DOCSLIB.ORG

The Use of Illustrations When Learning to Read: a Cognitive Load Theory Approach

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Use of Illustrations When Learning to Read: a Cognitive Load Theory Approach The use of illustrations when learning to read: A cognitive load theory approach Susannah Torcasio BA MEd A thesis submitted in fulfilment of the requirements of the degree of Doctor of Philosophy March, 2009 School of Education University of New South Wales Abstract When students are learning to read, the materials supplied typically will include extensive illustrations. The implicit assumption is that the inclusion of such illustrations will assist students in learning to read. Cognitive load theory suggests that this way of formatting learning materials may not be maximally effective as the inclusion of illustrations with written text constitutes redundant information that may interfere with learning. If working memory resources are devoted to the illustrations rather than the text, as is likely with young children, those resources will be unavailable to decipher the text. The elimination of redundant illustrations may thus enhance learning to read. Three experiments were conducted to investigate the effects of including illustrations in beginning reading materials. Experiment 1 compared reading materials consisting solely of simple prose passages with materials consisting of the same passages plus informative illustrations depicting the content of each passage. Reading proficiency improved more under the no illustrations condition. Experiment 2 compared the informative illustrations with uninformative illustrations. Reading proficiency improved more using uninformative illustrations. Experiment 3 compared uninformative illustrations with no illustrations and found no significant differences between these conditions. These results were interpreted within a cognitive load theory iv framework. It was concluded that informative illustrations are redundant and so impose an extraneous working memory load that interferes with learning to read. v Table of Contents Declaration ........................................................................................................................ii Abstract...........................................................................................................................iv Acknowledgements........................................................................................................viii List of Tables ....................................................................................................................x List of Figures ..................................................................................................................xi Chapter 1 .........................................................................................................................1 Introduction....................................................................................................................1 Chapter 2 .........................................................................................................................4 Reading ..........................................................................................................................4 2.1 Reading throughout History..............................................................................4 2.2 Reading: A skill that must be learned ...............................................................7 2.3 Early Reading: The Decoding Process..............................................................9 Chapter 3 .......................................................................................................................12 Cognitive Load Theory ................................................................................................12 3.1 Human Cognitive Architecture .......................................................................13 3.2 Working Memory............................................................................................14 3.3 Long -Term Memory ......................................................................................15 3.4 Schemas ..........................................................................................................17 3.5 Element Interactivity.......................................................................................20 3.6 Categories of Cognitive Load .........................................................................21 Chapter 4 .......................................................................................................................25 Cognitive Load Effects ................................................................................................25 4.1 The Goal-Free Effect.......................................................................................25 4.2 The Worked Example Effect...........................................................................28 4.3 The Split-Attention Effect...............................................................................32 Chapter 5 .......................................................................................................................35 vi The Redundancy Effect................................................................................................35 5.1 The Expertise-Reversal Effect........................................................................40 Chapter 6 .......................................................................................................................42 Related Research Involving Pictures and Reading ......................................................42 6.1 Objectives of this research ..............................................................................47 Chapter 7 .......................................................................................................................50 Experiment 1 ................................................................................................................50 Chapter 8 .......................................................................................................................69 Experiment 2 ................................................................................................................69 Chapter 9 .......................................................................................................................86 Experiment 3 ................................................................................................................86 Chapter 10 ...................................................................................................................101 General Discussion ....................................................................................................101 10.1 Theoretical Overview ...................................................................................101 10.2 Analysis of experiments ...............................................................................102 10.3 Limitations of the study................................................................................105 10.4 Anecdotal evidence ......................................................................................107 10.5 Future research .............................................................................................112 10. 