Principles for Reducing Extraneous Processing Flashcards
Coherence Principle: People learn better when_______material is excluded rather than included.
extraneous
3 interesting but irrelevant things to exclude from a multimedia presentation to improve learning
- words and pictures
- sounds and music
- words and symbols
Extraneous material competes for cognitive resources in ________ and can divert attention from the important material, disrupt the process of _______ the material, and prime the learner to integrate the material with an inappropriate________.
working memory
organizing
theme
The coherence principle may be particularly important for learners with_________
low working-memory capacity or low domain knowledge
Garner and her colleagues coined the term_________ to refer to interesting but irrelevant material that is added to a passage in order to spice it up (Garner, Brown, Sanders, & Menke, 1992; Garner, Gilling-ham, & White, 1989)
seductive details
Harp and Mayer (1997, 1998) used the term ________ to refer to interesting but irrelevant text that is added to a passage and the term _________ to refer to interesting but irrelevant illustrations that are added to a passage.
seductive text
seductive illustrations
the cognitive theory of multimedia learning suggests that adding seductive details can interfere with the process of knowledge construction in 3 ways
- First, the presence of seductive details may direct the learner’s attention away from the relevant material about the steps in lightning formation.
- Second, the insertion of seductive details within the explanation may disrupt the learner’s ability to build a cause-and-effect chain among the main steps in lightning formation.
- Third, the learners may assume that the theme of the passage comes from the seductive details and therefore try to integrate all incoming information
When processing capacity is used to process the music and sounds, there is less capacity available for paying attention to the ________,
narration
In short, in the case of multimedia lessons, students tend to learn more when _________.
less is presented
Learners are actively trying to make sense of the presented material by building a coherent mental representation, and adding extraneous information gets in the way of this __________.
structure-building process
Spatial Contiguity Principle: Students learn better when corresponding words and pictures are presented _________ from each other on the page or screen.
near rather than far
When corresponding words and pictures are near each other on the page or screen, learners do not have to use ___________to visually search the page or screen, and learners are more likely to be able to hold them both in ___________at the same time.
cognitive resources
working memory
3 boundary conditions for Spatial Contiguity Principle
- the learner is not familiar with the material,
- the diagram is not fully understandable without words, and
- the material is complex
____________ is supported when corresponding words and pictures can be mentally integrated in the learner’s working memory.
sense-making effort
the case for integrated presentations is that they minimize _________ processing and serve as aids for building cognitive connections between words and pictures.
extraneous
Learners must search the screen or page to try to find a graphic that corresponds to a printed sentence; this process requires _________– what we call extraneous processing – that could have been used to support the processes of active learning.
cognitive effort
Temporal Contiguity Principle: Students learn better when corresponding words and pictures are presented _______.
simultaneously rather than successively
Simultaneous presentations are designed to mesh with the human information-processing system – including the availability of separate visual and verbal channels as well as the extreme limits on the ________ of each channel.
capacity
In spite of their similarities, spatial and temporal contiguity are not __________
identical
temporal contiguity is important for the timing of __________
computer-based presentation
Spatial contiguity is important for the layout of a_______
page in a textbook or a frame on a computer screen
Thus, an important boundary condition is that the temporal contiguity principle does not hold when the segment sizes are _______
small rather than large
Overall, it appears that another important boundary condition for the temporal contiguity principle is that the principle applies most strongly when the lesson is _______
fast-paced and the learner cannot control the pace or order of presentation.
