Attention & Cognitive Load

Question 1

Cognitive load

Answer 1

Amount of mental activity imposed on the mind (working memory) at any instant

Question 2

Multisensory

Answer 2

Multiple stimuli at the same time

Eg: visual stimulus and auditory stimulus

The consolidation of information from simultaneously experienced uni sensory modalities into a single multi sensory perception

Question 3

Benefits of multi-sensory integration

Answer 3

Benefits for performance on various levels (faster responses, better categorization, improved memory retention, lower cognitive load)

Question 4

Multi sensory integration guidelines (3)

Answer 4

Spacial and temporal contiguity: the two signals should happen at the same time and come from the same location

Semantic congruency: two signals should share identity (eg see a pic of a dog and hear a bark)

Respect existing cross modal correspondences: systematic, natural associations between basic stimuli (eg. Color, pitch, shape etc)

Question 5

Cognitive theory of multimedia learning

Answer 5

Words (audio and/or text) + pictures enhance meaningful learning as compared to words only

Question 6

Meaningful learning

Answer 6

Deep understanding of the material by attending to important aspects of the presented material in order to mentally organize it into a coherent cognitive structure (mental model) - which is integrated with existing knowledge

Question 7

3 assumptions about how the mind works in multimedia learning

Answer 7

Dual channel - humans possess separate information processing channels for verbal and visual material

Limited capacity - there is only a limited amount of processing capacity available in the verbal and visual channels

Active processing - learning requires substantial cognitive processing in the verbal and visual channels

Question 8

Working memory organization

Answer 8

Sounds organized into words > verbal model

Images organized > pictoral model

This leads to a coherent mental model

(Integrating this with prior knowledge leads to long term memory)

Question 9

Types of cognitive loads (3)

Answer 9

Intrinsic load: relevant info imposes a heavy cognitive load because of intrinsic complexity (math problems). More difficult task has larger intrinsic load.

Extraneous load: information imposes a heavy cognitive load because of the way it is presented

Germane load: processing and construction of schemas that allow for integration of info and a coherent understanding of the material

Question 10

3 kinds of demands for cognitive processing in multimedia learning

Answer 10

Essential processing - aimed at making sense of presented material including selecting, organizing and integrating images

Incidental processing - aimed at the nonessential aspects of the presented material

Representational holding - aimed at holding verbal or visual representations in working memory

Question 11

3 types of measures for cognitive load

Answer 11

Self assessment

Task performance

Physiological measures

Question 12

Seductive vs non seductive conditions

Answer 12

Seduction: additional, highly interesting but irrelevant info (e.g. on slides) - manipulating extraneous load

Question 13

Nudging

Answer 13

Any aspect of the choice architecture that alters people’s decision making behavior in a predictable way without forbidding other options

Eg. Pricing highlighted with “most popular option”