6 Conclusions and Recommendations.............................................................114 References....................................................................................................................117 Appendix A ..................................................................................................................129 Book List....................................................................................................................129 Appendix B ..................................................................................................................131 Books with illustrations .............................................................................................131 Appendix C ..................................................................................................................171 Books without illustrations ........................................................................................171 Appendix D ..................................................................................................................212 Books with faces ........................................................................................................212 Appendix E ..................................................................................................................253 Sight words and sentences .........................................................................................253 Appendix F...................................................................................................................265 Journal Article............................................................................................................265 vii Acknowledgements This work would have not been possible without the guidance of my primary supervisor Professor John Sweller. His interest in my work and valuable insights provided direction and impetus. John always responded so promptly to emails and queries and made me feel like he was sitting at his desk awaiting my latest offering- which I know could not have been further from the truth. I am grateful for his knowledge, his patience and persistence especially during the period of writing the thesis when I was in another state (both literally and figuratively). I would also like to thank Dr. Mengistu Amberber
Load more

Recommended publications
  • Cognitive Load Theory in Practice Examples for the Classroom More Information
    CLASSROOM PRACTICE GUIDE DEPARTMENT OF EDUCATION Cognitive load theory in practice Examples for the classroom More information To read more about cognitive load theory and for references to the research this resource is based on, please see CESE’s other publication, Cognitive Load Theory: Research teachers really need to understand, by visiting CESE’s website: www.cese.nsw.gov.au/publications Cognitive load theory emerged from the work of educational psychologist John Sweller and colleagues from the 1980s, and has since developed into an influential learning theory supported by a robust evidence base. A more in-depth discussion of cognitive load theory and its effects can be found in: John Sweller, Paul Ayres and Slava Kalyuga 2011, Cognitive load theory, New York, Springer-Verlag. CESE wishes to thank Emeritus Professor Sweller for his comments on this publication. i Table of contents More information i Introduction: Cognitive load theory in practice 1 How do human brains learn? 2 Teaching strategies from cognitive load theory 3 Which strategy should I choose to optimise my students’ cognitive load? 4 Strategy 1: Tailor lessons according to students’ existing knowledge and skill 5 Strategy 2: Use lots of worked examples to teach students new content or skills 11 Strategy 3: Gradually increase independent problem-solving as students become more proficient 15 Strategy 4: Cut out inessential information 19 Strategy 5: Present all the essential information together 23 Strategy 6: Simplify complex information by presenting it both orally and visually 27 Strategy 7: Encourage students to imagine concepts and procedures that they have learnt 31 ii Introduction: Cognitive load theory in practice Understanding how human brains learn can help teachers to employ more effective teaching methods.
    [Show full text]
  • Cognitive Load Effects on Early Visual Perceptual Processing
    Attention, Perception, & Psychophysics https://doi.org/10.3758/s13414-017-1464-9 Cognitive load effects on early visual perceptual processing Ping Liu1 · Jason Forte1 · David Sewell2 · Olivia Carter1 © The Psychonomic Society, Inc. 2018 Abstract Contrast-based early visual processing has largely been considered to involve autonomous processes that do not need the support of cognitive resources. However, as spatial attention is known to modulate early visual perceptual processing, we explored whether cognitive load could similarly impact contrast-based perception. We used a dual-task paradigm to assess the impact of a concurrent working memory task on the performance of three different early visual tasks. The results from Experiment 1 suggest that cognitive load can modulate early visual processing. No effects of cognitive load were seen in Experiments 2 or 3. Together, the findings provide evidence that under some circumstances cognitive load effects can penetrate the early stages of visual processing and that higher cognitive function and early perceptual processing may not be as independent as was once thought. Keywords Cognitive load · Early vision · Dual-task · Spatial attention · Working memory Introduction low-level visual perceptual mechanisms. The second stream focuses on understanding to what extent cognitive load may At any given moment, our brain is overwhelmed by affect early visual processing when there is no content incoming information from our sensory environment. At overlap between the two (de Fockert et al., 2001;Lavie,2005, the same time, our behavioral goals and the execution of 2010). The current study falls into the second category. actions need to be maintained. The ability of the brain Top-down attention mechanisms supporting perceptual to coordinate concurrent perceptual processing and higher information processing have been the subject of countless cognitive functions is crucial for us to behave in a coherent studies (Carrasco, 2011;Chenetal.,2014; Crist et al., 2001; and efficient manner in daily life.
