in self-regulating their learning processes than are eighth graders, and that they might even experience a motivational decline in learning physics. The same applies to girls versus boys. The physics-related self-efficacy belief of girls turned out to be considerably lower than with boys, a result that corresponds to findings with students from Western nations. Finally, assumptions about the causal role of motivational factors for using self-regulatory strategies could be confirmed. Possible consequences for further fostering self-regulated learning in physics instruction are discussed.     

Cognitive Load and Working Memory in Multimedia Learning: Conceptual and Measurement Issues

This article reviews contemporary research on multimedia learning that uses cognitive load theory as the major theoretical framework. In particular, we address the extent to which working memory has been conceptualized and measured in this research, what kind of subjective measures of cognitive load have been used and whether such measures are combined with other measures of cognitive load, and how results from subjective measures have been related to learning and achievement. The findings show that most of the reviewed studies did not include any clear conceptualization or measurement of working memory, used only general subjective measures containing one or very few items, and did not report findings consistent with the hypothesized relationship between cognitive load and multimedia learning. The findings are discussed in relation to the broader goal of improving research on cognitive load in the context of multimedia learning.     

Effects of the Physical Environment on Cognitive Load and Learning: Towards a New Model of Cognitive Load

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.     

The Aftermath of Hurtful Events: Cognitive,Communicative, and Relational Outcomes

Relational satisfaction and stability following discovered incidents of relational betrayal were investigated. Predictions from Social Exchange Theory, specifically Rusbult's Investment Model, were tested along with the effects of communication strategies. Participants (N = 155) completed a questionnaire about a recalled betrayal. Inconsistent with the investment model, relational satisfaction was the best predictor of relational stability. Generally, the more committed and invested the offender, the more likely the reported use of communication repair strategies. The likelihood of apologies, accepting responsibility, and promising change also increased with the severity of the betrayal. Only promising change was related to post-betrayal relational satisfaction.     

Social Competence of Learning Disabled Children: Cognitive and Emotional Aspects

The aim of the study was to investigate the structure of social competence among learning disabled children, as reported by themselves and their teachers, and the cognitive and emotional aspects that mediate its level. The sample consisted of 40 learning disabled children and 37 matched nondisabled children. Within Harter's competence model and Schaefer's spherical model, the learning disabled group demonstrated lower levels of competence and adjustment and a less mature concept of competence than did their peers. The social competence of the learning disabled children was accounted for by emotional and physical aspects of competence, similar to that found in younger and in children with an intellectual disability, whereas the social competence of the nondisabled peers was accounted for by a combination of academic, cognitive and self‐esteem aspects. Teachers rated the social competence of both groups of children as mediated by introversion and general competence. However, teachers added physical competence to the explanation of the learning disabled group's social competence, whereas they added task orientation to the explanation for the nondisabled group. Intervention planning should be geared toward increasing the social competence of LD children, through alerting teachers to their less mature self‐competence concept, with its special emphasis on nonacademic aspects.     

认知负荷理论:教学设计研究的新视角

认知负荷理论(Cognitive Load Theory,以下简称CLT)最早由澳大利亚教育心理学家J.Sweller于20世纪80年代提出。CLT理论从认知结构入手考虑教学设计,为教学设计提供了一种新的理论视角。本文对认知负荷的内涵、类型做了详尽描述,并对20世纪90年代以来CLT的研究进行了系统回顾,以     

Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture

Instructional Science -     

因含蓄而宽泛——中式英语演讲的风格特征

从词语、观点、支撑材料、论证都体现出笼统、宽泛的风格,举的事例与主题不相关,多用模糊抽象的词而不是具体精确的词语.通过分析,本文找到这种风格的源头:中国的艺术创作手法和审美传统.“含蓄”是二者的文化基础,艺术创作手法含蓄蕴藉,审美传统和审美意识强调主体,超越感官.     

Assessment of Cognitive Load in Multimedia Learning with Dual-Task Methodology: Auditory Load and Modality Effects

Using cognitive load theory and cognitivetheory of multimedia learning as a framework,we conducted two within-subject experimentswith 10 participants each in order toinvestigate (1) if the audiovisual presentationof verbal and pictorial learning materialswould lead to a higher demand on phonologicalcognitive capacities than the visual-onlypresentation of the same material, and (2) ifadding seductive background music to anaudiovisual information presentation wouldincrease the phonological cognitive load. Weemployed the dual-task methodology in order toachieve a direct measurement of cognitive loadin the phonological system. In bothexperiments, the modality effect could beconfirmed in the patterns of secondary taskperformance and in the primary learning task.     

