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class="user-info-component-wrapper"><div class="user-summary-cta-container"><div class="user-summary-container"><div class="social-profile-avatar-container"><img class="profile-avatar u-positionAbsolute" alt="Fred Paas" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/2896860/955542/18183229/s200_fred.paas.png" /></div><div class="title-container"><h1 class="ds2-5-heading-sans-serif-sm">Fred Paas</h1><div class="affiliations-container fake-truncate js-profile-affiliations"><div><a class="u-tcGrayDarker" href="https://eur.academia.edu/">Erasmus University Rotterdam</a>, <a class="u-tcGrayDarker" href="https://eur.academia.edu/Departments/Psychology/Documents">Psychology</a>, <span class="u-tcGrayDarker">Professor of Educational Psychology</span></div></div></div></div><div class="sidebar-cta-container"><button class="ds2-5-button 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data-click-track="profile-expand-user-info-following"><p class="label">Following</p><p class="data">19</p></div></a><a><div class="stat-container js-profile-coauthors" data-broccoli-component="user-info.coauthors-count" data-click-track="profile-expand-user-info-coauthors"><p class="label">Co-authors</p><p class="data">18</p></div></a><span><div class="stat-container"><p class="label"><span class="js-profile-total-view-text">Public Views</span></p><p class="data"><span class="js-profile-view-count"></span></p></div></span></div><div class="user-bio-container"><div class="profile-bio fake-truncate js-profile-about" style="margin: 0px;">I am a professor of Educational Psychology at Erasmus University Rotterdam in the Netherlands and the University of Wollongong in Australia.<br /><div class="js-profile-less-about u-linkUnstyled u-tcGrayDarker u-textDecorationUnderline u-displayNone">less</div></div></div><div class="suggested-academics-container"><div class="suggested-academics--header"><h3 class="ds2-5-heading-sans-serif-xs">Related Authors</h3></div><ul class="suggested-user-card-list" data-nosnippet="true"><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a data-nosnippet="" href="https://nottinghamtrent.academia.edu/ThomBaguley"><img class="profile-avatar u-positionAbsolute" alt="Thom Baguley related author profile picture" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/5254/2019/2060/s200_thom.baguley.jpeg" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://nottinghamtrent.academia.edu/ThomBaguley">Thom Baguley</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">Nottingham Trent 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tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Fred Paas</h3></div><div class="js-work-strip profile--work_container" data-work-id="119267971"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/119267971/The_Robustness_of_Medical_Expertise_Clinical_Case_Processing_by_Medical_Experts_and_Subexperts"><img alt="Research paper thumbnail of The Robustness of Medical Expertise: Clinical Case Processing by Medical Experts and Subexperts" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">The Robustness of Medical Expertise: Clinical Case Processing by Medical Experts and Subexperts</div><div class="wp-workCard_item"><span>American Journal of Psychology</span><span>, 2002</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Medical specialists confronted with problems in their domain of expertise do not rely on intentio...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Medical specialists confronted with problems in their domain of expertise do not rely on intentional causal reasoning, using explicit principles or rules. Rather, reasoning is an automatic process, using knowledge in an encapsulated mode. Less clear is what happens when medical specialists encounter problems outside their specialties. To shed light on this issue, we asked cardiologists and pulmonologists to evaluate 4 clinical cases, 2 in the domain of cardiology and 2 in pulmonology. Their task was to study, diagnose, recall, and explain the signs and symptoms of the clinical case descriptions. The cardiologists and pulmonologists alike processed cases in their specialties faster and more accurately, but recall and pathophysiological explanations did not reveal significant differences. These results suggest that medical specialists do not process cases outside their specialties in a qualitatively different mode from cases within their specialties.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="119267971"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="119267971"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 119267971; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=119267971]").text(description); $(".js-view-count[data-work-id=119267971]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 119267971; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='119267971']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=119267971]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":119267971,"title":"The Robustness of Medical Expertise: Clinical Case Processing by Medical Experts and Subexperts","translated_title":"","metadata":{"abstract":"Medical specialists confronted with problems in their domain of expertise do not rely on intentional causal reasoning, using explicit principles or rules. Rather, reasoning is an automatic process, using knowledge in an encapsulated mode. Less clear is what happens when medical specialists encounter problems outside their specialties. To shed light on this issue, we asked cardiologists and pulmonologists to evaluate 4 clinical cases, 2 in the domain of cardiology and 2 in pulmonology. Their task was to study, diagnose, recall, and explain the signs and symptoms of the clinical case descriptions. The cardiologists and pulmonologists alike processed cases in their specialties faster and more accurately, but recall and pathophysiological explanations did not reveal significant differences. These results suggest that medical specialists do not process cases outside their specialties in a qualitatively different mode from cases within their specialties.","publisher":"University of Illinois Press","publication_date":{"day":null,"month":null,"year":2002,"errors":{}},"publication_name":"American Journal of Psychology"},"translated_abstract":"Medical specialists confronted with problems in their domain of expertise do not rely on intentional causal reasoning, using explicit principles or rules. Rather, reasoning is an automatic process, using knowledge in an encapsulated mode. Less clear is what happens when medical specialists encounter problems outside their specialties. To shed light on this issue, we asked cardiologists and pulmonologists to evaluate 4 clinical cases, 2 in the domain of cardiology and 2 in pulmonology. Their task was to study, diagnose, recall, and explain the signs and symptoms of the clinical case descriptions. The cardiologists and pulmonologists alike processed cases in their specialties faster and more accurately, but recall and pathophysiological explanations did not reveal significant differences. These results suggest that medical specialists do not process cases outside their specialties in a qualitatively different mode from cases within their specialties.","internal_url":"https://www.academia.edu/119267971/The_Robustness_of_Medical_Expertise_Clinical_Case_Processing_by_Medical_Experts_and_Subexperts","translated_internal_url":"","created_at":"2024-05-17T23:12:28.601-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2896860,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"The_Robustness_of_Medical_Expertise_Clinical_Case_Processing_by_Medical_Experts_and_Subexperts","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Medical specialists confronted with problems in their domain of expertise do not rely on intentional causal reasoning, using explicit principles or rules. Rather, reasoning is an automatic process, using knowledge in an encapsulated mode. Less clear is what happens when medical specialists encounter problems outside their specialties. To shed light on this issue, we asked cardiologists and pulmonologists to evaluate 4 clinical cases, 2 in the domain of cardiology and 2 in pulmonology. Their task was to study, diagnose, recall, and explain the signs and symptoms of the clinical case descriptions. The cardiologists and pulmonologists alike processed cases in their specialties faster and more accurately, but recall and pathophysiological explanations did not reveal significant differences. These results suggest that