    [Show full text]
  • The Relationship of Scaffolding on Cognitive Load in an Online Self-Regulated Learning Environment
    THE RELATIONSHIP OF SCAFFOLDING ON COGNITIVE LOAD IN AN ONLINE SELF-REGULATED LEARNING ENVIRONMENT A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL OF THE UNIVERSITY OF MINNESOTA BY Eugene Paul Danilenko IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY Aaron Doering, Adviser Charles Miller, Co-adviser November 2010 © Eugene Paul Danilenko 2010 ACKNOWLEDGEMENTS I would like to thank Dr. Aaron Doering and Dr. Charles Miller, my doctoral adviser and co-adviser, for their time, expertise, guidance, encouragement, humor, and friendship over the years. I would also like to thank my other committee members, Dr. B.R. Simon Rosser, for his support and his permission to run my substudy in conjunction with his larger randomized control trial, and Dr. Bhaskar Upadhyay, for his support and advice on qualitative and quantitative interpretation and methods. I would also like to thank Dr. J. Michael Oakes for his assistance and feedback on methodology and statistical analyses, and Dr. Michael Wilkerson and Dr. Derek Smolenski for always being available as my “sounding boards” when I needed additional perspectives. In addition, I would like to thank Dr. Simon Hooper, my adviser earlier in my program, for his guidance, support and encouragement throughout my program. Finally, I would like to acknowledge and thank my partner, Jeff, and my family, friends, and coworkers for their encouragement and support in keeping me motivated on my academic journey. Your support kept me focused on reaching my goal. i ABSTRACT Scaffolding learners in self-regulated learning environments is a topic of increasing importance as implementation of online learning grows.
    [Show full text]
  • Course Overview Proactive Reading Instruction—In Everything From
    Course: Elementary Reading Intervention Strategies Presenters: Elaine McEwan-Adkins Required eBook: 40 Reading Intervention Strategies for K-6 Students (McEwan-Adkins, Solution Tree Press, 2010) Course Overview Proactive reading instruction—in everything from phonics to comprehension—is required both to prevent problems with and to promote authentic literacy. This course offers elementary educators a research- based menu of reading intervention strategies that prepare educators to intervene immediately and effectively at the first signs of students’ struggles. The course equips educators with routines and activities that will make confident, able readers of all their students. Presenter’s Bio The recipient of multiple honors from multiple organizations, Dr. Elaine McEwan-Adkins is a former teacher, librarian, principal, and assistant superintendent for instruction. She is the author of more than 35 books for parents and educators, includingTeach Them All to Read: Catching Kids Before They Fall Through the Cracks, Ten Traits of Highly Effective Schools, and 40 Reading Intervention Strategies for K- 6 Students: Research-Based Support for RTI, on which this course is based. Dr. McEwan-Adkins did her undergraduate work in education at Wheaton College, and received her master’s degree in library science and her doctorate in educational administration from Northern Illinois University. Course Objectives After completing this course, educators will know: Proactive strategies to prevent literacy problems Reading interventions that address existing
    [Show full text]
  • Burnout, Cognitive Overload, and Metacognition in Medicine
    Medical Science Educator https://doi.org/10.1007/s40670-018-00654-5 COMMENTARY Burnout, Cognitive Overload, and Metacognition in Medicine Morkos Iskander1,2 # International Association of Medical Science Educators 2018 Introduction Burnout in the Medical Workforce The number of physicians reportedly suffering from burnout, An increasing body of evidence suggests that the emotional a phenomenon where the individual appears overwhelmed by burden of working in healthcare is directly linked to the higher tasks usually within their competence, has been increasing risk of burnout compared to the general population [20–22]. internationally [1, 2]. Burnout represents a large burden for This is further supported by comparative studies that have the medical profession, from undergraduate training to the connected the level of psychological stress and related emo- postgraduate world [3–7]. The impact of burnout has effects tional load to burnout, demonstrating a linear correlation be- on physician productivity, although the exact effect remain tween them [23, 24]. The link between burnout and depression difficult to quantify [8]. By extension, a physician suffering has been widely debated in literature, with consensus being from burnout is likely to have ramifications to the wider team difficult to attain. Nevertheless, while the symptom cluster of of colleagues [9]. Evidence suggests that, independent to level depression and burnout tend to overlap, sometimes signifi- of experience, the extent of the relationship between burnout cantly, distinction between the two is possible [25–29]. It is and work extends beyond total capacity and directly affects clear from the evidence that the depression and burnout are patient safety [10–12].