行动研究:利用认知负荷理论调整阅读教学

阅读教学中所用材料给学生带来过高的认知负荷,严重妨碍学生语言习得。教师应利用认知心理学的认知负荷理论,围绕问题,设计不同方案,积极调置教学计划和课堂教学模式。在实施过程中收集数据,并最后对数据分析,得出结论:教师在教学过程中,应保证教学材料具有适当的认知负荷,这样才能使学生的学习达到最佳化。     

Cognitive Load and Classroom Teaching: The Double-Edged Sword of Automaticity

Research in the development of teacher cognition and teaching performance in K–12 classrooms has identified consistent challenges and patterns of behavior that are congruent with the predictions of dual-process models of cognition. However, cognitive models of information processing are not often used to synthesize these results. This article reviews findings from the research on teaching and teacher education through the lens of a dual-process model and emphasizes the role that cognitive load plays in driving teaching performance. Data reflecting the salience of automaticity and its relationship with cognitive overload are highlighted, and implications for teacher preparation and inservice training strategies are discussed. Specific suggestions for teacher training draw on empirical findings from cognitive approaches to training that emphasize the development of automaticity in teaching skills to minimize extraneous cognitive load and maximize effective performance.     

Differentiating Different Types of Cognitive Load: a Comparison of Different Measures

Recent studies about learning and instruction use cognitive load measurement to pay attention to the human cognitive resources and to the consumption of these resources during the learning process. In order to validate different measures of cognitive load for different cognitive load factors, the present study compares three different methods of objective cognitive load measurement and one subjective method. An experimental three-group design (N = 78) was used, with exposure to seductive details (extraneous cognitive load factor), mental animation tasks (germane cognitive load factor), or the basic learning instruction (control group). Cognitive load was measured by the rhythm method (Park and Brünken 2015), the index of cognitive activity (ICA) (Marshall 2007), and the subjective ratings of mental effort and task difficulty (Paas 1992). Eye-tracking data were used to analyze the attention allocation and as an indicator for cognitive activity. The results show a significantly higher cognitive load for the mental animation group in contrast to the control and the seductive detail group, indicated by rhythm method and subjective ratings, as well as a higher cognitive activity, indicated by eye tracking. Furthermore, the mental animation group shows significantly higher comprehension performance in contrast to the seductive detail group and significantly higher transfer performance in contrast to the control group. The ICA values showed no significant differences in cognitive load. The results provide evidence for the benefits of combining eye-tracking analysis and the results of cognitive load ratings or secondary task performance for a direct and continuous cognitive load assessment and for a differentiating access to the single cognitive load factors.     

The Pedagogy of Teaching Educational Vision: A Vision Coach's Field Notes About Leaders as Learners

The emerging field of educational visioning is full of challenges and phenomena worthy of careful analysis and documentation. A relatively neglected phenomenon is the learning curve of the leaders (often lay leaders) involved in the visioning process. This article documents a range of experiences of the author serving as a vision coach to five different institutions. The importance of treating the educational leaders involved in the process as learners is a consistent theme across five institutions. The tendency in the field is to think of them as transformative agents for congregational change. The author argues that this admirable goal can only occur with considerable attention to the pedagogy of teaching vision. This is a particular challenge given the highly abstract and conceptual framework of the volume Visions of Jewish Education (Marom, Fox, & Scheffler, 2003 Fox, S., Marom, D. and Scheffler, I. 2003. Visions of Jewish education, Cambridge, , UK: Cambridge University Press. [Crossref] , [Google Scholar]), which often serves as the “text” for the visioning process.     

Enhancing Instructional Efficiency of Interactive E-learning Environments: A Cognitive Load Perspective

This concluding paper summarizes the main points and recommendations of the previous papers in this Special issue within a conceptual framework of cognitive load theory. Design of efficient interactive learning environments should take into account main features and limitations of our cognitive architecture. The paper provides a brief overview of this architecture and sources of cognitive load, considers their instructional implications for interactive e-learning environments, and analyzes methods for managing cognitive load and enhancing instructional efficiency of such environments.