Impact of reducing intrinsic cognitive load on learning in a mathematical domain
Impact of reducing intrinsic cognitive load on learning in a mathematical domain
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DOI：
10.1002/acp.1245
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发表时间：
2006-04-01
影响因子：
2.4
通讯作者：
Ayres, P
中科院分区：
文献类型：
--
作者：
Ayres, P
本文探讨了通过降低任务复杂性（内在认知负荷）来降低认知负荷的教学策略的有效性。三组13岁的学生被要求在不同的条件下学习数学任务。一组（隔离）遵循的策略是使用部分任务，其中组成元素彼此隔离（元素隔离）。第二组（综合）收到的所有元素都完全集成的整体任务，和第三组（混合）遵循的混合策略，从部分任务进展到整体任务。结果表明，部分任务策略对所有学生都有效地降低了认知负荷，但只对低先验知识的学生有益。与此相反，学生有较高的先验知识学习更显着的整体任务在教学过程中相比，部分任务。混合模式的方法被证明是无效的两个层次的先验知识。这些结果进行了讨论的认知负荷理论。版权所有（c）2006约翰威利父子有限公司。
This paper examines the effectiveness of instructional strategies that lower cognitive load by reducing task complexity (intrinsic cognitive load). Three groups of 13-year-old students were required to learn a mathematical task under different conditions. One group (Isolated) followed a strategy that used part-tasks where the constituent elements were isolated from each other (element isolation). A second group (integrated) received whole tasks where all elements were fully integrated, and a third group (Mixed) followed a mixed strategy progressing from part-tasks to whole-tasks. Results indicated that the part-task strategy was effective in lowering cognitive load for all students, but only benefitted learning for students with low prior knowledge. In contrast, students with a higher prior knowledge learned significantly more having studied whole tasks during instruction compared with part-tasks. The mixed-mode method proved to be ineffective for both levels of prior knowledge. These results are discussed in terms of cognitive load theory. Copyright (c) 2006 John Wiley & Sons, Ltd.