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Silva, Susana; Inácio, Filomena; Rocha e Sousa, Daniel; Gaspar, Nuno; Folia, Vasiliki; Petersson, Karl Magnus – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2023
Formal language hierarchy describes levels of increasing syntactic complexity (adjacent dependencies, nonadjacent nested, nonadjacent crossed) of which the transcription into a hierarchy of cognitive complexity remains under debate. The cognitive foundations of formal language hierarchy have been contradicted by two types of evidence: First,…
Descriptors: Vertical Organization, Language Aptitude, Difficulty Level, Cognitive Ability
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Chen, Ouhao; Paas, Fred; Sweller, John – Educational Psychology Review, 2023
Educational researchers have been confronted with a multitude of definitions of task complexity and a lack of consensus on how to measure it. Using a cognitive load theory-based perspective, we argue that the task complexity that learners experience is based on element interactivity. Element interactivity can be determined by simultaneously…
Descriptors: Cognitive Processes, Difficulty Level, Task Analysis, Long Term Memory
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Keiko Ishikawa; Hannah Li; Elisabeth Coster – Journal of Speech, Language, and Hearing Research, 2023
Background/Objectives: The objectives of this study were to explore (a) the influence of different types of background noise and their informational content on the ability of speakers to initiate and maintain clear speech (CS), a widely utilized technique for enhancing speech intelligibility, and (b) the impact of background noise and CS usage on…
Descriptors: Acoustics, Speech Communication, Intelligibility, Cognitive Processes
Hopman-Droste, Rachel; McEldoon, Katherine – Pearson, 2023
Pearson's Learning Foundations describe the optimal conditions for learning and reflect the learner experience Pearson hopes their products will create. Pearson does this by incorporating the Learning Design Principles. Each of the Learning Design Principles goes into detail about a key principle, supporting product design and marketing by…
Descriptors: Attention, Cognitive Processes, Difficulty Level, Theory Practice Relationship
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Cynthia Y. Delgado; Richard E. Mayer – Journal of Educational Computing Research, 2025
This study examined whether answering focused explanative questions during pauses in an immersive virtual reality (IVR) lesson on pipetting procedures could enhance learning. The goal was to take a generative learning activity, known to be effective for declarative knowledge with conventional media, to the context of procedural knowledge with…
Descriptors: Computer Simulation, Computer Uses in Education, Laboratory Procedures, Learning Activities
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Xinxin Yang; Wen Ma – International Journal of Language & Communication Disorders, 2025
Background: Aphasia is a communication disorder caused by brain damage. People with aphasia (PWA) often experience difficulties in interaction. Methods: This study uses conversation analysis (CA) and examines the interactions of 10 PWA (5 fluent and 5 non-fluent speakers) and their healthcare professionals. Aims: The study aims to to explore how…
Descriptors: Mandarin Chinese, Aphasia, Interaction, Discourse Analysis
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Yoonhee Shin; Jaewon Jung; Seohyun Choi; Bokmoon Jung – Education and Information Technologies, 2025
This study investigates the effects of metacognitive and cognitive strategies for computational thinking (CT) on managing cognitive load and enhancing problem-solving skills in collaborative programming. Four different scaffolding conditions were provided to help learners optimize cognitive load and improve their problem-solving abilities. A total…
Descriptors: Scaffolding (Teaching Technique), Mental Computation, Cognitive Processes, Difficulty Level
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Bilal Simsek; Bekir Direkci; Betül Koparan; Mehmet Canbulat; Mevlüt Gülmez; Emel Nalçacigil – Education and Information Technologies, 2025
The purpose of this study is to examine the effect of the duration of students' augmented reality (AR) experience on reading comprehension and cognitive load in reading activities carried out with an augmented reality storybook. The participants are 134 secondary school students aged between 11 and 12 attending a school in Antalya. They were…
Descriptors: Computer Simulation, Reading Comprehension, Difficulty Level, Cognitive Processes
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Lorenzo Valente; Federico De Lorenzis; Davide Calandra; Fabrizio Lamberti – IEEE Transactions on Learning Technologies, 2025
In recent years, first responders have faced increasing challenges in their operations, highlighting a growing need for specialized and comprehensive training. In particular, the firefighting incident commanders (ICs) are playing a pivotal role, providing directions to field operators and making critical decisions in emergency situations. Over…
Descriptors: Fire Protection, Experiential Learning, Job Training, Computer Simulation
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James Russo; Tim Powers; Jane Hubbard; Sarah Buckley; Sharyn Livy – Journal of Mathematics Teacher Education, 2025
Prior research has revealed a variety of factors associated with teacher views around when to incorporate challenging mathematical tasks into instruction, such as teachers' pedagogical content knowledge and their prior assumptions about student ability. There has been less focus on how motivational beliefs (teacher anxiety, enjoyment, confidence)…
Descriptors: Mathematics Instruction, Teacher Motivation, Anxiety, Psychological Patterns
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Christine C. A. van Nooijen; Bjorn B. de Koning; Wichor M. Bramer; Anna Isahakyan; Maryam Asoodar; Ellen Kok; Jeroen J. G. van Merrienboer; Fred Paas – Educational Psychology Review, 2024
Visual problem-solving is an essential skill for professionals in various visual domains. Novices in these domains acquire such skills through interactions with experts (e.g., apprenticeships). Experts guide novice visual problem-solving with scaffolding behaviours. However, there is little consensus about the description and classification of…
Descriptors: Cognitive Processes, Difficulty Level, Expertise, Novices
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Ruhama Even; Boaz Silverman – International Journal of Science and Mathematics Education, 2024
When justifying a mathematical statement, textbooks often interweave several instances of justification, creating, what we term, "paths of justification." This study aims to characterize the paths of justification of mathematical statements that are offered in eight 7th grade Israeli mathematics textbooks. The study attended to context…
Descriptors: Foreign Countries, Mathematics Instruction, Grade 7, Textbooks
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Serena Lee-Cultura; Kshitij Sharma; Michail N. Giannakos – IEEE Transactions on Learning Technologies, 2024
Teacher dashboards provide insights on students' progress through visualizations and scores derived from data generated during teaching and learning activities (e.g., response times and task correctness) to improve teaching. Despite the potential usefulness of enhancing teacher dashboards, and the respective teaching practices, with rich…
Descriptors: Educational Technology, Learning Analytics, Technology Uses in Education, Student Evaluation
Daiana Wheeler – ProQuest LLC, 2024
The purpose of this phenomenological study is to investigate the impact of instructional design elements on cognitive load for adult neurodiverse learners in online learning environments. For the utility of this study, cognitive load will be generally defined as the working memory and mental resources needed to perform a task. This study is…
Descriptors: Instructional Design, Cognitive Processes, Difficulty Level, Electronic Learning
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Samah AlKhuzaey; Floriana Grasso; Terry R. Payne; Valentina Tamma – International Journal of Artificial Intelligence in Education, 2024
Designing and constructing pedagogical tests that contain items (i.e. questions) which measure various types of skills for different levels of students equitably is a challenging task. Teachers and item writers alike need to ensure that the quality of assessment materials is consistent, if student evaluations are to be objective and effective.…
Descriptors: Test Items, Test Construction, Difficulty Level, Prediction
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