COGNITIVE LOAD DURING PROBLEM-SOLVING - EFFECTS ON LEARNING
COGNITIVE LOAD DURING PROBLEM-SOLVING - EFFECTS ON LEARNING
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DOI：
10.1207/s15516709cog1202_4
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发表时间：
1988-04-01
影响因子：
2.5
通讯作者：
SWELLER, J
中科院分区：
文献类型：
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作者：
SWELLER, J
大量证据表明，图式形式的领域特定知识是区分专家和新手解决问题技能的主要因素。传统的问题解决活动对图式习得无效的证据也在不断积累。研究认为，解决问题作为一种学习手段效果不佳的一个主要原因是，这两种活动所需的认知过程重叠不够，而传统的手段-目的分析形式的问题解决需要相对大量的认知处理能力，因此无法用于图式习得。计算模型和实验证据为这一论点提供了支持。讨论了理论和实践意义。
Considerable evidence indicates that domain specific knowledge in the form of schemas is the primary factor distinguishing experts from novices in problem-solving skill. Evidence that conventional problem-solving activity is not effective in schema acquisition is also accumulating. It is suggested that a major reason for the ineffectiveness of problem solving as a learning device, is that the cognitive processes required by the two activities overlap insufficiently, and that conventional problem solving in the form of means-ends analysis requires a relatively large amount of cognitive processing capacity which is consequently unavailable for schema acquisition. A computational model and experimental evidence provide support for this contention. Theoretical and practical implications are discussed.