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関連する概念動画

Cognitive Learning01:21

Cognitive Learning

517
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.
Tolman introduced the idea that behavior is influenced by...
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Cognitivism01:17

Cognitivism

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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.
Previously dominated by behaviorism, which prioritized observable behaviors and largely ignored mental processes, psychology transformed in the 1950s. Cognitive psychologists argue that understanding how we think and process...
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Metacognition01:26

Metacognition

280
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...
280
Chunking01:12

Chunking

188
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.
The effectiveness of...
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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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Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment
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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
PubMed
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.

キーワード:
認知負荷理論コンセプトマッピング専門知識の逆転効果インストラクションデザイン予備訓練以前の知識冗長効果

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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.