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Related Concept Videos

Cognitive Learning01:21

Cognitive Learning

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Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
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Cognitivism01:17

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Cognitive psychology emerged as a significant field in the mid-20th century. It focused on understanding humans' internal mental processes. This approach emphasizes how people perceive, remember, think, and solve problems—elements critical to human cognition.
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Metacognition01:26

Metacognition

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Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
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Chunking01:12

Chunking

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Chunking is a powerful cognitive technique that improves short-term memory retention by organizing information into smaller, more manageable units. The brain, limited by working memory capacity, can more easily process and store information when it is divided into "chunks" rather than presented as discrete, unrelated elements. Chunking is especially useful when dealing with large amounts of information, such as numerical sequences, words, or complex ideas.
The principle behind chunking...
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Elaborative Rehearsals01:07

Elaborative Rehearsals

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Elaborative rehearsal is a crucial cognitive strategy that strengthens information encoding in long-term memory by making meaningful connections between new data and pre-existing knowledge. This approach contrasts with maintenance rehearsal, which involves simple repetition without delving into the significance of the information. While maintenance rehearsal might temporarily keep information active in short-term memory, it is less effective for long-term retention.
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Working Memory01:24

Working Memory

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Working memory refers to a combination of components, including short-term memory and attention, that allow an individual to hold information temporarily as we perform cognitive tasks. It is an essential cognitive function that enables the execution of complex tasks such as problem-solving, comprehension, and reasoning. Unlike short-term memory, which simply involves the storage of information for a brief period, working memory involves the active manipulation and processing of this...
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Related Experiment Video

Updated: Sep 10, 2025

Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment
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Rethinking pre-training: cognitive load implications for learners with varying prior knowledge.

Anna Gorbunova1, Anastasiia Kapuza1, Ouhao Chen2

  • 1HSE University, Moscow, Russia.

Frontiers in Psychology
|August 25, 2025
PubMed
Summary

Pre-training reduces cognitive load for all learners, especially extraneous load. Prior knowledge influences intrinsic, extraneous, and germane load during problem-solving, impacting schema refinement.

Keywords:
cognitive load theoryconcept mappingexpertise reversal effectinstructional designpre-trainingprior knowledgeredundancy effect

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Area of Science:

  • Cognitive Psychology
  • Educational Technology
  • Instructional Design

Background:

  • Cognitive Load Theory (CLT) posits that working memory limitations impact learning.
  • Prior knowledge is a critical factor influencing an individual's cognitive load during learning tasks.
  • The expertise reversal effect suggests that instructional strategies effective for novices may hinder experts.

Purpose of the Study:

  • To investigate the relationship between prior knowledge, pre-training, and cognitive load during problem-solving.
  • To determine if pre-training reduces cognitive load or becomes redundant for learners with high prior knowledge.
  • To examine the effects of pre-training on intrinsic, extraneous, and germane cognitive load.

Main Methods:

  • An experiment was conducted with 136 university students.
  • Pre-training was delivered using concept maps and a glossary of terms and procedures.
  • Cognitive load was measured during a problem-solving task.

Main Results:

  • Learners with higher prior knowledge reported lower intrinsic and extraneous load, and higher germane load.
  • Pre-training significantly reduced extraneous cognitive load for all participants, regardless of prior knowledge.
  • The expertise reversal effect was not observed; pre-training did not negatively impact learners with higher prior knowledge.

Conclusions:

  • Pre-training is a valuable instructional strategy that effectively reduces extraneous cognitive load.
  • Learners' prior knowledge significantly modulates their cognitive load experience during problem-solving.
  • Instructional design should consider learners' existing knowledge to optimize learning outcomes and minimize cognitive load.