INSTRUCTIONAL-CONTROL OF COGNITIVE LOAD IN THE TRAINING OF COMPLEX COGNITIVE TASKS

被引：507

作者：

PAAS, FGWC ^{[1
]}

VANMERRIENBOER, JJG ^{[1
]}

机构：

[1] TWENTE UNIV TECHNOL,DEPT INSTRUCT TECHNOL,ENSCHEDE,NETHERLANDS

来源：

EDUCATIONAL PSYCHOLOGY REVIEW | 1994年 / 6卷 / 04期

关键词：

INSTRUCTION; COGNITIVE LOAD; COMPLEX COGNITIVE TASKS;

D O I：

10.1007/BF02213420

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

Limited processing capacity constrains learning and performance in complex cognitive tasks. In traditional instruction, novices' failure to adequately learn cognitive tasks can often be attributed to the inappropriate direction of attention and the related high or excessive load that is imposed on a learner's cognitive system. An instructional design model for the training of complex cognitive tasks should provide instructional strategies that control cognitive load. We propose such a model and recommend research in which the cognitive load of instructional manipulations is systematically investigated and determined with mental-effort based measures.

引用

页码：351 / 371

页数：21

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