Principles for Reducing Extraneous Processing

Question 1

Coherence Principle: People learn better when_______material is excluded rather than included.

Answer 1

extraneous

Question 2

3 interesting but irrelevant things to exclude from a multimedia presentation to improve learning

Answer 2

1. words and pictures
2. sounds and music
3. words and symbols

Question 3

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________.

Answer 3

working memory
organizing
theme

Question 4

The coherence principle may be particularly important for learners with_________

Answer 4

low working-memory capacity or low domain knowledge

Question 5

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)

Answer 5

seductive details

Question 6

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.

Answer 6

seductive text
seductive illustrations

Question 7

the cognitive theory of multimedia learning suggests that adding seductive details can interfere with the process of knowledge construction in 3 ways

Answer 7

1. First, the presence of seductive details may direct the learner’s attention away from the relevant material about the steps in lightning formation.
2. 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.
3. Third, the learners may assume that the theme of the passage comes from the seductive details and therefore try to integrate all incoming information

Question 8

When processing capacity is used to process the music and sounds, there is less capacity available for paying attention to the ________,

Answer 8

narration

Question 9

In short, in the case of multimedia lessons, students tend to learn more when _________.

Answer 9

less is presented

Question 10

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 __________.

Answer 10

structure-building process

Question 11

Spatial Contiguity Principle: Students learn better when corresponding words and pictures are presented _________ from each other on the page or screen.

Answer 11

near rather than far

Question 11

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.

Answer 11

cognitive resources
working memory

Question 11

3 boundary conditions for Spatial Contiguity Principle

Answer 11

1. the learner is not familiar with the material,
2. the diagram is not fully understandable without words, and
3. the material is complex

Question 12

____________ is supported when corresponding words and pictures can be mentally integrated in the learner’s working memory.

Answer 12

sense-making effort

Question 13

the case for integrated presentations is that they minimize _________ processing and serve as aids for building cognitive connections between words and pictures.

Answer 13

extraneous

Question 14

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.

Answer 14

cognitive effort

Question 15

Temporal Contiguity Principle: Students learn better when corresponding words and pictures are presented _______.

Answer 15

simultaneously rather than successively

Question 16

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.

Answer 16

capacity

Question 17

In spite of their similarities, spatial and temporal contiguity are not __________

Answer 17

identical

Question 18

temporal contiguity is important for the timing of __________

Answer 18

computer-based presentation

Question 19

Spatial contiguity is important for the layout of a_______

Answer 19

page in a textbook or a frame on a computer screen

Question 20

Thus, an important boundary condition is that the temporal contiguity principle does not hold when the segment sizes are _______

Answer 20

small rather than large

Question 21

Overall, it appears that another important boundary condition for the temporal contiguity principle is that the principle applies most strongly when the lesson is _______

Answer 21

fast-paced and the learner cannot control the pace or order of presentation.