Individual differences and cognitive load theory

Publikation: Beiträge in SammelwerkenKapitelbegutachtet

Authors

The previous chapters discussed sources of cognitive load that are a result of the difficulty of the materials, the design of instruction, and the amount of mental effort invested by learners to process the new information. As outlined in these chapters, the major cause of cognitive load effects is the limited capacity of working memory. In this chapter, we discuss how individual differences relate to the level of cognitive load that a particular learner experiences. Individual differences in learner characteristics take many different forms, ranging from preferences for learning from different presentation formats (e.g., verbal, pictorial) or modalities (auditory, visual, haptic) and preferences for learning under different environmental conditions (e.g., lighting, noise level, or physical position) to cognitive styles (e.g., field dependency/independency), cognitive abilities (e.g., verbal, spatial ability), and intelligence (Carroll, 1993; Jonassen & Grabowski, 1993). The influence of individual differences on learning has been studied for several decades as aptitude-treatment interactions (ATIs; Cronbach & Snow, 1977; Leutner, 1992; Lohman, 1986; Mayer, Stiehl, & Greeno, 1975; Plass, Chun, Mayer, & Leutner, 1998; Shute, 1992; Snow, 1989, 1994; Snow & Lohman, 1984, 1989). Aptitude-treatment interactions occur when different instructional treatment conditions result in differential learning outcomes depending on student aptitudes, in other words, when the effect of a given treatment is moderated by a given aptitude. Different aptitudes may influence learning in specific instructional environments, and the impact of a particular aptitude on a particular condition may only be observed for a particular type of learning outcome.

OriginalspracheEnglisch
TitelCognitive Load Theory
HerausgeberJan L. Plass, Roxana Moreno, Roland Brünken
Anzahl der Seiten24
VerlagCambridge University Press
Erscheinungsdatum01.01.2010
Seiten65-88
ISBN (Print)9780521860239
ISBN (elektronisch)9780511844744
DOIs
PublikationsstatusErschienen - 01.01.2010
Extern publiziertJa

DOI

Zuletzt angesehen

Aktivitäten

  1. Transportphänomene in dynamischen Systemen
  2. Historical Organizational Studies - Where next?
  3. Sound in der Musik
  4. Dude, calm down! De-escalating driving anger using in-car information
  5. 15 Jahre „Jena-Experiment 2017
  6. The Role and Use of Environmental Management Accounting for Supply Chains: An explorative Study
  7. IGI Global Publishing (Verlag)
  8. Journal of Applied Ecology (Fachzeitschrift)
  9. Otto-Friedrich-Universität Bamberg (Externe Organisation)
  10. Dispositive Funktionaler Klänge - 2015
  11. Workshop Grey Zones of Simulation - 2015
  12. The Motif's Address. Or: Writing Resemblance - 2011
  13. Mobilizing and organizing for transnational solidarity: the case of Exchains
  14. WSEAS Transactions on Computer Research (Fachzeitschrift)
  15. "Oh ok. (.) Yeah, do you have like Christmas exams or anything?": Constructing small talk in learner-native speaker voice-based telecollaboration (6th Intercultural Pragmatics and Communication conference - INPRA 2014, Msida/Malta)
  16. Synthese, Mimesis, Emergenz: Kontrollverlust als Designprinzip
  17. Gastvortrag und Workshop mit Prof. Jonathan Bird von der University of North Carolina at Charlotte 2014
  18. CNI Spring 2011 Membership Meeting
  19. A Sparkling Project oder von mehr Fragen als Antworten
  20. 2nd GlobalFood Symposium 2014 - Transformation of Global Agri-Food Systems
  21. Bildung für nachhaltigen Konsum
  22. Expectations and confidence regarding academic competencies: The case of german first-year students
  23. Projekt ‚Demokratie leben’ der Hansestadt Lüneburg/Stadtjugendring - 2015
  24. Future Earth Secretariat (Externe Organisation)
  25. Vortrag (Einladung): Differenzierung als Weg zu inklusivem Chemieunterricht?