Attention & Cognitive load

Question 1

What is a mediator?

Answer 1

Explains the relation between the independent and the dependent variable

Question 2

What is the moderator?

Answer 2

Is a variable that affects the strength of the relation between the variables

Question 3

What is the independent variable?

Answer 3

The variable manipulated

Question 4

What is the dependent variable

Answer 4

The event expected to change when the independent is manipulated

Question 5

What are characteristics of a good research question?

Answer 5

1. You can answer it with an empirical study
2. Concepts are unambiguous and can be operationalized
3. Not too broad or too narrow
4. The relation between constructs are described IV, DV (+ moderator or mediator)
5. Realistic

Question 6

What is cognitive load?

Answer 6

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

Question 7

What is multi sensory integration?

Answer 7

Het vermogen van het centrale zenuw-stelsel om informatie afkomstig van verschillende zintuigen te integreren. Een samenhangende representatie van prikkels die worden opgevangen door verschillende zintuigen zorgt ervoor dat een organisme zich een wezenlijk beeld kan vormen van zijn omgeving

Question 8

What are multi sensory guidelines?

Answer 8

• Spatial contiguity
• Temporal contiguity
• Semantic congruency
• Corss-modal correspondences

Question 9

What is spatial contiguity?

Answer 9

• Students learn better when corresponding words and pictures are presented near rather than far from each other on the page or screen
• 2 signals should happen at the same time and come from the same location

Question 10

What is temporal contiguity?

Answer 10

• Students learn better when corresponding words and pictures are presented simultaneously rather than successively.
• 2 signals should happen at the same time and come from the same location

Question 11

What is the McGurk effect?

Answer 11

Effect dat optreedt in bepaalde gevallen waarbij visuele eigenschappen met overeenkomen met auditieve aspecten waardoor de interpretatie van de hoorder wordt beïnvloed door beide en er een illusionair resultaat ontstaat

Question 12

What is semantic congruency ?

Answer 12

Two signals should share identity (e.g. picture of a dog while hearing a bark.)

Question 13

What is cross-modal correspondences?

Answer 13

Systematic, natural associations between basic stimuli/dimensions (timbre, shape, color) across different modalities.
e.g. audio visual (who is Kiki, who is bouba?)

Question 14

What is the definition of meaningful learning?

Answer 14

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

Question 15

What are 3 assumptions about how the mind works in multimedia learning?

Answer 15

1. Dual channel
2. Limited capacity
3. Active processing

Question 16

What is dual channel?

Answer 16

Humans possess separate information processing channels for verbal and visual material

Question 17

What is limited capacity?

Answer 17

There is only a limited amount of processing capacity available in the verbal and visual channels

Question 18

What is active processing?

Answer 18

Learning requires substantial cognitive processing in the verbal and visual channels

Question 19

What are the 3 types of cognitive load?

Answer 19

1. Intrinsic load
2. Extraneous load
3. Germane load

Question 20

What is intrinsic load?

Answer 20

Information imposes a heavy cognitive load because of its intrinsic complexity. More difficult task has a larger intrinsic load. Adjusted by what is learned or knowledge level. (want to reduce this load)

Question 21

What is extraneous load?

Answer 21

Information imposes a heavy cognitive load because of the way it is presented. Adjusted by instructional design.

Question 22

What is germane load?

Answer 22

Processing and construction of schemas that allow for integration of info and a coherent understanding of the material.

Processing of (new) info by integrating it with previous learning

Question 23

What are ways of testing cognitive load?

Answer 23

1. Self-assessment: measures including self-report measures and subjective rating scales
2. Task performance: measures which consider both primary and secondary tasks
3. Physiological: Like a EEG

Question 24

What is nudging?

Answer 24

Using the preference for low cognitive load

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

Question 25

What is seduction?

Answer 25

Additional, highly interesting, but irrelevant info on slides

Question 26

What are the two systems for decision making?

Answer 26

• System 1: intuitive, fast, effortless

- System 2: effortful, rational, slow

Question 27

What is type 1 of the overload scenario?

Answer 27

Essential processing in visual channel > cognitive capacity of visual channel.

Visual channel is overloaded by essential processing demand

Question 28

How can you reduce type 1 of the overload scenario?

Answer 28

• Off-loading: move some essential processing from visual channel to auditory channel
• Modality effect is reached: better transfer words are presented as narration rather than as on-screen text.

Question 29

What is type 2 of the overload scenario?

Answer 29

Essential processing (in both channels) > cognitive capacity

Both channels are overloaded by essential processing demands

Question 30

How can you reduce type 2 of the overload scenario?

Answer 30

• Segmenting: allow time between successive bite-size segments –> learner controls the continuation to next segment when ready
• Pre-training: provide pre-training on names and characteristics of components

Question 31

What is type 3 of the overload scenario?

Answer 31

Essential processing + incidental processing (caused by extraneous material) > cognitive capacity

one or both channels overloaded by essential and incidental processing (attributable for extraneous material)

Question 32

How can you reduce type 3 of overloaded scenario?

Answer 32

• Weeding: eliminate interesting but extraneous material to reduce processing of extraneous material
• Signaling: provides cues for how to process the material to reduce processing of extraneous material
• Coherence effect: better transfer when extraneous material is excluded
• Signaling effect: better transfer when signals are included

Question 33

What is type 4 of the overload scenario?

Answer 33

Essential processing + incidental processing (caused by confusing presentation) > cognitive capacity

One or both channels are overloaded by essential and incidental processing

Question 34

How can you reduce type 4 of overloaded scenario?

Answer 34

• Aligning: place printed word near corresponding parts of graphics to reduce need for visual scanning
• eliminate redundancy: spatial contiguity and redundancy effect

Question 35

What is type 5 of overloaded scenario?

Answer 35

essential processing + representing holding (intrinsic load) > cognitive capacity

Question 36

How can you reduce type 5 of overloaded scenario?

Answer 36

• Synchronizing: present narration and corresponding animation simultaneously to minimize need to hold representations in memory
• Individualizing: make sure learners possess skill at holding mental representations temporal contiguity and spatial ability effect