medical specialists do not process cases outside their specialties in a qualitatively different mode from cases within their specialties.","impression_tracking_id":null,"owner":{"id":2896860,"first_name":"Fred","middle_initials":null,"last_name":"Paas","page_name":"FredPaas","domain_name":"eur","created_at":"2012-12-14T16:35:18.681-08:00","display_name":"Fred Paas","url":"https://eur.academia.edu/FredPaas"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":606,"name":"Cardiology","url":"https://www.academia.edu/Documents/in/Cardiology"},{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition"},{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading"},{"id":24089,"name":"Causality","url":"https://www.academia.edu/Documents/in/Causality"},{"id":26327,"name":"Medicine","url":"https://www.academia.edu/Documents/in/Medicine"},{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory"},{"id":49633,"name":"Heart Failure","url":"https://www.academia.edu/Documents/in/Heart_Failure"},{"id":84022,"name":"African American Psychology","url":"https://www.academia.edu/Documents/in/African_American_Psychology"},{"id":86845,"name":"Reasoning","url":"https://www.academia.edu/Documents/in/Reasoning"},{"id":384165,"name":"Pulmonary Medicine","url":"https://www.academia.edu/Documents/in/Pulmonary_Medicine"},{"id":440689,"name":"Recall","url":"https://www.academia.edu/Documents/in/Recall"},{"id":704648,"name":"Clinical Competence","url":"https://www.academia.edu/Documents/in/Clinical_Competence"},{"id":1863718,"name":"The American","url":"https://www.academia.edu/Documents/in/The_American"},{"id":3322224,"name":"Pulmonologists","url":"https://www.academia.edu/Documents/in/Pulmonologists"}],"urls":[{"id":42065279,"url":"https://doi.org/10.2307/1423529"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-119267971-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="119267970"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/119267970/Effects_of_a_10_Month_Endurance_Training_Program_on_Performance_of_Speeded_Perceptual_Motor_Tasks"><img alt="Research paper thumbnail of Effects of a 10-Month Endurance-Training Program on Performance of Speeded Perceptual-Motor Tasks" class="work-thumbnail" src="https://attachments.academia-assets.com/114677658/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/119267970/Effects_of_a_10_Month_Endurance_Training_Program_on_Performance_of_Speeded_Perceptual_Motor_Tasks">Effects of a 10-Month Endurance-Training Program on Performance of Speeded Perceptual-Motor Tasks</a></div><div class="wp-workCard_item"><span>Perceptual and Motor Skills</span><span>, Jun 1, 1994</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study investigated the effects of a 10-mo. endurance-training program (running) on speeded p...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study investigated the effects of a 10-mo. endurance-training program (running) on speeded psychometric skills. O n a weekly basis the experimental group of 36 subjects participated in one supervised and three unsupervised training sessions. The control group of 22 subjects engaged in no structural training activities during this period. Subjects' performance on a simple reaction-time task, a choice reaction-time task, and a letter-recognition task was assessed before and after the training intervention. Analysis indicated that a 2OTo Improvement in aerobic fitness in the trained group was not accompanied by a s~g n~f~c a n t improvement in psychometric performance. This result is discussed in terms of the relationship between aerobic fitness and cognitive performance. It is concluded that improved physical fitness is not necessarily accompanied by improved perceptud-motor skills.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f8b4e30bfe521d8e2f3a5f21143f5020" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":114677658,"asset_id":119267970,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/114677658/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="119267970"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="119267970"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 119267970; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=119267970]").text(description); $(".js-view-count[data-work-id=119267970]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 119267970; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='119267970']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f8b4e30bfe521d8e2f3a5f21143f5020" } } $('.js-work-strip[data-work-id=119267970]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":119267970,"title":"Effects of a 10-Month Endurance-Training Program on Performance of Speeded Perceptual-Motor Tasks","translated_title":"","metadata":{"publisher":"SAGE Publishing","ai_title_tag":"Endurance Training's Impact on Psychomotor Skills","grobid_abstract":"This study investigated the effects of a 10-mo. endurance-training program (running) on speeded psychometric skills. 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- The following features are not available with your current Browser c...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">APA PsycNET Our Apologies! - The following features are not available with your current Browser configuration. - alerts user that their session is about to expire - display, print, save, export, and email selected records - get My ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="119267969"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="119267969"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 119267969; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=119267969]").text(description); $(".js-view-count[data-work-id=119267969]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 119267969; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='119267969']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=119267969]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":119267969,"title":"Exercise-induced arousal and information processing","translated_title":"","metadata":{"abstract":"APA PsycNET Our Apologies! - The following features are not available with your current Browser configuration. - alerts user that their session is about to expire - display, print, save, export, and email selected records - get My ...","publication_date":{"day":null,"month":null,"year":1997,"errors":{}},"publication_name":"International Journal of Sport Psychology"},"translated_abstract":"APA PsycNET Our Apologies! - The following features are not available with your current Browser configuration. - alerts user that their session is about to expire - display, print, save, export, and email selected records - get My ...","internal_url":"https://www.academia.edu/119267969/Exercise_induced_arousal_and_information_processing","translated_internal_url":"","created_at":"2024-05-17T23:12:28.148-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2896860,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Exercise_induced_arousal_and_information_processing","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"APA PsycNET Our Apologies! - The following features are not available with your current Browser configuration. - alerts user that their session is about to expire - display, print, save, export, and email selected records - get My ...","impression_tracking_id":null,"owner":{"id":2896860,"first_name":"Fred","middle_initials":null,"last_name":"Paas","page_name":"FredPaas","domain_name":"eur","created_at":"2012-12-14T16:35:18.681-08:00","display_name":"Fred Paas","url":"https://eur.academia.edu/FredPaas"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":249,"name":"Sport Psychology","url":"https://www.academia.edu/Documents/in/Sport_Psychology"},{"id":36837,"name":"Information Processing","url":"https://www.academia.edu/Documents/in/Information_Processing"},{"id":49905,"name":"Sport","url":"https://www.academia.edu/Documents/in/Sport"},{"id":306766,"name":"Arousal","url":"https://www.academia.edu/Documents/in/Arousal"}],"urls":[{"id":42065277,"url":"https://ci.nii.ac.jp/naid/10013143727"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-119267969-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="119267968"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/119267968/Improved_effectiveness_of_cueing_by_self_explanations_when_learning_from_a_complex_animation"><img alt="Research paper thumbnail of Improved effectiveness of cueing by self-explanations when learning from a complex animation" class="work-thumbnail" src="https://attachments.academia-assets.com/114677621/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/119267968/Improved_effectiveness_of_cueing_by_self_explanations_when_learning_from_a_complex_animation">Improved effectiveness of cueing by self-explanations when learning from a complex animation</a></div><div class="wp-workCard_item"><span>Applied Cognitive Psychology</span><span>, Mar 1, 2011</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A major problem in learning from instructional animations is that the complex perceptual and cogn...