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Repensar la formación previa: implicaciones de la carga cognitiva para los alumnos con diferentes conocimientos
Anna Gorbunova1, Anastasiia Kapuza1, Ouhao Chen2
1HSE University, Moscow, Russia.
Frontiers in psychology
|August 25, 2025
Resumen
El entrenamiento previo reduce la carga cognitiva para todos los estudiantes, especialmente la carga externa. El conocimiento previo influye en la carga intrínseca, externa y germánica durante la resolución de problemas, lo que afecta al refinamiento del esquema.
Área de la Ciencia:
- Psicología cognitiva
- Tecnología educativa
- Diseño de las instrucciones
Sus antecedentes:
- La Teoría de la Carga Cognitiva (CLT) postula que las limitaciones de la memoria de trabajo afectan el aprendizaje.
- El conocimiento previo es un factor crítico que influye en la carga cognitiva de un individuo durante las tareas de aprendizaje.
- El efecto de inversión de la experiencia sugiere que las estrategias de instrucción efectivas para los novatos pueden obstaculizar a los expertos.
Objetivo del estudio:
- Investigar la relación entre el conocimiento previo, la formación previa y la carga cognitiva durante la resolución de problemas.
- Determinar si la capacitación previa reduce la carga cognitiva o se vuelve redundante para los estudiantes con un alto conocimiento previo.
- Examinar los efectos del entrenamiento previo en la carga cognitiva intrínseca, externa y germánica.
Principales métodos:
- Se realizó un experimento con 136 estudiantes universitarios.
- La formación previa se impartió utilizando mapas conceptuales y un glosario de términos y procedimientos.
- La carga cognitiva se midió durante una tarea de resolución de problemas.
Principales resultados:
- Los aprendices con mayor conocimiento previo informaron de una menor carga intrínseca y externa y una mayor carga germánica.
- El entrenamiento previo redujo significativamente la carga cognitiva externa para todos los participantes, independientemente del conocimiento previo.
- No se observó el efecto de reversión de la experiencia; la formación previa no tuvo un impacto negativo en los alumnos con mayor conocimiento previo.
Conclusiones:
- El entrenamiento previo es una estrategia de instrucción valiosa que reduce efectivamente la carga cognitiva extraña.
- El conocimiento previo de los estudiantes modula significativamente su experiencia de carga cognitiva durante la resolución de problemas.
- El diseño instruccional debe considerar los conocimientos existentes de los estudiantes para optimizar los resultados del aprendizaje y minimizar la carga cognitiva.
Palabras clave:
Teoría de la carga cognitivaMapeo conceptualefecto de reversión de la experienciadiseño de instruccionesFormación preliminarconocimiento previoEfecto de redundanciaMás Videos Relacionados
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