    [Show full text]
  • A Mixed Methods Approach to Investigating Cognitive Load and Cognitive Presence in an Online and Face-To-Face College Algebra Course
    University of Kentucky UKnowledge Theses and Dissertations--Education Science College of Education 2016 A Mixed Methods Approach To Investigating Cognitive Load And Cognitive Presence In An Online And Face-To-Face College Algebra Course Jodi J. Mills University of Kentucky, [email protected] Digital Object Identifier: http://dx.doi.org/10.13023/ETD.2016.069 Right click to open a feedback form in a new tab to let us know how this document benefits ou.y Recommended Citation Mills, Jodi J., "A Mixed Methods Approach To Investigating Cognitive Load And Cognitive Presence In An Online And Face-To-Face College Algebra Course" (2016). Theses and Dissertations--Education Science. 8. https://uknowledge.uky.edu/edsc_etds/8 This Doctoral Dissertation is brought to you for free and open access by the College of Education at UKnowledge. It has been accepted for inclusion in Theses and Dissertations--Education Science by an authorized administrator of UKnowledge. For more information, please contact [email protected]. STUDENT AGREEMENT: I represent that my thesis or dissertation and abstract are my original work. Proper attribution has been given to all outside sources. I understand that I am solely responsible for obtaining any needed copyright permissions. I have obtained needed written permission statement(s) from the owner(s) of each third-party copyrighted matter to be included in my work, allowing electronic distribution (if such use is not permitted by the fair use doctrine) which will be submitted to UKnowledge as Additional File. I hereby grant to The University of Kentucky and its agents the irrevocable, non-exclusive, and royalty-free license to archive and make accessible my work in whole or in part in all forms of media, now or hereafter known.
    [Show full text]
  • Effect of Augmented Reality Environments on Cognitive Load: Pedagogical Effect, Instructional Design, Motivation and Interaction Interfaces
    International Journal of Progressive Education, Volume 15 Number 5, 2019 © 2019 INASED Effect of augmented reality environments on cognitive load: pedagogical effect, instructional design, motivation and interaction interfaces Emin İbili i Afyonkarahisar Health Sciences University Abstract The aim of this study was to explain the relationship between cognitive load and the effects of augmented reality (AR) learning environments. To achieve this aim, firstly, the studies of systematic literature reviews on the potential and limitations of AR learning environments were examined. Afterwards, the effect of AR was categorized in terms of (1) pedagogical effect, (2) instructional design, (3) motivation and (4) interaction interfaces. Finally, the relationship between cognitive load and the emerging categories related to the potential and limitations of AR was explained and recommendations were presented. From a pedagogical point of view, AR helps to reduce extraneous cognitive load and to increase germane cognitive load. On the other hand, the effect of AR systems, which are difficult to use and complex in terms of instructional design, on cognitive load was revealed. Some teaching methods and design principles that can be effective as solutions were presented. In addition, the effects of motivational stimuli on the prevention or extension of cognitive capacity among students were described. Finally, the potential and limitations of AR interaction interfaces on cognitive load were explained. The results of this research provide important clues for AR developers and instructional designers in terms of reducing cognitive load and the elimination of working memory limitations. Keywords: Augmented reality, cognitive load, instructional design, interaction interfaces, pedagogy, motivation DOI: 10.29329/ijpe.2019.212.4 ------------------------------- i Emin İbili, Assist.
