予備訓練の見直し:異なる予備知識を持つ学習者の認知負荷への影響
Anna Gorbunova1, Anastasiia Kapuza1, Ouhao Chen2
1HSE University, Moscow, Russia.
Frontiers in psychology
|August 25, 2025
まとめ
学習者の認知の負荷,特に外的な負荷を軽減します. 前知識は,問題解決の過程で内在的,外在的,および関連負荷に影響を与え,スキーマの精錬に影響を与えます.
科学分野:
- 認知心理学
- 教育技術
- 指導的デザイン
背景:
- 認知負荷理論 (Cognitive Load Theory, CLT) は,作業記憶の限界が学習に影響すると主張しています.
- 学習課題の際に個人の認知負荷に影響を与える重要な要因です.
- 専門知識の逆転効果は,初心者にとって効果的な指導戦略が専門家を妨げることを示唆しています.
研究 の 目的:
- 問題を解く際の予備知識,予備訓練,認知負荷の関係を調査する.
- 予備訓練が認知の負担を軽減するか,または高度な予備知識を持つ学習者に余剰になるかどうかを判断する.
- 内在的,外在的,および関連認知負荷に対する予備トレーニングの影響を調べる.
主な方法:
- 136人の大学生を対象に実験が行われた.
- コンセプトマップと用語と手順の用語集を用いて予備訓練を行いました.
- 認知負荷は問題解決の作業中に測定されました
主要な成果:
- より高い予備知識を持つ学習者は,より低い内在的および外在的負荷,およびより高いゲルマン負荷を報告しました.
- 予備訓練は,予備知識に関係なく,すべての参加者にとって,外的な認知の負荷を大幅に軽減しました.
- 専門知識の逆転効果は観察されなかった. 予備訓練は,より高い予備知識を持つ学習者に悪影響を及ぼさなかった.
結論:
- 予備訓練は有益な学習戦略であり 余剰認知の負担を効果的に軽減します
- 学習者の以前の知識は,問題解決の過程で認知的な負荷の経験を大きく変化させます.
- 学習成果を最適化し,認知の負荷を最小限に抑えるために,学習者の既存の知識を考慮する必要があります.
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