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Using Eye Movements to Measure Intrinsic, Extraneous, and Germane Load in a Multimedia Learning Environment
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Zu, Tianlong; Hutson, John; Loschky, Lester C.; Rebello, N. Sanjay – Journal of Educational Psychology, 2020
In a previous study, DeLeeuw and Mayer (2008) found support for the triarchic model of cognitive load (Sweller, Van Merriënboer, & Paas, 1998, 2019) by showing that three different metrics could be used to independently measure 3 hypothesized types of cognitive load: intrinsic, extraneous, and germane. However, 2 of the 3 metrics that the…
Descriptors: Eye Movements, Cognitive Processes, Difficulty Level, Multimedia Instruction
A Comparison of Three Measures of Cognitive Load: Evidence for Separable Measures of Intrinsic, Extraneous, and Germane Load
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DeLeeuw, Krista E.; Mayer, Richard E. – Journal of Educational Psychology, 2008
Understanding how to measure cognitive load is a fundamental challenge for cognitive load theory. In 2 experiments, 155 college students (ages = 17 to 22; 49 men and 106 women) with low domain knowledge learned from a multimedia lesson on electric motors. At 8 points during learning, their cognitive load was measured via self-report scales (mental…
Descriptors: Reaction Time, Rating Scales, Cognitive Processes, Experiments
Differences in the Vigilance Performance of Highly Active and Normal Second-Grade Males Under Four Experimental Conditions
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Kirchner, Grace L. – Journal of Educational Psychology, 1976
Highly active second-grade boys made fewer correct detections in a 48-minute vigilance task than did their normal peers. Detection efficiency was inversely related to interval length, and this effect was more pronounced for the highly active group. (RC)
Descriptors: Attention Control, Elementary Education, Grade 2, Hyperactivity
Children's Noun-Pair Retention: Assessment of Pictorial Elaboration and Bizarreness Effects.
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Kee, Daniel W.; Nakayama, Susan Y. – Journal of Educational Psychology, 1982
Three experiments assessing the effects of nonbizarre versus bizarre pictorial elaboration on the paired-associate retention of noun pairs were conducted with kindergarten and second-grade children. Both pictorial elaborations were found to facilitate performance relative to a standard presentation condition and forgetting of pairs was equivalent.…
Descriptors: Association (Psychology), Elementary Education, Paired Associate Learning, Retention (Psychology)
Development of the Understanding of Logical Connectives
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Neimark, Edith D.; Slotnick, Nan S. – Journal of Educational Psychology, 1970
Descriptors: Connected Discourse, Cross Cultural Studies, Japanese, Language Acquisition
Assessment of Working Memory in Six- and Seven-Year-Old Children.
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Gathercole, Susan E.; Pickering, Susan J. – Journal of Educational Psychology, 2000
A test battery was designed to test the Baddeley and Hitch model of working memory. The battery was administered to 87 children aged 6 and 7 years. Correlations between subtest scores indicated high construct validity for the central executive and phonological loop measures, although not for the visuospatial measures. (Contains 100 references and…
Descriptors: Construct Validity, Evaluation Methods, Foreign Countries, Learning Processes
The Instructive Animation: Helping Students Build Connections between Words and Pictures in Multimedia Learning.
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Mayer, Richard E.; Anderson, Richard B. – Journal of Educational Psychology, 1992
In 2 experiments, 280 college students studied animations depicting a mechanical operation with concurrent oral narration of the process, successive animation and narration, animation alone, narration alone, or no instruction (the control group). Results are consistent with a dual coding model of retention and problem solving. (SLD)
Descriptors: Animation, Coding, College Students, Comparative Analysis
Developmental and Population Comparison of Taxonomic and Thematic Organization in Free Recall.
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Siaw, Susan Nakayama – Journal of Educational Psychology, 1984
Using cross classifiable pictures, this study assessed taxonomic and thematic clustering in free recall in 240 children, ages seven and ten. The effects of both free and constrained test conditions and developmental, ethnic, and socioeconomic differences, were examined. (BS)
Descriptors: Age Differences, Aptitude Treatment Interaction, Cluster Grouping, Cognitive Development