Can prior knowledge increase task complexity? - Cases in which higher prior knowledge leads to higher intrinsic cognitive load.

BACKGROUND & AIMS: Cognitive load theory assumes that the higher the learner's prior knowledge (i.e., the more expert the learner), the lower the intrinsic cognitive load (complexity) experienced for a given problem. While this is the case in many scenarios, there can be cases in which the converse is also true, resulting in more expert learners reporting higher intrinsic cognitive load than novices for the same problem. This can occur in relation to problems involving complex systems (e.g., ecological systems), for which novices' problem representations may underestimate problem complexity and therefore report lower intrinsic load than experts. This finding is borne out in the current paper. SAMPLES, METHODS & RESULTS: In Study 1 with 118 participants from the Black Forest area in Germany, participants with higher levels of forestry and ecological expertise evaluated a problem relating to the restructuring of the Black Forest to adapt to climate change as more complex than did novices. In Study 2 (within-subjects design, n = 66 primary-school students), we conceptually replicated this finding in a domain more typical of cognitive load theory studies, mathematics. We found that higher prior knowledge also reduced the underestimation of the complexity of 'tricky', but frequently used, mathematics word problems. CONCLUSION: Our findings suggest that cognitive load theory's assumptions about intrinsic load and prior knowledge should be refined, as there seems to exist a sub-set of problem-solving tasks for which the traditional relationship between prior knowledge and reported ICL is reversed.

Mechanisms behind the testing effect: an empirical investigation of retrieval practice in meaningful learning.

The testing effect-more learning by testing as compared to restudying-is a well-established finding. A typical testing procedure in the context of meaningful learning comprises a recall task after an initial study phase. Different theories refer to different mechanisms when explaining the positive effects of such recall tasks. In the context of learning from expository texts, we tested three mechanisms as suggested by a variety of prominent approaches: the elaborative-retrieval theory, the theory of transfer-appropriate processing, and the unspecific-goal perspective. We experimentally varied the type of testing task (short-answer task vs. free-recall task, both compared to a restudy task) in a within-subject design (N = 47 university students). We replicated the testing effect. We found no evidence for a transfer-appropriate processing effect or an unspecific-goal effect. The testing effect disappeared when statistically controlling for mental effort. Initially non-tested material was also fostered by testing (spreading activation effect). These findings indicate that testing helps learning when learners must invest substantial mental effort, as suggested by the elaborative retrieval theory. For educational purposes, testing tasks should be assigned that require the learners to invest substantial mental effort.

An eye movement pre-training fosters the comprehension of processes and functions in technical systems.

The main research goal of the present study was to investigate in how far pre-training eye movements can facilitate knowledge acquisition in multimedia (pre-training principle). We combined considerations from research on eye movement modeling and pre-training to design and test a non-verbal eye movement-based pre-training. Participants in the experimental condition watched an animated circle moving in close spatial resemblance to a static visualization of a solar plant accompanied by a narration in a subsequently presented learning environment. This training was expected to foster top-down processes as reflected in gaze behavior during the learning process and enhance knowledge acquisition. We compared two groups (N = 45): participants in the experimental condition received pre-training in a first step and processed the learning material in a second step, whereas the control group underwent the second step without any pre-training. The pre-training group outperformed the control group in their learning outcomes, particularly in knowledge about processes and functions of the solar plant. However, the superior learning outcomes in the pre-training group could not be explained by eye-movement patterns. Furthermore, the pre-training moderated the relationship between experienced stress and learning outcomes. In the control group, high stress levels hindered learning, which was not found for the pre-training group. On a delayed posttest participants were requested to draw a picture of the learning content. Despite a non-significant effect of training on the quality of drawings, the pre-training showed associations between learning outcomes at the first testing time and process-related aspects in the quality of their drawings. Overall, non-verbal pre-training is a successful instructional intervention to promote learning processes in novices although these processes did not directly reflect in learners' eye movement behavior during learning.

Integrated learning: ways of fostering the applicability of teachers' pedagogical and psychological knowledge.

In teacher education, general pedagogical and psychological knowledge (PPK) is often taught separately from the teaching subject itself, potentially leading to inert knowledge. In an experimental study with 69 mathematics student teachers, we tested the benefits of fostering the integration of pedagogical content knowledge (PCK) and general PPK with respect to knowledge application. Integration was fostered either by integrating the contents or by prompting the learners to integrate separately taught knowledge. Fostering integration, as compared to a separate presentation without integration help, led to more applicable PPK and greater simultaneous application of PPK and PCK. The advantages of fostering knowledge integration were not moderated by the student teachers' prior knowledge or working memory capacity. A disadvantage of integrating different knowledge types referred to increased learning times.

Integrating pedagogical content knowledge and pedagogical/psychological knowledge in mathematics.

