Renkl, Alexander ; Gruber, Hans 
; Weber, Sandra ; Lerche, Thomas ; Schweizer, Karl
Alternative Links zum Volltext:DOI
| Dokumentenart: | Artikel |
|---|
| Titel eines Journals oder einer Zeitschrift: | Zeitschrift für Pädagogische Psychologie |
|---|
| Verlag: | VERLAG HANS HUBER |
|---|
| Ort der Veröffentlichung: | BERN 9 |
|---|
| Band: | 17 |
|---|
| Nummer des Zeitschriftenheftes oder des Kapitels: | 2 |
|---|
| Seitenbereich: | 93–101 |
|---|
| Datum: | 2003 |
|---|
| Institutionen: | Humanwissenschaften > Institut für Psychologie |
|---|
| Identifikationsnummer: | | Wert | Typ |
|---|
| 10.1024//1010-0652.17.2.93 | DOI |
|
|---|
| Stichwörter / Keywords: | RANDOM GENERATION; WORKING-MEMORY; VARIABILITY; SEARCH; learning from worked-out examples; cognitive skill acquisition; working memory; cognitive load |
|---|
| Dewey-Dezimal-Klassifikation: | 100 Philosophie und Psychologie > 150 Psychologie |
|---|
| Status: | Veröffentlicht |
|---|
| Begutachtet: | Unbekannt / Keine Angabe |
|---|
| An der Universität Regensburg entstanden: | Unbekannt / Keine Angabe |
|---|
| Dokumenten-ID: | 26415 |
|---|
Zusammenfassung
The effectiveness of learning from worked-out examples, in comparison to problem-solving, is presently explained by the Cognitive Load Theory: Learning from worked-out examples demands less cognitive capacity, more much less thanroommuch greater than for processes of learning is available. In order to directly test this hypothesis the dual task paradigm was employed. Eighty students of human arts ...
Zusammenfassung
The effectiveness of learning from worked-out examples, in comparison to problem-solving, is presently explained by the Cognitive Load Theory: Learning from worked-out examples demands less cognitive capacity, more much less thanroommuch greater than for processes of learning is available. In order to directly test this hypothesis the dual task paradigm was employed. Eighty students of human arts and social sciences were assigned to the cells of a 2 x 2-factorial design (factor 1: learning from worked-out examples vs. learning by problem-solving; factor 2: with vs. without secondary task). The learning contents were probability. The learning outcomes were assessed by a post-test. The result pattern with respect to the learning outcomes and the reaction times to a secondary task in the four experimental groups fully supported Cognitive Load Theory.
Altmetric