    [Show full text]
  • The Moderating Role of Arousal on the Seductive Detail Effect in a Multimedia Learning Setting
    Received: 3 April 2018 Revised: 11 September 2018 Accepted: 28 September 2018 DOI: 10.1002/acp.3473 SPECIAL ISSUE ARTICLE The moderating role of arousal on the seductive detail effect in a multimedia learning setting Sascha Schneider | Maria Wirzberger | Günter Daniel Rey Psychology of learning with digital media, Faculty of Humanities, Chemnitz University of Summary Technology, Chemnitz, Germany Arousal has been found to increase learners' attentional resources. In contrast, seduc- Correspondence tive details (interesting but learning‐irrelevant information) are considered to distract Sascha Schneider, Psychology of learning with digital media, Faculty of Humanities, Chemnitz attention away from relevant information and, thus, hinder learning. However, a pos- University of Technology, Straße der Nationen sibly moderating role of arousal on the seductive detail effect has not been examined 12, 09111 Chemnitz, Germany. Email: [email protected]‐chemnitz.de yet. In this study, arousal variations were induced via audio files of false heartbeats. In consequence, 100 participants were randomly assigned to a 2 (with or without seduc- tive details) × 2 (lower vs. higher false heart rates) between‐subjects design. Data on learning performance, cognitive load, motivation, heartbeat frequency, and electro‐ dermal activity were collected. Results show learning‐inhibiting effects for seductive details and learning‐enhancing effects for higher false heart rates. Cognitive processes mediate both effects. However, the detrimental effect of seductive details was not present when heart rate was higher. Results indicate that the seductive detail effect is moderated by a learner's state of arousal. KEYWORDS arousal, cognitive load, false heartbeats, learning with media, physiological measurement, seductive detail effect 1 | INTRODUCTION based environments depend on a variety of emotional experiences (for a meta‐analytic review, see D'Mello, 2013).
    [Show full text]
  • The Impact of Cognitive Loads on Decision Regret
    University of Pennsylvania ScholarlyCommons Wharton Research Scholars Wharton Undergraduate Research 5-14-2014 Memory and Decision Processes: The Impact of Cognitive Loads on Decision Regret Elan Ariel University of Pennsylvania Follow this and additional works at: https://repository.upenn.edu/wharton_research_scholars Part of the Business Commons, and the Cognition and Perception Commons Ariel, Elan, "Memory and Decision Processes: The Impact of Cognitive Loads on Decision Regret" (2014). Wharton Research Scholars. 108. https://repository.upenn.edu/wharton_research_scholars/108 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/wharton_research_scholars/108 For more information, please contact [email protected]. Memory and Decision Processes: The Impact of Cognitive Loads on Decision Regret Abstract Every day, people both make decisions and regret decisions. Whether it is second-guessing a major life choice like one’s career or bemoaning the purchase of a particular shirt, the phenomenon of regret is familiar and tangible. It is important to learn more about this psychological occurrence in order to help people avoid regret by making better decisions in the future (Das & Kerr, 2010; Pieters & Zeelenberg, 2007). Learning about regret necessitates both learning how the inherent mechanism of regret works, and also what external circumstances affect the degree of the regret. Does being distracted on a cell phone while shopping at the grocery store make you more or less regretful? Can other disturbances actually help you make more satisfactory decisions? We hypothesize that the less attention an individual dedicates to a decision, the less regret he or she will experience. In this research paper we will explore the intersection of two large bodies of research on the topics of cognitive load theory and decision regret and investigate whether individuals subject to a cognitive load during a decision will subsequently experience more or less decision regret.