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A major problem in learning from instructional animations is that the complex perceptual and cognitive processing exceeds the learner's limited processing capacities. Although attention cueing might help learners in focusing on essential parts of an animation, previous studies have shown that it does not necessarily improve learning performance. This study investigated whether generating self-explanations while studying a cued or an uncued animation might engage learners in cognitive activities necessary for learning. It was hypothesized that learning from a cued animation that reduces working memory load associated with searching for specific elements might be improved by generating self-explanations, whereas self-explaining with an uncued animation would have no positive effect on learning. The results confirmed the hypothesized interaction between cueing and selfexplaining. They suggest that self-explanation enhances learning if visual cues are used to structure and highlight the essential parts of an animation.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="85bff518cc6e22e12922ca0cfd1edc66" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":114677621,"asset_id":119267968,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/114677621/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="119267968"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="119267968"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 119267968; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=119267968]").text(description); $(".js-view-count[data-work-id=119267968]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 119267968; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='119267968']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "85bff518cc6e22e12922ca0cfd1edc66" } } $('.js-work-strip[data-work-id=119267968]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":119267968,"title":"Improved effectiveness of cueing by self-explanations when learning from a complex animation","translated_title":"","metadata":{"publisher":"Wiley-Blackwell","grobid_abstract":"A major problem in learning from instructional animations is that the complex perceptual and cognitive processing exceeds the learner's limited processing capacities. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-119267968-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="119267967"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/119267967/Cognitive_Load_Theory_New_Directions_and_Challenges"><img alt="Research paper thumbnail of Cognitive Load Theory: New Directions and Challenges" class="work-thumbnail" src="https://attachments.academia-assets.com/114677660/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/119267967/Cognitive_Load_Theory_New_Directions_and_Challenges">Cognitive Load Theory: New Directions and Challenges</a></div><div class="wp-workCard_item"><span>Applied Cognitive Psychology</span><span>, Nov 1, 2012</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This special issue on cognitive load theory is a collection of eight papers that report either on...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This special issue on cognitive load theory is a collection of eight papers that report either on contemporary challenges to the theory that may lead to new research directions or on new research directions that pose new challenges to the theory. The contemporary challenges relate to the timing and frequency of cognitive load measurement, the design of instructional animations, and the use of eye tracking to uncover learners' cognitive processes. The new research directions relate to fostering learning by directing novices to use primary knowledge, instructing novices to self-manage their cognitive load, and considering learners' affective responses to different configurations of simple and complex tasks. We hope that the findings of these studies will instigate other researchers to pursue new research directions and meet its challenges.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1490c90ff69cc2f67f7eade819b5d3f6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":114677660,"asset_id":119267967,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/114677660/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="119267967"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="119267967"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 119267967; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=119267967]").text(description); $(".js-view-count[data-work-id=119267967]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 119267967; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='119267967']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1490c90ff69cc2f67f7eade819b5d3f6" } } $('.js-work-strip[data-work-id=119267967]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":119267967,"title":"Cognitive Load Theory: New Directions and Challenges","translated_title":"","metadata":{"publisher":"Wiley-Blackwell","ai_title_tag":"Cognitive Load Theory: Challenges and Directions","grobid_abstract":"This special issue on cognitive load theory is a collection of eight papers that report either on contemporary challenges to the theory that may lead to new research directions or on new research directions that pose new challenges to the theory. 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Cognitive processing was assessed using cued retrospective reporting, whereas comprehension and transfer tests measured the quality of the constructed representation. Within the framework of Cognitive Load Theory, visual cues highlighting the subsystems of the heart were hypothesized to guide attention, reduce visual search and extraneous cognitive load, and enhance learning. As predicted, learners looked more often and longer at cued parts. However, we found no effects of cueing on visual search and cognitive load. With respect to cognitive processing, performance differences were found on the number of statements in the learners' verbal reports. These findings suggest that visual cueing can guide attention in an animation, but other factors are also important in determining the effectiveness of visual cues on learning.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a9af52b2cabe74fff66a945a617272b8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":114677668,"asset_id":119267965,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/114677668/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="119267965"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="119267965"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 119267965; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=119267965]").text(description); $(".js-view-count[data-work-id=119267965]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 119267965; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='119267965']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a9af52b2cabe74fff66a945a617272b8" } } $('.js-work-strip[data-work-id=119267965]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":119267965,"title":"Attention guidance in learning from a complex animation: Seeing is understanding?","translated_title":"","metadata":{"publisher":"Elsevier BV","ai_title_tag":"Visual Cueing in Learning from Complex Animations","grobid_abstract":"To examine how visual attentional resources are allocated when learning from a complex animation about the cardiovascular system, eye movements were registered in the absence and presence of visual cues. 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Two experiments required 128 participants to decide as quickly and accurately as possible which of two spatially separated one-digit numerals was larger. Targets were either preceded or succeeded by distractors with intervals of 0, 33, 83, 133, 183, and 233 msec. In Exp. 1, the target digits could appear with 0, 1, 2, or 3 one-digit distractors numerals, representing four levels of distractor load. In Exp. 2, three asterisks were used as distractors. Interference effects of digit distractors varied with distractor load and temporal separation between target and distractor onsets. Moreover, the effects of distractors preceding the target differed from distractors succeeding the target. The pattern of results provided evidence that distractor-interference effects originated from stimulus competition for selection in visual short-term memory. