认知负荷理论及其发展

认知负荷理论是继建构主义理论后又一个对教学起着重要指导作用的心理学理论。本文对最新的认知负荷理论作了介绍,并对其这些年的发展作了分析,以理清其发展的脉络。     

样例学习认知负荷理论的研究及其展望

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。     

A Reconsideration of Cognitive Load Theory

Cognitive load theory has been very influential in educational psychology during the last decade in providing guidelines for instructional design. Whereas numerous empirical studies have used it as a theoretical framework, a closer analysis reveals some fundamental conceptual problems within the theory. Various generalizations of empirical findings become questionable because the theory allows different and contradicting possibilities to explain some empirical results. The article investigates these theoretical problems by analyzing the conceptual distinctions between different kinds of cognitive load. It emphasizes that reduction of cognitive load can sometimes impair learning rather than enhancing it. Cognitive load theory is reconsidered both from the perspective of Vygotski’s concept of the zone of proximal development and from the perspective of research on implicit learning. Task performance and learning are considered as related, but nevertheless fundamentally different processes. Conclusions are drawn for the further development of the theory as well as for empirical research and instructional practice.

从认知负荷理论看教学设计

认知负荷理论(Cognitive Load Theory)是在现代认知心理学研究的成果基础上提出的一种促进教学设计的理论，它为研究认知处理和教学设计提供了一种新的理论框架。在认同G．Miller关于短时记忆受制于它所能同时容纳的成分的数量的理论基础上，CLT把图式作为组成个体知识基础的认知结构，关注降低工作记忆负荷的教学设计技术，以便促进与图式获得有关的长时记忆的变化。由于同时考虑到信息的构成和学习者内部允许其处理这些信息的认知结构，认知负荷理论已经产生了多种独特的且有时与直觉相矛盾的教学设计和程序。本文概括介绍了认知负荷理论的一些基本原理及其对教学、网页制作和其他信息呈现方式的设计的含义，以能够对教学设计及相关信息呈现设计有所启示。     

A Knowledge Based Tool for Imparting Planning Expertise

The need for inclusion of process planning techniques in the engineering curriculum is discussed and some of the present barriers to its implementation reviewed. A process planning tool is described which utilises expert systems methods to impart planning expertise. The system displays many of the features associated with planning experts and is capable of handling a wide range of learning situations.

RESUME Cet article examine la nécessite de comprendre dans la programme d'études d'ingénieur les techniques de planning de procédé. II considère aussi des obstacles actuels à cette réalisation. Une technique de planning de procédé se décrit qui utilise des methodes de systèms spécialistes pour transmettre l'habileté du planning. Cette technique montre plusieurs des caracteristiques associées avec les experts de planning et offert la possibilityé de traiter un grand choix de situations instructives     

基于认知负荷理论的教学媒体设计

首先对认知负荷的概念含义、主要观点和分类做简单扼要的论述。认知负荷理论提出了一些能减少学习者认知负荷,提高学习效率,并对教学媒体设计有指导作用的教学效应:分散注意力效应、双重感官效应、独立交互元素效应、元素交互效应及冗余效应。在阐述这些教学效应的基础上,分别给出它们在教学媒体设计中应用的例子。     

基于认知负荷理论的“大学物理”教学

约翰·斯威勒提出的认知负荷理论,主张合理分配认知资源,对有效学习至关重要。如果教师在设计教学时能按照认知负荷理论,尽量减少学习任务中不必要的认知负荷,有助于提高教学的效果。因此,提出基于认知负荷理论的大学物理教学,可以通过物理知识的图表化、优化多媒体教学、融入物理学史等手段,管理内在认知负荷,降低外在认知负荷,增加相关认知负荷,以此减少学生的学习障碍,激发学生的学习兴趣,从而最终达到促进有效学习的目的。     

认知负荷理论在移动微学习中的应用研究

移动终端及网络的飞速发展使移动微学习越来越受到教育界的重视,其提倡的碎片化学习使移动互联技术真正成为了教育的助手。然而在移动微学习课程的设计方面仍然存在很多问题和误区。为了使移动微学习更符合学习者的特点和需求,取得更好的学习效果,教育者应从认知负荷理论的角度来设计移动微学习的内容和活动。     

Cognitive Transformations and Extended Expertise

Abstract

Expertise is extended by becoming immersed in cultural practices. We look at an example of mathematical expertise in which immersion in cognitive practices results in the transformation of expert performance.     