In teacher education at universities, general pedagogical and psychological principles are often treated separately from subject matter knowledge and therefore run the risk of not being applied in the teaching subject. In an experimental study (N = 60 mathematics student teachers) we investigated the effects of providing aspects of general pedagogical/psychological knowledge (PPK) and pedagogical content knowledge (PCK) in an integrated or separated way. In both conditions ("integrated" vs. "separated"), participants individually worked on computer-based learning environments addressing the same topic: use and handling of multiple external representations, a central issue in mathematics. We experimentally varied whether PPK aspects and PCK aspects were treated integrated or apart from one another. As expected, the integrated condition led to greater application of pedagogical/psychological aspects and an increase in applying both knowledge types simultaneously compared to the separated condition. Overall, our findings indicate beneficial effects of an integrated design in teacher education.

Preparing learners with partly incorrect intuitive prior knowledge for learning.

Learners sometimes have incoherent and fragmented intuitive prior knowledge that is (partly) "incompatible" with the to-be-learned contents. Such knowledge in pieces can cause conceptual disorientation and cognitive overload while learning. We hypothesized that a pre-training intervention providing a generalized schema as a structuring framework for such knowledge in pieces would support (re)organizing-processes of prior knowledge and thus reduce unnecessary cognitive load during subsequent learning. Fifty-six student teachers participated in the experiment. A framework group underwent a pre-training intervention providing a generalized, categorical schema for categorizing primary learning strategies and related but different strategies as a cognitive framework for (re-)organizing their prior knowledge. Our control group received comparable factual information but no framework. Afterwards, all participants learned about primary learning strategies. The framework group claimed to possess higher levels of interest and self-efficacy, achieved higher learning outcomes, and learned more efficiently. Hence, providing a categorical framework can help overcome the barrier of incorrect prior knowledge in pieces.

Toward an instructionally oriented theory of example-based learning.

Learning from examples is a very effective means of initial cognitive skill acquisition. There is an enormous body of research on the specifics of this learning method. This article presents an instructionally oriented theory of example-based learning that integrates theoretical assumptions and findings from three research areas: learning from worked examples, observational learning, and analogical reasoning. This theory has descriptive and prescriptive elements. The descriptive subtheory deals with (a) the relevance and effectiveness of examples, (b) phases of skill acquisition, and (c) learning processes. The prescriptive subtheory proposes instructional principles that make full exploitation of the potential of example-based learning possible.

Effects of news frames on perceived risk, emotions, and learning.

The media play a key role in forming opinions by influencing people´s understanding and perception of a topic. People gather information about topics of interest from the internet and print media, which employ various news frames to attract attention. One example of a common news frame is the human-interest frame, which emotionalizes and dramatizes information and often accentuates individual affectedness. Our study investigated effects of human-interest frames compared to a neutral-text condition with respect to perceived risk, emotions, and knowledge acquisition, and tested whether these effects can be "generalized" to common variants of the human-interest frame. Ninety-one participants read either one variant of the human-interest frame or a neutrally formulated version of a newspaper article describing the effects of invasive species in general and the Asian ladybug (an invasive species) in particular. The framing was achieved by varying the opening and concluding paragraphs (about invasive species), as well as the headline. The core text (about the Asian ladybug) was the same across all conditions. All outcome variables on framing effects referred to this common core text. We found that all versions of the human-interest frame increased perceived risk and the strength of negative emotions compared to the neutral text. Furthermore, participants in the human-interest frame condition displayed better (quantitative) learning outcomes but also biased knowledge, highlighting a potential dilemma: Human-interest frames may increase learning, but they also lead to a rather unbalanced view of the given topic on a "deeper level".

Worked examples and tutored problem solving: redundant or synergistic forms of support?

The current research investigates a combination of two instructional approaches, tutored problem solving and worked examples. Tutored problem solving with automated tutors has proven to be an effective instructional method. Worked-out examples have been shown to be an effective complement to untutored problem solving, but it is largely unknown whether they are an effective complement to tutored problem solving. Further, while computer-based learning environments offer the possibility of adaptively transitioning from examples to problems while tailoring to an individual learner, the effectiveness of such machine-adapted example fading is largely unstudied. To address these research questions, one lab and one classroom experiment were conducted. Both studies compared a standard Cognitive Tutor with two example-enhanced Cognitive Tutors, in which the fading of worked-out examples occurred either in a fixed way or adaptively. Results indicate that the adaptive fading of worked-out examples leads to higher transfer performance on delayed posttests than the other two methods.

Information about a layperson's knowledge supports experts in giving effective and efficient online advice to laypersons.

To give effective and efficient advice to laypersons, experts should adapt their explanations to the layperson's knowledge. However, experts often fail to consider the limited domain knowledge of laypersons. To support adaptation in asynchronous helpdesk communication, researchers provided computer experts with information about a layperson's knowledge. A dialogue experiment (N = 80 dyads of experts and laypersons) was conducted that varied the displayed information. Rather than sensitizing the experts to generally improve the intelligibility of their explanations, the individuating information about the layperson enabled them to make specific partner adjustments that increased the effectiveness and efficiency of the communication. The results are suggestive of ways in which the provision of instructional explanations could be enhanced in Internet-based communication.