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-119267962-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="119267961"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/119267961/Cognitive_Load_Theory_A_Broader_View_on_the_Role_of_Memory_in_Learning_and_Education"><img alt="Research paper thumbnail of Cognitive Load Theory: A Broader View on the Role of Memory in Learning and Education" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Cognitive Load Theory: A Broader View on the Role of Memory in Learning and Education</div><div class="wp-workCard_item"><span>Educational Psychology Review</span><span>, Mar 29, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ABSTRACT According to cognitive load theory (CLT), the limitations of working memory (WM) in the ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">ABSTRACT According to cognitive load theory (CLT), the limitations of working memory (WM) in the learning of new tasks together with its ability to cooperate with an unlimited long-term memory (LTM) for familiar tasks enable human beings to deal effectively with complex problems and acquire highly complex knowledge and skills. With regard to WM, CLT has focused to a large extent on learning task characteristics, and to a lesser extent on learner characteristics to manage WM load and optimize learning through instructional design. With regard to LTM, explanations of human learning and cognition have mainly focused on domain-general skills, instead of domain-specific knowledge held in LTM. The contributions to this special issue provide a broader cognitive load view on the role of memory in learning and education by presenting the historical roots and conceptual development of the concept of WM, as well as the theoretical and practical implications of current debates about WM mechanisms (Cowan 2014), by presenting an updated model of cognitive load in which the physical learning environment is considered a distinct causal factor for WM load (Choi et al. 2014), by an experimental demonstration of the effects of persistent pain on the available WM resources for learning (Smith and Ayres 2014), and by using aspects of evolutionary educational psychology to argue for the primacy of domain-specific knowledge in human cognition (Tricot and Sweller 2014).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="119267961"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="119267961"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 119267961; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=119267961]").text(description); $(".js-view-count[data-work-id=119267961]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 119267961; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='119267961']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=119267961]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":119267961,"title":"Cognitive Load Theory: A Broader View on the Role of Memory in Learning and Education","translated_title":"","metadata":{"abstract":"ABSTRACT According to cognitive load theory (CLT), the limitations of working memory (WM) in the learning of new tasks together with its ability to cooperate with an unlimited long-term memory (LTM) for familiar tasks enable human beings to deal effectively with complex problems and acquire highly complex knowledge and skills. 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Theories of visual attention and learning as well as empirical evidence for the instructional effectiveness of attention cueing are reviewed and, based on Mayer's theory of multimedia learning, a framework was developed for classifying three functions for cueing: (1) selection-cues guide attention to specific locations, (2) organization-cues emphasize structure, and (3) integration-cues explicate relations between and within elements. The framework was used to structure the discussion of studies on cueing in animations. It is concluded that attentional cues may facilitate the selection of information in animations and sometimes improve learning, whereas organizational and relational cueing requires more consideration on how to enhance understanding. Consequently, it is suggested to develop cues that work in animations rather than borrowing effective cues from static representations. Guidelines for future research on attention cueing in animations are presented. Keywords Instructional animations. Cognitive load theory. Instructional design Recent advances in software and computer technology enable designers of computer-based instruction to use dynamic visualizations, such as animation and video, to help learners remember complex dynamic systems and, ultimately, understand the materials (Lowe 2004). At present, the majority of animations present information in close correspondence with the referential situation, without highlighting the information or providing cues to help learners process the material. However, manipulating the visuospatial characteristics of animations may make them more effective, just as manipulating these aspects in static</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="06e5911b804b291ae2709092fd8cdb40" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":114677620,"asset_id":119267960,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/114677620/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="119267960"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="119267960"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 119267960; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=119267960]").text(description); $(".js-view-count[data-work-id=119267960]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 119267960; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='119267960']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "06e5911b804b291ae2709092fd8cdb40" } } $('.js-work-strip[data-work-id=119267960]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":119267960,"title":"Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design","translated_title":"","metadata":{"publisher":"Springer Science+Business Media","grobid_abstract":"This paper examines the transferability of successful cueing approaches from text and static visualization research to animations. 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Theories of visual attention and learning as well as empirical evidence for the instructional effectiveness of attention cueing are reviewed and, based on Mayer's theory of multimedia learning, a framework was developed for classifying three functions for cueing: (1) selection-cues guide attention to specific locations, (2) organization-cues emphasize structure, and (3) integration-cues explicate relations between and within elements. The framework was used to structure the discussion of studies on cueing in animations. It is concluded that attentional cues may facilitate the selection of information in animations and sometimes improve learning, whereas organizational and relational cueing requires more consideration on how to enhance understanding. Consequently, it is suggested to develop cues that work in animations rather than borrowing effective cues from static representations. Guidelines for future research on attention cueing in animations are presented. Keywords Instructional animations. Cognitive load theory. Instructional design Recent advances in software and computer technology enable designers of computer-based instruction to use dynamic visualizations, such as animation and video, to help learners remember complex dynamic systems and, ultimately, understand the materials (Lowe 2004). At present, the majority of animations present information in close correspondence with the referential situation, without highlighting the information or providing cues to help learners process the material. