Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Cognitive Load During Problem Solving: Effects on Learning

Cognitive Load During Problem Solving: Effects on Learning Considerable evidence indicates that domain specific knowledge in the form of schemas is the primary factor distinguishing experts from novices in problem‐solving skill. Evidence that conventional problem‐solving activity is not effective in schema acquisition is also accumulating. It is suggested that a major reason for the ineffectiveness of problem solving as a learning device, is that the cognitive processes required by the two activities overlap insufficiently, and that conventional problem solving in the form of means‐ends analysis requires a relatively large amount of cognitive processing capacity which is consequently unavailable for schema acquisition. A computational model and experimental evidence provide support for this contention. Theoretical and practical implications are discussed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Cognitive Science - A Multidisciplinary Journal Wiley

Cognitive Load During Problem Solving: Effects on Learning

Download PDF
29 pages

Loading next page...
 
/lp/wiley/cognitive-load-during-problem-solving-effects-on-learning-eVSLWxheMO
Publisher
Wiley
Copyright
© 1988 Cognitive Science Society, Inc.
ISSN
0364-0213
eISSN
1551-6709
DOI
10.1207/s15516709cog1202_4
Publisher site
See Article on Publisher Site

Abstract

Considerable evidence indicates that domain specific knowledge in the form of schemas is the primary factor distinguishing experts from novices in problem‐solving skill. Evidence that conventional problem‐solving activity is not effective in schema acquisition is also accumulating. It is suggested that a major reason for the ineffectiveness of problem solving as a learning device, is that the cognitive processes required by the two activities overlap insufficiently, and that conventional problem solving in the form of means‐ends analysis requires a relatively large amount of cognitive processing capacity which is consequently unavailable for schema acquisition. A computational model and experimental evidence provide support for this contention. Theoretical and practical implications are discussed.

Journal

Cognitive Science - A Multidisciplinary Journal – Wiley

Published: Apr 1, 1988

References

  • Acquisition of cognitive skill
    Anderson, Anderson
  • Processing of information about location during locomotion. Effects of a concurrent task and locomotion patterns
    Book, Book; Garling, Garling
  • Effects of text structure on use of cognitive capacity during reading
    Britton, Britton; Glynn, Glynn; Meyer, Meyer; Penland, Penland
  • Use of cognitive capacity in reading identical texts with different amounts of discourse level meaning
    Britton, Britton; Holdredge, Holdredge; Curry, Curry; Westbrook, Westbrook
  • Effects of prior knowledge on use of cognitive capacity in three complex cognitive tasks
    Britton, Britton; Tesser, Tesser
  • The act of discovery
    Bruner, Bruner
  • Perception in chess
    Chase, Chase; Simon, Simon
  • Effects of schema acquisition and rule induction on mathematical problem‐solving transfer
    Cooper, Cooper; Sweller, Sweller
  • Method in science teaching
    Dewey, Dewey
  • Chunking in recall of symbolic drawings
    Egan, Egan; Schwartz, Schwartz
  • Memory as a function of attention, level of processing, and Automatization
    Fisk, Fisk; Schneider, Schneider
  • SOAR: An architecture for general intelligence
    Laird, Laird; Newell, Newell; Rosenbloom, Rosenbloom
  • Individual differences in secondary task performance
    Lansman, Lansman; Hunt, Hunt
  • Models of competence in solving physics problems
    Larkin, Larkin; McDermott, McDermott; Simon, Simon; Simon, Simon
  • Discrimination of operator schemata in problem solving: Learning from examples
    Lewis, Lewis; Anderson, Anderson
  • Acquisition of locational information about reference points during locomotion: The role of central information processing
    Lindberg, Lindberg; Garling, Garling
  • The effects of subgoal density and location on learning during problem solving
    Mawer, Mawer; Sweller, Sweller
  • What do students learn while solving mathematics problems?
    Owen, Owen; Sweller, Sweller
  • Control mechanisms in problem solving
    Sweller, Sweller
  • The use of worked examples as a substitute for problem solving in learning algebra
    Sweller, Sweller; Cooper, Cooper
  • Effects of goal specificity on means‐ends analysis and learning
    Sweller, Sweller; Levine, Levine
  • Consequences of history‐cued and means‐ends strategies in problem solving
    Sweller, Sweller; Mawer, Mawer; Howe, Howe
  • Development of expertise in mathematical problem solving
    Sweller, Sweller; Mawer, Mawer; Ward, Ward
  • Text generation and recall by high‐knowledge and low‐knowledge individuals
    Voss, Voss; Vesonder, Vesonder; Spilich, Spilich