    [Show full text]
  • Chapter 2: Cognitive Load Theory and Instructional Message Design
    Old Dominion University ODU Digital Commons Instructional Message Design Open Textbooks 10-2019 Chapter 2: Cognitive Load Theory and Instructional Message Design Bethany Emory Follow this and additional works at: https://digitalcommons.odu.edu/instructional_message_design Part of the Adult and Continuing Education Commons, Educational Psychology Commons, Educational Technology Commons, and the Instructional Media Design Commons Repository Citation Emory, Bethany, "Chapter 2: Cognitive Load Theory and Instructional Message Design" (2019). Instructional Message Design. 12. https://digitalcommons.odu.edu/instructional_message_design/12 This Chapter is brought to you for free and open access by the Open Textbooks at ODU Digital Commons. It has been accepted for inclusion in Instructional Message Design by an authorized administrator of ODU Digital Commons. For more information, please contact [email protected]. 1 Instructional Message Design: Theory, Research, and Practice Chapter 2: Cognitive Load Theory and Instructional Message Design Bethany Emory Old Dominion University Citation: Emory, B. (2019). Cognitive load theory and instructional message design. In M. Ramlatchan (Ed.), Instructional Message Design: Theory, Research, and Practice (Vol. 1). Norfolk, VA: Kindle Direct Publishing. 2 3 Chapter 2: Cognitive Load Theory and Instructional Message Design Bethany Emory Key Points • Cognitive processing is required for all learning tasks, and is separated into components of intrinsic, extraneous and germane cognitive load • Working memory and long-term memory vary greatly in their functions and capacity • The effects of all types of cognitive load can vary based on learner expertise • Message design can significantly decrease the level of extraneous cognitive load in all formats of instructional materials Abstract Although theoretical in basis, Cognitive Load Theory (CLT) is pragmatic in nature.
    [Show full text]
  • Cognitive Load Theory
    Pedagogy Quick Reads Thoughtful instructional design reduces learners’ cognitive load in computing Cognitive load theory (CLT) is not a new idea, in that the challenges associated with designing effective teaching within the limit of working 1 2 Summary memory have been studied over the last two decades . Whilst the theory isn’t universally established, it has been applied in many settings, and Human memory offers some important insights for computing educators. Working memory is extremely limited Long-term memory has no known limits Learning occurs when new knowledge is Working memory transferred from working to long-term A model(limited of element cognition capacity) Long-term memory memory (no known limits) Schemas are structured collections of prior learning that can be recalled from long-term Extraneous load Schema memory from instructional (cluster of Schemas only occupy a single element in techniques connected ideas) working memory Cognitive load Preexisting Cognitive load is a stress on a learner’s Intrinsic load schemas working memory, reducing their ability to from complexity retrieved from acquire new learning of task and prior long-term memory experience Intrinsic load relates to the complexity of the learning task and the learner’s existing understanding Extraneous load is the additional stress placed on the learner due to the way in which the material is presented A model of cognition Managing intrinsic load Awareness of learners’ prior experience Cognitive load theory builds on the idea that human memory has and understanding helps predict where two distinct areas, our short-term working memory and long-term cognitive overload may occur memory.
    [Show full text]
  • Classification of Cognitive Load and Expertise for Adaptive Simulation
    2019 8th International Conference on Affective Computing and Intelligent Interaction (ACII) Classification of Cognitive Load and Expertise for Adaptive Simulation using Deep Multitask Learning Pritam Sarkar1, Kyle Ross1, Aaron J. Ruberto2, Dirk Rodenburg3, Paul Hungler4, Ali Etemad1 1Department of Electrical and Computer Engineering 2Departments of Emergency Medicine and Critical Care Medicine 3Faculty of Engineering and Applied Science 4Department of Chemical Engineering Queen’s University, Kingston, Canada fpritam.sarkar, 12kjr1, 13ajr3, djr08, paul.hungler, [email protected] Abstract—Simulations are a pedagogical means of enabling to ignore extraneous details and information decreasing both a risk-free way for healthcare practitioners to learn, maintain, their mental load and mental capacity. This, in turn, reduces or enhance their knowledge and skills. Such simulations should the cognitive load of experts compared to novices [8]. provide an optimum amount of cognitive load to the learner and be tailored to their levels of expertise. However, most It has previously been shown that learning is impaired current simulations are a one-type-fits-all tool used to train when a task exceeds the learner’s cognitive load or when different learners regardless of their existing skills, expertise, the learner’s cognitive load is exceedingly low [10], [11]. If and ability to handle cognitive load. To address this problem, simulations do not match the expertise and cognitive load we propose an end-to-end framework for a trauma simulation of the participant, the simulations cannot achieve the desired that actively classifies a participant’s level of cognitive load and expertise for the development of a dynamically adaptive learning outcomes [12].
    [Show full text]