Renkl, A and Gruber, H and Weber, S and Lerche, T and Schweizer, K (2003) Cognitive load during learning from worked-out examples. ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE, 17 (2). pp. 93-101. ISSN 1010-0652,
Full text not available from this repository.Abstract
The effectiveness of learning from worked-out examples, in comparison to problem-solving, is presently explained by the Cognitive Load Theory: Learning from worked-out examples demands less cognitive capacity, more much less thanroommuch greater than for processes of learning is available. In order to directly test this hypothesis the dual task paradigm was employed. Eighty students of human arts and social sciences were assigned to the cells of a 2 x 2-factorial design (factor 1: learning from worked-out examples vs. learning by problem-solving; factor 2: with vs. without secondary task). The learning contents were probability. The learning outcomes were assessed by a post-test. The result pattern with respect to the learning outcomes and the reaction times to a secondary task in the four experimental groups fully supported Cognitive Load Theory.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | RANDOM GENERATION; WORKING-MEMORY; VARIABILITY; SEARCH; learning from worked-out examples; cognitive skill acquisition; working memory; cognitive load |
| Subjects: | 100 Philosophy & psychology > 150 Psychology |
| Divisions: | Human Sciences > Institut für Psychologie |
| Depositing User: | Dr. Gernot Deinzer |
| Date Deposited: | 18 May 2021 06:43 |
| Last Modified: | 18 May 2021 06:43 |
| URI: | https://pred.uni-regensburg.de/id/eprint/38985 |
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