Assessing Cognitive Load Theory to Improve Student Learning for Mechanical Engineers

Abstract

A computer programming class for students of mechanical engineering was redesigned and assessed: Cognitive Load Theory was used to redesign the content; online technologies were used to redesign the delivery. Student learning improved and the dropout rate was reduced. This article reports on both attitudinal and objective assessment: comparing student performance on identical final exams and student reviews. Note is made of improved learning by female and other nontraditional engineering students. This article also reports on two additional teaching strategies that were deployed to improve learning.     

Cognitive Load and Learner Expertise: Split-Attention and Redundancy Effects in Reading with Explanatory Notes

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.     

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.     

Cognitive Dissonance as an Instructional Tool for Understanding Chemical Representations

Journal of Science Education and Technology - Previous research on multiple external representations (MER) indicates that sequencing representations (compared with presenting them as a whole) can,...     

Cognitive Techniques as a Means for Facilitating Supervisee Development

During periods of uncertainty or psychological distress, a supervisee may encounter or develop rigid or unhelpful thinking patterns that could delay development by promoting discouraging realities and experiences. Such cognitive experiences often are so subtle that they occur outside of the supervisee's immediate awareness. This article explores how the cognitive model of counseling could be used in supervision as a guide to help the supervisor and supervisee discover and modify negative thought processes.     

简析认知负荷理论及其教学应用

认知负荷理论主要是关注两方面的资源分配,即学习者在获取外来的资源分配和问题解决的资源分配,这两者在记忆空间分配平衡与否,直接或间接影响到学习者的记忆效能。本文简析了认知负荷理论,并结合学习者的个性特征、认知结构、认知风格,简要阐述了该理论在实际教学中的指导作用,以期能够更好地为教学服务。     

认知负荷理论与舞蹈教学的动作表征

认知负荷理论(CLT)认为"学习者承受的认知负荷总量不超过其个体所能承受的认知负荷总量".因此,在舞蹈教学动作表征过程中,都自觉或不自觉地遵从认知负荷理论的指导.基于认知负荷理论指导下的舞蹈教学动作表征,有利于学习者对舞蹈教学内容的理解和意义建构,可以促进学习者学习绩效的提高.     

基于认知负荷理论的课程教学研究

认知负荷理论是现代教育心理学基础理论研究构成体系中的重要组成内容,切实做好认知负荷理论的基础性认知分析工作以及实际推广运用工作,对于保障和支持我国各级学校基础性学科教学实践工作稳定且顺利地获取到最佳预期效果,具有不容忽视的干预影响作用。围绕基于认知负荷理论的课程教学论题,从认知负荷理论的梳理分析和基于认知负荷理论的课程教学活动组织开展策略等两个具体方面展开简要的分析论述。     

基于认知负荷理论的问题式教学探究

问题式教学有利于增强学生的问题意识、培养学生解决问题的能力,被广泛应用于教学实践中。认知负荷理论为问题式教学的有效实施提供了新的理论指导。在分析认知负荷理论的核心观点与问题式教学特点的基础上,构建了基于认知负荷理论的问题式教学模式。该模式运用了一定的教学策略控制内部认知负荷,减少外部认知负荷,提高相关认知负荷,将问题式教学过程中可能产生的认知负荷总量控制在学习者的认知负荷范围内,保证了问题式教学的高效实施。将该教学模式应用于教学实践中,发现认知负荷理论对问题式教学的实施确实有积极的促进作用。基于实践反思,文章总结了基于认知负荷理论的问题式教学的优势及建议,以期为开展问题式教学提供一些有益的参考。     

认知负荷理论的解读及启示

在阐述认知负荷理论基本观点的基础上,分析了教学中学生认知负荷的结构,并从提高课堂教学效果的角度,对优化教学中学生认知负荷结构提出了具体的建议：控制内在认知负荷;降低外在认知负荷;提高相关认知负荷。     

从认知负荷理论看数学错误

错误是学生对数学学习内容、材料理解的一种反应,是对数学知识的一种体验.认知负荷理论的特点是工作记忆容量的有限性以及注意对信息选择中认知资源的有限性.认知负荷理论强调工作记忆容量的有限性以及图式构建的作用.工作记忆负荷与学生活动以及材料的内在本质、材料的呈现形式有关,影响数学问题解决中信息的提取和存储.图式的有效构建可以降低认知负荷,减少数学错误.