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Showing 1 to 15 of 133 results Save | Export
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Tina Seufert; Verena Hamm; Andrea Vogt; Valentin Riemer – Educational Psychology Review, 2024
Self-regulated learning depends on task difficulty and on learners' resources and cognitive load, as described by an inverted U-shaped relationship in Seufert's (2018) model: for easy tasks, resources are high and load is low, so there is no need to regulate, whereas for difficult tasks, load is too high and resources are too low to regulate. Only…
Descriptors: Cognitive Processes, Difficulty Level, Resources, Self Management
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Katrin Schuessler; Vanessa Fischer; Maik Walpuski – Instructional Science: An International Journal of the Learning Sciences, 2025
Cognitive load studies are mostly centered on information on perceived cognitive load. Single-item subjective rating scales are the dominant measurement practice to investigate overall cognitive load. Usually, either invested mental effort or perceived task difficulty is used as an overall cognitive load measure. However, the extent to which the…
Descriptors: Cognitive Processes, Difficulty Level, Rating Scales, Construct Validity
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Lea Nemeth; Frank Lipowsky – European Journal of Psychology of Education, 2024
Interleaved practice combined with comparison prompts can better foster students' adaptive use of subtraction strategies compared to blocked practice. It has not been previously investigated whether all students benefit equally from these teaching approaches. While interleaving subtraction tasks prompts students' attention to the different task…
Descriptors: Prior Learning, Subtraction, Cognitive Processes, Difficulty Level
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Linnenbrink-Garcia, Lisa – Discourse Processes: A Multidisciplinary Journal, 2022
The articles in this special issue take an important step in beginning to test the PET framework. Together, these articles illustrate the importance of considering individual differences in attitudes and prior knowledge as well as differences in task demands when investigating the role of emotions in shaping cognitive processing while reading…
Descriptors: Psychological Patterns, Individual Differences, Student Attitudes, Prior Learning
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Tugtekin, Ufuk; Odabasi, Hatice Ferhan – Education and Information Technologies, 2023
Learning environments are undergoing a dynamic alteration with the robust impact of technological transformation. Therefore, adapting to dynamic learning settings has now become a key criterion for academic performance. The factors that we know have a detrimental effect on learners' academic performance and cognitive capacity are related to…
Descriptors: Computer Simulation, Time Management, Executive Function, Difficulty Level
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Wang, Bo; Ginns, Paul; Mockler, Nicole – Educational Psychology Review, 2022
Cognitive load theory's incorporation of evolutionary perspectives has generated several instructional designs based on movement, including the tracing effect, occurring when learners benefit from explicit instructions to trace out specific elements of lesson materials with the index finger. Historical descriptions of children's tracing behaviours…
Descriptors: Cognitive Processes, Difficulty Level, Imagination, Prior Learning
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Endres, Tino; Lovell, Oliver; Morkunas, David; Rieß, Werner; Renkl, Alexander – British Journal of Educational Psychology, 2023
Background & Aims: Cognitive load theory assumes that the higher the learner's prior knowledge (i.e., the more expert the learner), the lower the intrinsic cognitive load (complexity) experienced for a given problem. While this is the case in many scenarios, there can be cases in which the converse is also true, resulting in more expert…
Descriptors: Prior Learning, Cognitive Processes, Difficulty Level, Problem Solving
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Julius Moritz Meier; Peter Hesse; Stephan Abele; Alexander Renkl; Inga Glogger-Frey – Journal of Computer Assisted Learning, 2024
Background: In example-based learning, examples are often combined with generative activities, such as comparative self-explanations of example cases. Comparisons induce heavy demands on working memory, especially in complex domains. Hence, only stronger learners may benefit from comparative self-explanations. While static text-based examples can…
Descriptors: Video Technology, Models, Cues, Problem Solving
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Moon, Jung Aa; Lindner, Marlit Annalena; Arslan, Burcu; Keehner, Madeleine – Educational Measurement: Issues and Practice, 2022
Many test items use both an image and text, but present them in a spatially separate manner. This format could potentially cause a split-attention effect in which the test taker's cognitive load is increased by having to split attention between the image and text, while mentally integrating the two sources of information. We investigated the…
Descriptors: Computer Assisted Testing, Cognitive Processes, Difficulty Level, Attention
Catherine Maria Pulupa – ProQuest LLC, 2024
The United States government is perennially in need of employees with proficiency in critical foreign languages to communicate with foreign counterparts and maintain relationships worldwide. In order to fulfill this need, the government devotes significant resources training federal employees to advanced levels of language proficiency through…
Descriptors: Second Language Learning, Language Proficiency, Adult Learning, Measurement Techniques
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Jingjing Ma; Qingtang Liu; Shufan Yu; Jindian Liu; Xiaojuan Li; Chunhua Wang – British Journal of Educational Technology, 2025
This research employs the fuzzy-set qualitative comparative analysis (fsQCA) method to investigate the configurations of multiple factors influencing scientific concept learning, including augmented reality (AR) technology, the concept map (CM) strategy and individual differences (eg, prior knowledge, experience and attitudes). A quasi-experiment…
Descriptors: Science Education, Scientific Concepts, Comparative Analysis, Qualitative Research
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Tchoshanov, Mourat; Fierro, Kevin; Shakirova, Gulshat – For the Learning of Mathematics, 2022
Not-knowing is an underexplored concept defined as an individual's ability to be aware of what they do not know to plan and effectively face complex situations. This paper focuses on analyzing students' articulation of not-knowing while completing geometric reasoning tasks. Results of this study revealed that not-knowing is a more cognitively…
Descriptors: Geometry, Mathematics Instruction, Knowledge Level, Mathematical Logic
Jum'ah, Laith – ProQuest LLC, 2023
Epistemic beliefs, epistemic cognitions, and self-regulation processes have a significant role in students' learning. Through this study, I investigated the role of mechanical engineering students' epistemic beliefs and epistemic cognitions involved in self-regulation processes while working on tasks with different difficulty levels. In this…
Descriptors: Epistemology, Cognitive Processes, Beliefs, Difficulty Level
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Quan-Thanh Huynh; Yu-Chuan Yang – Chemistry Education Research and Practice, 2024
Numerous studies have proven the learning benefits of concept maps in science subjects, particularly for students with low prior knowledge. There is a scarcity of research dedicated to the examination of chemistry courses at the university level, and the findings pertaining to academic performance in that subject exhibit a lack of consistency.…
Descriptors: Prior Learning, Concept Mapping, Chemistry, Science Instruction
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Schatz, Jule; Jones, Steven J.; Laird, John E. – Cognitive Science, 2022
The Remote Associates Test (RAT) is a word association retrieval task that consists of a series of problems, each with three seemingly unrelated prompt words. The subject is asked to produce a single word that is related to all three prompt words. In this paper, we provide support for a theory in which the RAT assesses a person's ability to…
Descriptors: Association Measures, Associative Learning, Recall (Psychology), Long Term Memory
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