Instructional control of cognitive load in the training of complex cognitive tasks

Paas, Fred; Merriënboer, Jeroen J. G. van

doi:10.1007/bf02213420

Cited by 655 publications

(442 citation statements)

References 48 publications

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“…According to Paas and van Merriënboer [51] (see also [52,53]), three empirical indicators of cognitive load can be distinguished: Mental load represents the cognitive load a particular item poses for a particular respondent. Mental effort is the amount of cognitive capacity the respondent invests into solving the item.…”

Section: Task Complexity and Cognitive Loadmentioning

confidence: 99%

Sometimes More Is Better, and Sometimes Less Is Better: Task Complexity Moderates the Response Time Accuracy Correlation

et al. 2016

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This study addresses the relationship between item response time and item accuracy (i.e., the response time accuracy correlation, RTAC) in figural matrices tests. The dual processing account of response time effects predicts negative RTACs in tasks that allow for relatively automatic processing and positive RTACs in tasks that require controlled processing. Contrary to these predictions, several studies found negative RTACs for reasoning tests. Nevertheless, it was demonstrated that the RTAC is moderated by task complexity (i.e., the interaction between person ability and item difficulty) and that under conditions of high complexity (i.e., low ability and high difficulty) the RTAC was even slightly positive. The goal of this study was to demonstrate that with respect to task complexity the direction of the RTAC (positive vs. negative) can change substantially even within a single task paradigm (i.e., figural matrices). These predictions were tested using a figural matrices test that employs a constructed response format and has a broad range of item difficulties in a sample with a broad range of ability. Confirming predictions, strongly negative RTACs were observed when task complexity was low (i.e., fast responses tended to be correct). With increasing task complexity, the RTAC flipped to be strongly positive (i.e., slow responses tended to be correct). This flip occurred earlier for people with lower ability, and later for people with higher ability. Cognitive load of the items is suggested as an explanation for this phenomenon.

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Section: Task Complexity and Cognitive Loadmentioning

confidence: 99%

Sometimes More Is Better, and Sometimes Less Is Better: Task Complexity Moderates the Response Time Accuracy Correlation

et al. 2016

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“…Extraneous cognitive load is a form of cognitive load that should be avoided to reach efficacy material for learning [33]. In the theoretical framework of Cognitive Load Theory, cognitive load depends on the interaction between task features and learners' features [34] and can be measured by assessment of mental effort and learning performance [35].…”

Section: Empirical Evidences On Disorientationmentioning

confidence: 99%

Exploratory Study of Relations Between Prior Knowledge, Comprehension, Disorientation and On-Line Processes in Hypertext

Amadieu¹,

Tricot²

2009

TOERGJ

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An exploratory experiment was carried out in order to question the relationships between prior knowledge, comprehension performance, on-line processes and disorientation in a non-linear document (hypertext). 14 participants read a non-linear document about a virus' infectiousness process which imposed to learners to construct themselves their reading orders and also a structure of the document. Correlational analyses were conducted to test the relations between the variables. Results indicated that the prior knowledge was positively correlated with the learning performance, the coherence of the reading orders, and negatively with the time spent to construct a document structure. Correlations between the prior knowledge and the disorientation indicated a marginal negative relation. The results stressed also significant correlations between the on-line processes and the comprehension performance. Interestingly, the observed correlations between the on-line processes and the disorientation suggested that the disorientation was function of difficulties to construct the document structure rather than difficulties to construct a reading order. The present study highlighted how prior knowledge constitutes resources to process non-linear documents and what type of on-line processes are related to disorientation.

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“…Cognitive load is commonly used to refer to the load that performing a particular task imposes on the person's cognitive system [19]. Different methods have been applied for quantifying cognitive workload; however, not all of them are useful for developing adaptable systems.…”

Section: Introductionmentioning

confidence: 99%

GSR and Blink Features for Cognitive Load Classification

Nourbakhsh

Wang

Chen

2013

Lecture Notes in Computer Science

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Abstract.A system capable of monitoring its user's mental workload can evaluate the suitability of its interface and interactions for user's current cognitive status and properly change them when necessary. Galvanic skin response (GSR) and eye blinks are cognitive load measures which can be captured conveniently and at low cost. The present study has assessed multiple features of these two signals in classification of cognitive workload level. The experiment included arithmetic tasks with four difficulty levels and two types of machine learning algorithms have been applied for classification. Obtained results show that the studied features of blink and GSR can reasonably discriminate workload levels and combining features of the two modalities improves the accuracy of cognitive load classification. We have achieved around 75% for binary classification and more than 50% for four-class classification.

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Instructional control of cognitive load in the training of complex cognitive tasks

Cited by 655 publications

References 48 publications

Sometimes More Is Better, and Sometimes Less Is Better: Task Complexity Moderates the Response Time Accuracy Correlation

Sometimes More Is Better, and Sometimes Less Is Better: Task Complexity Moderates the Response Time Accuracy Correlation

Exploratory Study of Relations Between Prior Knowledge, Comprehension, Disorientation and On-Line Processes in Hypertext

GSR and Blink Features for Cognitive Load Classification

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