Literaturnachweis - Detailanzeige
| Autor/inn/en | Kalyuga, Slava; Sweller, John |
|---|---|
| Titel | Measuring Knowledge to Optimize Cognitive Load Factors During Instruction |
| Quelle | In: Journal of Educational Psychology, 96 (2004) 3, S.558-568 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0663 |
| Schlagwörter | Instructional Design; Knowledge Level; Schemata (Cognition); Measurement Techniques; Algebra; Geometry; Grade 9; Grade 10; Cognitive Ability; Teaching Methods |
| Abstract | The expertise reversal effect occurs when a learning procedure that is effective for novices becomes ineffective for more knowledgeable learners. The authors consider how to match instructional presentations to levels of learner knowledge. Experiments 1-2 were designed to develop a schema-based rapid method of measuring learners' knowledge in a specific area. Experimental data using algebra and geometry materials for students in Grades 9-10 indicated a highly significant correlation (up to .92) between performance on the rapid measure and traditional measures of knowledge, with test times reduced by factors of 4.9 and 2.5, respectively. Experiments 3-4 used this method to monitor learners' cognitive performance to determine which instructional design should be used for given levels of expertise. (Author). |
| Anmerkungen | American Psychological Association, 750 First Street, NE, Washington, DC 20002-4242. Tel: 800-374-2721 (Toll Free); Tel: 202-336-5510; TDD/TTY: 202-336-6123; Fax: 202-336-5502; e-mail: journals@apa.org. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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