Hazan-Liran Batel, Miller Paul
a Faculty of Education, Department of Special Education , University of Haifa , Haifa , Israel.
Q J Exp Psychol (Hove). 2017 Sep;70(9):1878-1891. doi: 10.1080/17470218.2016.1214845. Epub 2016 Aug 3.
To determine whether and how learning is biased by competing task-irrelevant information that creates extraneous cognitive load, we assessed the efficiency of university students with a learning paradigm in two experiments. The paradigm asked participants to learn associations between eight words and eight digits. We manipulated congruity of the digits' ink colour with the words' semantics. In Experiment 1 word stimuli were colour words (e.g., blue, yellow) and in Experiment 2 colour-related word concepts (e.g., sky, banana). Marked benefits and costs on learning due to variation in extraneous cognitive load originating from processing task-irrelevant information were evident. Implications for cognitive load theory and schooling are discussed.
为了确定学习是否以及如何受到产生额外认知负荷的竞争性任务无关信息的影响，我们在两项实验中使用一种学习范式评估了大学生的学习效率。该范式要求参与者学习八个单词与八个数字之间的关联。我们操纵了数字的墨水颜色与单词语义之间的一致性。在实验1中，单词刺激是颜色词（如蓝色、黄色），在实验2中是与颜色相关的单词概念（如天空、香蕉）。由于处理任务无关信息而产生的额外认知负荷变化对学习产生的显著益处和成本是显而易见的。文中还讨论了对认知负荷理论和学校教育的启示。