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-119267960-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="119267959"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/119267959/Problem_based_learning"><img alt="Research paper thumbnail of Problem-based learning" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Problem-based learning</div><div class="wp-workCard_item"><span>American Psychological Association eBooks</span><span>, 2012</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="119267959"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="119267959"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 119267959; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-119267959-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="119267958"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/119267958/The_Validity_of_Physiological_Measures_to_Identify_Differences_in_Intrinsic_Cognitive_Load"><img alt="Research paper thumbnail of The Validity of Physiological Measures to Identify Differences in Intrinsic Cognitive Load" class="work-thumbnail" src="https://attachments.academia-assets.com/114677619/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/119267958/The_Validity_of_Physiological_Measures_to_Identify_Differences_in_Intrinsic_Cognitive_Load">The Validity of Physiological Measures to Identify Differences in Intrinsic Cognitive Load</a></div><div class="wp-workCard_item"><span>Frontiers in Psychology</span><span>, Sep 10, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A sample of 33 experiments was extracted from the Web-of-Science database over a 5year period (20...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A sample of 33 experiments was extracted from the Web-of-Science database over a 5year period (2016-2020) that used physiological measures to measure intrinsic cognitive load. Only studies that required participants to solve tasks of varying complexities using a within-subjects design were included. The sample identified a number of different physiological measures obtained by recording signals from four main body categories (heart and lungs, eyes, skin, and brain), as well as subjective measures. The overall validity of the measures was assessed by examining construct validity and sensitivity. It was found that the vast majority of physiological measures had some level of validity, but varied considerably in sensitivity to detect subtle changes in intrinsic cognitive load. Validity was also influenced by the type of task. Eye-measures were found to be the most sensitive followed by the heart and lungs, skin, and brain. However, subjective measures had the highest levels of validity. It is concluded that a combination of physiological and subjective measures is most effective in detecting changes in intrinsic cognitive load.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8f0e83a710f817838de7a4bfadf333a3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":114677619,"asset_id":119267958,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/114677619/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="119267958"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="119267958"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 119267958; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=119267958]").text(description); $(".js-view-count[data-work-id=119267958]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 119267958; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='119267958']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8f0e83a710f817838de7a4bfadf333a3" } } $('.js-work-strip[data-work-id=119267958]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":119267958,"title":"The Validity of Physiological Measures to Identify Differences in Intrinsic Cognitive Load","translated_title":"","metadata":{"publisher":"Frontiers Media","grobid_abstract":"A sample of 33 experiments was extracted from the Web-of-Science database over a 5year period (2016-2020) that used physiological measures to measure intrinsic cognitive load. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-119267958-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="119267957"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/119267957/Learning_from_observing_hands_in_static_and_animated_versions_of_non_manipulative_tasks"><img alt="Research paper thumbnail of Learning from observing hands in static and animated versions of non-manipulative tasks" class="work-thumbnail" src="https://attachments.academia-assets.com/114677657/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/119267957/Learning_from_observing_hands_in_static_and_animated_versions_of_non_manipulative_tasks">Learning from observing hands in static and animated versions of non-manipulative tasks</a></div><div class="wp-workCard_item"><span>Learning and Instruction</span><span>, Dec 1, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Recent evidence suggests that for highly transient information, instructional animations only pro...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Recent evidence suggests that for highly transient information, instructional animations only provide a learning benefit compared to static presentations for object manipulation tasks. This study continued the research into animationestatic comparisons by investigating whether showing static pictures of hands would have a positive impact on the non-manipulative tasks of memorizing arrays of abstract symbols. University students were randomly assigned to conditions according to 2 (hands: no-hands vs. withhands) 脗 2 (presentation: statics vs. animation) factorial designs. The level of transient information was manipulated across experiments by increasing the number of symbols from 9 in Experiment 1 to 12 in Experiment 2. Results showed that for the most transient task the static presentation was superior to the animated format. Most importantly, significant interactions revealed that the effectiveness of static presentations was enhanced by showing the static hands, whereas the effectiveness of animations was reduced by showing these hands.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c7a6600751a57bad8f9ca039bc8df4e5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":114677657,"asset_id":119267957,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/114677657/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="119267957"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="119267957"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 119267957; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=119267957]").text(description); $(".js-view-count[data-work-id=119267957]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 119267957; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='119267957']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c7a6600751a57bad8f9ca039bc8df4e5" } } $('.js-work-strip[data-work-id=119267957]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":119267957,"title":"Learning from observing hands in static and animated versions of non-manipulative tasks","translated_title":"","metadata":{"publisher":"Elsevier BV","ai_title_tag":"Impact of Static vs Animated Hands on Non-Manipulative Tasks","grobid_abstract":"Recent evidence suggests that for highly transient information, instructional animations only provide a learning benefit compared to static presentations for object manipulation tasks. 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We do not treat modeling as an isolated instructional method but adopted the social cognitive model of sequential skill acquisition in which learners start with observation and finish with independent, self-regulated performance. Moreover, we concur with the notion that interactivity should emphasize the cognitive processes that learners engage in when they interact with the learning environment. The four-component instructional design (4C/ID) model is used to define a set of cognitive processes: Elaboration and induction enable learners to construct schemas, whereas compilation and strengthening enable learners to automate these schemas. Pacing, cues, control over appearance, prediction, working in dyads, personalized task selection, and reflection prompts are identified as guidelines that might support learners to interactively construct schemas. Personalized task selection with part-task practice helps learners to interactively automate schemas. Keywords Modeling. Interactivity. Cognitive processes Learning motor skills by observing a model that performs the desired actions and behavior has been a successful and well researched instructional technique for the last 30 years (McCullagh et al. 1989; Wetzel et al. 1994; Wulf and Shea 2002). The current focus on flexibility in task performance and the mastering of complex cognitive skills (Jonassen 1999) has made modeling (i.e., observational learning) relevant to modern learning environments as well. At the same time, rapid developments in computer and