The Transfer Paradox: Effects of Contextual Interference on Retention and Transfer Performance of a Complex Cognitive Skill

Merriënboer, Jeroen J. G. van; Croock, M.B.M. de; Jelsma, Otto

doi:10.2466/pms.1997.84.3.784

Cited by 41 publications

(28 citation statements)

References 2 publications

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“…Consequently, CLT does not contradict the common finding that whole-task sequencing is more suitable than part-task sequencing for tasks with a high level of integration and coordination (for reviews, see Goettl and Shute, 1996;Peck and Detweiler, 2000; van Merriënboer, 1997). Both sequencing techniques work from less to more interacting elements, but part-task sequencing practice does so by progressing from part-tasks to the whole task, whereas whole-task sequencing does so by progressing from simplified versions to more complex versions of the whole task.…”

Section: Knowledge Progression and Intrinsic Cognitive Loadmentioning

confidence: 83%

“…Pollock et al (2002) did not give specific guidelines indicating the points at which interacting elements should be converted into isolated elements, but a study of their instructional materials suggests that their isolated information elements are really sets of interactions that are already familiar to the learners. Reigeluth (1999) and van Merriënboer (1997) suggested a slightly different sequencing technique that focuses, in the early phases of learning, on those elements that are most fundamental and representative for the whole complex task. Focusing on fundamental elements should allow the learners to obtain a quick impression of the whole task that can be further elaborated in the course of the training program.…”

Section: Knowledge Progression and Intrinsic Cognitive Loadmentioning

confidence: 98%

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Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions

2005

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Traditionally, Cognitive Load Theory (CLT) has focused on instructional methods to decrease extraneous cognitive load so that available cognitive resources can be fully devoted to learning. This article strengthens the cognitive base of CLT by linking cognitive processes to the processes used by biological evolution. The article discusses recent developments in CLT related to the current view in instructional design that real-life tasks should be the driving force for complex learning. First, the complexity, or intrinsic cognitive load, of such tasks is often high so that new methods are needed to manage cognitive load. Second, complex learning is a lengthy process requiring learners' motivational states and levels of expertise development to be taken into account. Third, this perspective requires more advanced methods to measure expertise and cognitive load so that instruction can be flexibly adapted to individual learners' needs. Experimental studies are reviewed to illustrate these recent developments. Guidelines for future research are provided.

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Section: Knowledge Progression and Intrinsic Cognitive Loadmentioning

confidence: 83%

Section: Knowledge Progression and Intrinsic Cognitive Loadmentioning

confidence: 98%

Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions

2005

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“…In others (Group 2), this ability may not be spontaneous for a variety of reasons, including low cognitive ability, disengagement, and so forth. Regardless, it might be good instructional-design practice to explicitly juxtapose high-variability concepts, as Paas and Van Merriënboer (1994b) and van Merriënboer, de Croock, and Jelsma (1997) have suggested. Additionally, more research needs to be conducted to understand whether explicit statements about problem differences and similarities that accompanied a connected set of instructional elements could raise the performance of Group-2-like participants.…”

Section: Discussionmentioning

confidence: 99%

Pupillary response to complex interdependent tasks: A cognitive-load theory perspective

2016

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Pupil dilation is known to indicate cognitive load. In this study, we looked at the average pupillary responses of a cohort of 29 undergraduate students during graphical problem solving. Three questions were asked, based on the same graphical input. The questions were interdependent and comprised multiple steps. We propose a novel way of analyzing pupillometry data for such tasks on the basis of eye fixations, a commonly used eyetracking parameter. We found that pupil diameter increased during the solution process. However, pupil diameter did not always reflect the expected cognitive load. This result was studied within a cognitive-load theory model. Higher-performing students showed evidence of germane load and schema creation, indicating use of the interdependent nature of the tasks to inform their problem-solving process. However, lower-performing students did not recognize the interdependent nature of the tasks and solved each problem independently, which was expressed in a markedly different pupillary response pattern. We discuss the import of our findings for instructional design.

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“…Researchers have developed a taxonomy to classify different types of transfers [Gagne et al 1948;Barnett and Ceci 2002]. Two types of transfers that are frequently discussed are immediate (near) transfer and delayed (far) transfer [Fong and Nisbett 1991;Merrienboer et al 1997]. Near transfer is transfer of knowledge and skills from one context to a closely related context, while far transfer is transfer of skill from one context to an entirely different context.…”

Section: Measuring Learningmentioning

confidence: 99%

Teaching Johnny not to fall for phish

Kumaraguru

Sheng

Acquisti

et al. 2010

ACM Trans. Internet Technol.

282

226

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Phishing attacks, in which criminals lure Internet users to websites that spoof legitimate websites, are occurring with increasing frequency and are causing considerable harm to victims. While a great deal of effort has been devoted to solving the phishing problem by prevention and detection of phishing emails and phishing websites, little research has been done in the area of training users to recognize those attacks. Our research focuses on educating users about phishing and helping them make better trust decisions. We identified a number of challenges for end-user security education in general and anti-phishing education in particular: users are not motivated to learn about security; for most users, security is a secondary task; it is difficult to teach people to identify security threats without also increasing their tendency to misjudge non-threats as threats. Keeping these challenges in mind, we developed an email-based anti-phishing education system called "PhishGuru" and an online game called "Anti-Phishing Phil" that teaches users how to use cues in URLs to avoid falling for phishing attacks. We applied learning science instructional principles in the design of PhishGuru and Anti-Phishing Phil. In this paper we present the results of PhishGuru and Anti-Phishing Phil user studies that demonstrate the effectiveness of these tools. Our results suggest that, while automated detection systems should be used as the first line of defense against phishing attacks, user education offers a complementary approach to help people better recognize fraudulent emails and websites.

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The Transfer Paradox: Effects of Contextual Interference on Retention and Transfer Performance of a Complex Cognitive Skill

Cited by 41 publications

References 2 publications

Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions

Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions

Pupillary response to complex interdependent tasks: A cognitive-load theory perspective

Teaching Johnny not to fall for phish

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