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The Provision of Partial Notes Is Not Associated with Improved Student Attention in Lectures or Subsequent Understanding of the Lecture Material
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Machida, Keitaro; Chin, Michelle; Johnson, Katherine A. – Active Learning in Higher Education, 2018
To optimize learning in lectures, students need to maintain a sustained level of attention to the lecture material. Previous research has suggested, however, that student attention declines over the course of the lecture. One strategy suggested to improve sustained attention of students during the lecture is to encourage note-taking by students.…
Descriptors: Notetaking, Attention, Lecture Method, Learner Engagement
Students' Metacognition and Cognitive Style and Their Effect on Cognitive Load and Learning Achievement
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López-Vargas, Omar; Ibáñez-Ibáñez, Jaime; Racines-Prada, Oswaldo – Educational Technology & Society, 2017
The present research's objective is to examine the effects of metacognitive scaffolding and cognitive style in the Field Dependence-Independence (FDI) dimension on cognitive load (CL) and learning achievement (LA) in high school students, when they interact with a hypermedia environment on philosophy (logic). Fifty-four students belonging to two…
Descriptors: High School Students, Metacognition, Cognitive Style, Difficulty Level
Evidence for Two Attentional Components in Visual Working Memory
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Allen, Richard J.; Baddeley, Alan D.; Hitch, Graham J. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2014
How does executive attentional control contribute to memory for sequences of visual objects, and what does this reveal about storage and processing in working memory? Three experiments examined the impact of a concurrent executive load (backward counting) on memory for sequences of individually presented visual objects. Experiments 1 and 2 found…
Descriptors: Attention, Executive Function, Short Term Memory, Visual Perception
Visual Information Can Hinder Working Memory Processing of Speech
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Mishra, Sushmit; Lunner, Thomas; Stenfelt, Stefan; Ronnberg, Jerker; Rudner, Mary – Journal of Speech, Language, and Hearing Research, 2013
Purpose: The purpose of the present study was to evaluate the new Cognitive Spare Capacity Test (CSCT), which measures aspects of working memory capacity for heard speech in the audiovisual and auditory-only modalities of presentation. Method: In Experiment 1, 20 young adults with normal hearing performed the CSCT and an independent battery of…
Descriptors: Foreign Countries, Undergraduate Students, Experiments, Young Adults
Effect of Varying Item Order on Multiple-Choice Test Scores: Importance of Statistical and Cognitive Difficulty.
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Newman, Dianna L.; And Others – Applied Measurement in Education, 1988
The effect of using statistical and cognitive item difficulty to determine item order on multiple-choice tests was examined, using 120 undergraduate students. Students performed better when items were ordered by increasing cognitive difficulty rather than decreasing difficulty. The statistical ordering of difficulty had little effect on…
Descriptors: Cognitive Tests, Difficulty Level, Higher Education, Multiple Choice Tests
Perceived Difficulty of Items in a Test of Reasoning Ability.
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Bratfisch, Oswald; And Others – 1972
Sixty subjects participated in an experiment involving estimation of difficulty of items in a test of reasoning ability. The estimates were to be given both according to conventional conditions of magnitude estimations with a preassigned comparison standard and according to a modified procedure of magnitude estimation where the comparison standard…
Descriptors: Abstract Reasoning, Cognitive Tests, Comparative Analysis, Correlation