software</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b6bdb41da02bfdc2a47009a2623cb9c7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":114677617,"asset_id":119267956,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/114677617/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="119267956"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="119267956"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 119267956; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=119267956]").text(description); $(".js-view-count[data-work-id=119267956]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 119267956; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='119267956']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b6bdb41da02bfdc2a47009a2623cb9c7" } } $('.js-work-strip[data-work-id=119267956]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":119267956,"title":"Interactivity in Video-based Models","translated_title":"","metadata":{"publisher":"Springer Science+Business Media","ai_title_tag":"Enhancing Learner Engagement Through Interactive Video Models","grobid_abstract":"In this review we argue that interactivity can be effective in video-based models to engage learners in relevant cognitive processes. We do not treat modeling as an isolated instructional method but adopted the social cognitive model of sequential skill acquisition in which learners start with observation and finish with independent, self-regulated performance. Moreover, we concur with the notion that interactivity should emphasize the cognitive processes that learners engage in when they interact with the learning environment. The four-component instructional design (4C/ID) model is used to define a set of cognitive processes: Elaboration and induction enable learners to construct schemas, whereas compilation and strengthening enable learners to automate these schemas. Pacing, cues, control over appearance, prediction, working in dyads, personalized task selection, and reflection prompts are identified as guidelines that might support learners to interactively construct schemas. Personalized task selection with part-task practice helps learners to interactively automate schemas. Keywords Modeling. Interactivity. Cognitive processes Learning motor skills by observing a model that performs the desired actions and behavior has been a successful and well researched instructional technique for the last 30 years (McCullagh et al. 1989; Wetzel et al. 1994; Wulf and Shea 2002). The current focus on flexibility in task performance and the mastering of complex cognitive skills (Jonassen 1999) has made modeling (i.e., observational learning) relevant to modern learning environments as well. 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We do not treat modeling as an isolated instructional method but adopted the social cognitive model of sequential skill acquisition in which learners start with observation and finish with independent, self-regulated performance. Moreover, we concur with the notion that interactivity should emphasize the cognitive processes that learners engage in when they interact with the learning environment. The four-component instructional design (4C/ID) model is used to define a set of cognitive processes: Elaboration and induction enable learners to construct schemas, whereas compilation and strengthening enable learners to automate these schemas. Pacing, cues, control over appearance, prediction, working in dyads, personalized task selection, and reflection prompts are identified as guidelines that might support learners to interactively construct schemas. Personalized task selection with part-task practice helps learners to interactively automate schemas. Keywords Modeling. Interactivity. Cognitive processes Learning motor skills by observing a model that performs the desired actions and behavior has been a successful and well researched instructional technique for the last 30 years (McCullagh et al. 1989; Wetzel et al. 1994; Wulf and Shea 2002). The current focus on flexibility in task performance and the mastering of complex cognitive skills (Jonassen 1999) has made modeling (i.e., observational learning) relevant to modern learning environments as well. At the same time, rapid developments in computer and software","impression_tracking_id":null,"owner":{"id":2896860,"first_name":"Fred","middle_initials":null,"last_name":"Paas","page_name":"FredPaas","domain_name":"eur","created_at":"2012-12-14T16:35:18.681-08:00","display_name":"Fred Paas","url":"https://eur.academia.edu/FredPaas"},"attachments":[{"id":114677617,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/114677617/thumbnails/1.jpg","file_name":"s10648-007-9045-4.pdf","download_url":"https://www.academia.edu/attachments/114677617/download_file","bulk_download_file_name":"Interactivity_in_Video_based_Models.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/114677617/s10648-007-9045-4-libre.pdf?1716014218=\u0026response-content-disposition=attachment%3B+filename%3DInteractivity_in_Video_based_Models.pdf\u0026Expires=1744149051\u0026Signature=W2WTrhH82zFM8BF~rdTQtNV-5J6wB5Pp7bPhgx2kE2WDgrFNBBS3XFJ3v5cRc0yagi96hcaMTwTKqqhHQg5Qln9oWk~wl1jr1YTIv2Vkw9pzSkS0vhL0~ZRXD5ODl1gpxhRMm9NcTbsVZVgwziDMIfMXJhZimMClZ1BJi5rrVMWo0ZQWmyLZoYS0gxevvG1xVFUXBKVsuQb2LRgV6QqrsUrNtLVQOBWuzdw2C~dWWvNe0fump1e1ppdZxaK3RWEToO4lxTuMoCfmTKH7~DNOl1YumqH9-xhFIeOvr-TS-P3Pn0F~0Yu3~vBaIzbjPuvscqj9p5jIaciNxZ2u36ktVQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science"},{"id":1000,"name":"Instructional Design","url":"https://www.academia.edu/Documents/in/Instructional_Design"},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology"},{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition"},{"id":6177,"name":"Modeling","url":"https://www.academia.edu/Documents/in/Modeling"},{"id":7968,"name":"Prediction","url":"https://www.academia.edu/Documents/in/Prediction"},{"id":9032,"name":"Interaction","url":"https://www.academia.edu/Documents/in/Interaction"},{"id":18800,"name":"Skill Acquisition","url":"https://www.academia.edu/Documents/in/Skill_Acquisition"},{"id":65140,"name":"Models","url":"https://www.academia.edu/Documents/in/Models"},{"id":65647,"name":"Learning Environment","url":"https://www.academia.edu/Documents/in/Learning_Environment"},{"id":89488,"name":"Teaching Methods","url":"https://www.academia.edu/Documents/in/Teaching_Methods"},{"id":101071,"name":"Interactivity","url":"https://www.academia.edu/Documents/in/Interactivity"},{"id":154636,"name":"Cognitive Process","url":"https://www.academia.edu/Documents/in/Cognitive_Process"},{"id":208996,"name":"Cognitive processes","url":"https://www.academia.edu/Documents/in/Cognitive_processes"},{"id":504701,"name":"Cognitive Model","url":"https://www.academia.edu/Documents/in/Cognitive_Model"}],"urls":[{"id":42065263,"url":"https://link.springer.com/content/pdf/10.1007/s10648-007-9045-4.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-119267956-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="119267954"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/119267954/Attention_cueing_as_a_means_to_enhance_learning_from_an_animation"><img alt="Research paper thumbnail of Attention cueing as a means to enhance learning from an animation" class="work-thumbnail" src="https://attachments.academia-assets.com/114677613/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/119267954/Attention_cueing_as_a_means_to_enhance_learning_from_an_animation">Attention cueing as a means to enhance learning from an animation</a></div><div class="wp-workCard_item"><span>Applied Cognitive Psychology</span><span>, 2007</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The question how animations should be designed so that learning is optimised, is still under disc...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The question how animations should be designed so that learning is optimised, is still under discussion. Animations are often cognitively very demanding, resulting in decreased learning outcomes. In this study, we tried to prevent cognitive overload and foster learning by focusing the learners' attention to one element (i.e. process) of an animation using a cueing technique. Psychology students viewed an animation of the cardiovascular system and were subsequently given a comprehension test and a transfer test. One group studied the animation without a visual cue, while for another group a visual cue was added to the animation. Results indicated that cueing not only enhanced comprehension and transfer performance for cued information, but also for uncued information. It is concluded that cueing can be used as a technique to improve learning from an animation. Results are interpreted in terms of cognitive load theory (CLT).