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Published on: April 18, 2017
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Embedded interruptions and task complexity influence schema-related cognitive load progression in an abstract
Maria Wirzberger1, Shirin Esmaeili Bijarsari1, Günter Daniel Rey1
1Psychology of Learning with Digital Media, Institute for Media Research, Faculty of Humanities, Technische Universität Chemnitz, Germany.
Acta Psychologica
|July 16, 2017
Summary
Cognitive load during learning changes nonlinearly over time, with task complexity and interruptions affecting learning efficiency and cognitive mechanisms. This study models cognitive load progression during schema acquisition.
Area of Science:
- Cognitive Psychology
- Educational Psychology
- Human Information Processing
Background:
- Schema acquisition is crucial for learning and involves significant cognitive load.
- Cognitive load is not static and is hypothesized to change dynamically over time.
- Understanding temporal models of cognitive load progression is essential for optimizing learning environments.
Purpose of the Study:
- To investigate plausible temporal models of cognitive load progression during a symbol sequence learning task.
- To examine how task complexity and interruptions influence learning efficiency and cognitive resource investment.
- To explore the relationship between cognitive load dynamics and underlying cognitive mechanisms.
Main Methods:
- A basal symbol sequence learning task was administered to 116 student participants.
- A 2x5 factorial mixed between-within design manipulated task complexity (two levels) and interruption stages (five levels).
- Continuous monitoring of learning performance efficiency was used to infer cognitive load progression and resource allocation.
Main Results:
- Learning efficiency exhibited a nonlinear change over time, suggesting a dynamic cognitive load progression.
- Task complexity and interruptions differentially affected learning efficiency, indicating the engagement of distinct cognitive mechanisms.
- Interruption effects varied across complexity levels, highlighting the role of structural task aspects.
Conclusions:
- A nonlinear model best describes cognitive load progression during schema acquisition in this learning task.
- Cognitive mechanisms activated by task interruptions are modulated by task complexity.
- Findings contribute to understanding memory and information processing in dynamic learning contexts.
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