Schema-related cognitive load influences performance, speech, and physiology in a dual-task setting: A continuous...

Area of Science:

• Cognitive Psychology
• Educational Technology
• Human-Computer Interaction

Background:

• Schema acquisition is crucial for learning and involves significant cognitive demands.
• Understanding the mechanisms and influencing factors of cognitive load during schema acquisition is essential for optimizing learning environments.

Purpose of the Study:

• To investigate the progression of cognitive load during schema acquisition using a continuous multi-measure approach.
• To examine the relationship between task complexity, learning progression, and cognitive load.
• To assess the robustness of acquired schemata through a transfer task.

Main Methods:

• A dual-task paradigm was employed with 123 student participants learning symbol combinations while memorizing number sequences.
• Cognitive load was assessed using secondary task performance, prosodic speech parameters (pauses, articulation rate), and physiological markers (heart rate, skin conductance response).
• Learning progression was tracked over trials, and schema robustness was evaluated via a transfer task.

Main Results:

• Both primary and secondary task performance improved across trials.
• Speech and physiological parameters indicated a reduction in cognitive load as learning progressed.
• The transfer task confirmed robust and stable schema application, even under increased demands.

Conclusions:

• Cognitive load decreases logarithmically with schema acquisition, supporting efficient learning.
• Multimodal assessment of cognitive load offers valuable insights for educational technology and learning applications.
• The findings highlight the importance of 'desirable difficulties' in promoting stable knowledge transfer.