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="397eca6fea789afe29d52d7cb2bcc6b9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":114677613,"asset_id":119267954,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/114677613/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="119267954"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="119267954"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 119267954; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=119267954]").text(description); $(".js-view-count[data-work-id=119267954]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 119267954; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='119267954']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "397eca6fea789afe29d52d7cb2bcc6b9" } } $('.js-work-strip[data-work-id=119267954]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":119267954,"title":"Attention cueing as a means to enhance learning from an animation","translated_title":"","metadata":{"publisher":"Wiley-Blackwell","grobid_abstract":"The question how animations should be designed so that learning is optimised, is still under discussion. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-119267954-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="119267953"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/119267953/Data_Collection_and_Analysis"><img alt="Research paper thumbnail of Data Collection and Analysis" class="work-thumbnail" src="https://attachments.academia-assets.com/114677611/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/119267953/Data_Collection_and_Analysis">Data Collection and Analysis</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Qualitative research: Sometimes called naturalistic; research on human systems whose hallmarks in...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Qualitative research: Sometimes called naturalistic; research on human systems whose hallmarks include researcher as instrument, natural settings, and little manipulation. Quantitative research: Often conceived of as more traditional or positivistic; typified by experimental or correlational studies. Data and findings are usually represented through numbers and results of statistical tests. 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Interdisciplinary perspectives are needed to enable us to make truly original and useful contributions to cognitive load theory and practice. Using cognitive load theory as an example, I will show that the cutting edge of cognitive load research lies across the boundaries of disciplines. Four examples will be presented to illustrate how the transfer of methods and findings from exercise physiology, neuroscience, and cognitive aging research have advanced or may advance cognitive load theory: 1) Ratings of perceived exertion from the discipline of exercise physiology have been adapted and successfully used in cognitive load research to measure cognitive load. 2) Findings from recent neuroscience research may further the explanation for why dynamic visualizations are particularly effective when learning tasks involve human movement, and largely ineffective when depicting mechanical, non-human movement. 3) Research on interhemispheric cooperation is used as a model for cognitive load research into the effectiveness of group learning. 4) Cognitive aging research is used to show that age-related reductions in attentional control over information that was not initially relevant can actually lead to superior performance for older adults when this information serves as a solution to subsequent problems.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="119267951"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="119267951"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 119267951; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=119267951]").text(description); $(".js-view-count[data-work-id=119267951]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 119267951; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='119267951']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=119267951]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":119267951,"title":"Interdisciplinary Perspectives on Cognitive Load Research as a Key to Tackle Challenges of Contemporary Education","translated_title":"","metadata":{"abstract":"In this contribution we argue that challenges of contemporary education require new forms of collaboration and communication across disciplines. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-119267950-figures'); } }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="334345" id="papers"><div class="js-work-strip profile--work_container" data-work-id="119267971"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/119267971/The_Robustness_of_Medical_Expertise_Clinical_Case_Processing_by_Medical_Experts_and_Subexperts"><img alt="Research paper thumbnail of The Robustness of Medical Expertise: Clinical Case Processing by Medical Experts and Subexperts" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">The Robustness of Medical Expertise: Clinical Case Processing by Medical Experts and Subexperts</div><div class="wp-workCard_item"><span>American Journal of Psychology</span><span>, 2002</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Medical specialists confronted with problems in their domain of expertise do not rely on intentio...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Medical specialists confronted with problems in their domain of expertise do not rely on intentional causal reasoning, using explicit principles or rules. Rather, reasoning is an automatic process, using knowledge in an encapsulated mode. Less clear is what happens when medical specialists encounter problems outside their specialties. To shed light on this issue, we asked cardiologists and pulmonologists to evaluate 4 clinical cases, 2 in the domain of cardiology and 2 in pulmonology. Their task was to study, diagnose, recall, and explain the signs and symptoms of the clinical case descriptions. The cardiologists and pulmonologists alike processed cases in their specialties faster and more accurately, but recall and pathophysiological explanations did not reveal significant differences. These results suggest that medical specialists do not process cases outside their specialties in a qualitatively different mode from cases within their specialties.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="119267971"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="119267971"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 119267971; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=119267971]").text(description); $(".js-view-count[data-work-id=119267971]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 119267971; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='119267971']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=119267971]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":119267971,"title":"The Robustness of Medical Expertise: Clinical Case Processing by Medical Experts and Subexperts","translated_title":"","metadata":{"abstract":"Medical specialists confronted with problems in their domain of expertise do not rely on intentional causal reasoning, using explicit principles or rules. Rather, reasoning is an automatic process, using knowledge in an encapsulated mode. Less clear is what happens when medical specialists encounter problems outside their specialties. To shed light on this issue, we asked cardiologists and pulmonologists to evaluate 4 clinical cases, 2 in the domain of cardiology and 2 in pulmonology. Their task was to study, diagnose, recall, and explain the signs and symptoms of the clinical case descriptions. The cardiologists and pulmonologists alike processed cases in their specialties faster and more accurately, but recall and pathophysiological explanations did not reveal significant differences. These results suggest that medical specialists do not process cases outside their specialties in a qualitatively different mode from cases within their specialties.","publisher":"University of Illinois Press","publication_date":{"day":null,"month":null,"year":2002,"errors":{}},"publication_name":"American Journal of Psychology"},"translated_abstract":"Medical specialists confronted with problems in their domain of expertise do not rely on intentional causal reasoning, using explicit principles or rules. Rather, reasoning is an automatic process, using knowledge in an encapsulated mode. Less clear is what happens when medical specialists encounter problems outside their specialties. To shed light on this issue, we asked cardiologists and pulmonologists to evaluate 4 clinical cases, 2 in the domain of cardiology and 2 in pulmonology. Their task was to study, diagnose, recall, and explain the signs and symptoms of the clinical case descriptions. The cardiologists and pulmonologists alike processed cases in their specialties faster and more accurately, but recall and pathophysiological explanations did not reveal significant differences. These results suggest that medical specialists do not process cases outside their specialties in a qualitatively different mode from cases within their specialties.","internal_url":"https://www.academia.edu/119267971/The_Robustness_of_Medical_Expertise_Clinical_Case_Processing_by_Medical_Experts_and_Subexperts","translated_internal_url":"","created_at":"2024-05-17T23:12:28.601-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2896860,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"The_Robustness_of_Medical_Expertise_Clinical_Case_Processing_by_Medical_Experts_and_Subexperts","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Medical specialists confronted with problems in their domain of expertise do not rely on intentional causal reasoning, using explicit principles or rules. Rather, reasoning is an automatic process, using knowledge in an encapsulated mode. Less clear is what happens when medical specialists encounter problems outside their specialties. To shed light on this issue, we asked cardiologists and pulmonologists to evaluate 4 clinical cases, 2 in the domain of cardiology and 2 in pulmonology. Their task was to study, diagnose, recall, and explain the signs and symptoms of the clinical case descriptions. The cardiologists and pulmonologists alike processed cases in their specialties faster and more accurately, but recall and pathophysiological explanations did not reveal significant differences. 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O n a weekly basis the experimental group of 36 subjects participated in one supervised and three unsupervised training sessions. The control group of 22 subjects engaged in no structural training activities during this period. Subjects' performance on a simple reaction-time task, a choice reaction-time task, and a letter-recognition task was assessed before and after the training intervention. Analysis indicated that a 2OTo Improvement in aerobic fitness in the trained group was not accompanied by a s~g n~f~c a n t improvement in psychometric performance. This result is discussed in terms of the relationship between aerobic fitness and cognitive performance. It is concluded that improved physical fitness is not necessarily accompanied by improved perceptud-motor skills.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f8b4e30bfe521d8e2f3a5f21143f5020" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":114677658,"asset_id":119267970,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/114677658/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="119267970"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="119267970"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 119267970; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=119267970]").text(description); $(".js-view-count[data-work-id=119267970]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 119267970; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='119267970']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f8b4e30bfe521d8e2f3a5f21143f5020" } } $('.js-work-strip[data-work-id=119267970]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":119267970,"title":"Effects of a 10-Month Endurance-Training Program on Performance of Speeded Perceptual-Motor Tasks","translated_title":"","metadata":{"publisher":"SAGE Publishing","ai_title_tag":"Endurance Training's Impact on Psychomotor Skills","grobid_abstract":"This study investigated the effects of a 10-mo. endurance-training program (running) on speeded psychometric skills. 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It is concluded that improved physical fitness is not necessarily accompanied by improved perceptud-motor skills.","publication_date":{"day":1,"month":6,"year":1994,"errors":{}},"publication_name":"Perceptual and Motor Skills","grobid_abstract_attachment_id":114677658},"translated_abstract":null,"internal_url":"https://www.academia.edu/119267970/Effects_of_a_10_Month_Endurance_Training_Program_on_Performance_of_Speeded_Perceptual_Motor_Tasks","translated_internal_url":"","created_at":"2024-05-17T23:12:28.358-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2896860,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":114677658,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/114677658/thumbnails/1.jpg","file_name":"pms.1994.78.3c.126720240518-1-g9s0nr.pdf","download_url":"https://www.academia.edu/attachments/114677658/download_file","bulk_download_file_name":"Effects_of_a_10_Month_Endurance_Training.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/114677658/pms.1994.78.3c.126720240518-1-g9s0nr-libre.pdf?1716014220=\u0026response-content-disposition=attachment%3B+filename%3DEffects_of_a_10_Month_Endurance_Training.pdf\u0026Expires=1744149050\u0026Signature=avdXoRVbCRWgl6vKzhC13Lp~UqZQfuI9wO9vHYmF0Ku7ASfKuYghgy6I~iNUyZOsFxSaMrIn8cEsStndB~gfQS-X16EbYOfE36RX6ZxVSlPuw4UIjRwb7cre0HyccloqSmujOD6Z0YwH6-Bq1KdAZ4tQpGJ23v9I-CJwrn5roBmfCCZLBHCT2JoZ8AQS183ECMbZAs2H8cxUByeBqboideO1ShDmV1Zzb4pFzhwrIOouszF5eW9fXBesJwD2QlXoLfjOhpNFHkCdVFqQbNRt0NLx~04wW9oCh9bInhik5mVJ8OBnVgsFHFT3aJkZapmuoPGjXSF3KpWMWjpajFND0A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Effects_of_a_10_Month_Endurance_Training_Program_on_Performance_of_Speeded_Perceptual_Motor_Tasks","translated_slug":"","page_count":7,"language":"en","content_type":"Work","summary":"This study investigated the effects of a 10-mo. endurance-training program (running) on speeded psychometric skills. O n a weekly basis the experimental group of 36 subjects participated in one supervised and three unsupervised training sessions. The control group of 22 subjects engaged in no structural training activities during this period. Subjects' performance on a simple reaction-time task, a choice reaction-time task, and a letter-recognition task was assessed before and after the training intervention. Analysis indicated that a 2OTo Improvement in aerobic fitness in the trained group was not accompanied by a s~g n~f~c a n t improvement in psychometric performance. This result is discussed in terms of the relationship between aerobic fitness and cognitive performance. It is concluded that improved physical fitness is not necessarily accompanied by improved perceptud-motor skills.","impression_tracking_id":null,"owner":{"id":2896860,"first_name":"Fred","middle_initials":null,"last_name":"Paas","page_name":"FredPaas","domain_name":"eur","created_at":"2012-12-14T16:35:18.681-08:00","display_name":"Fred Paas","url":"https://eur.academia.edu/FredPaas"},"attachments":[{"id":114677658,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/114677658/thumbnails/1.jpg","file_name":"pms.1994.78.3c.126720240518-1-g9s0nr.pdf","download_url":"https://www.academia.edu/attachments/114677658/download_file","bulk_download_file_name":"Effects_of_a_10_Month_Endurance_Training.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/114677658/pms.1994.78.3c.126720240518-1-g9s0nr-libre.pdf?1716014220=\u0026response-content-disposition=attachment%3B+filename%3DEffects_of_a_10_Month_Endurance_Training.pdf\u0026Expires=1744149050\u0026Signature=avdXoRVbCRWgl6vKzhC13Lp~UqZQfuI9wO9vHYmF0Ku7ASfKuYghgy6I~iNUyZOsFxSaMrIn8cEsStndB~gfQS-X16EbYOfE36RX6ZxVSlPuw4UIjRwb7cre0HyccloqSmujOD6Z0YwH6-Bq1KdAZ4tQpGJ23v9I-CJwrn5roBmfCCZLBHCT2JoZ8AQS183ECMbZAs2H8cxUByeBqboideO1ShDmV1Zzb4pFzhwrIOouszF5eW9fXBesJwD2QlXoLfjOhpNFHkCdVFqQbNRt0NLx~04wW9oCh9bInhik5mVJ8OBnVgsFHFT3aJkZapmuoPGjXSF3KpWMWjpajFND0A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":867,"name":"Perception","url":"https://www.academia.edu/Documents/in/Perception"},{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition"},{"id":21187,"name":"Running","url":"https://www.academia.edu/Documents/in/Running"},{"id":26327,"name":"Medicine","url":"https://www.academia.edu/Documents/in/Medicine"},{"id":119665,"name":"Reaction Time","url":"https://www.academia.edu/Documents/in/Reaction_Time"},{"id":203856,"name":"Perceptual motor skills","url":"https://www.academia.edu/Documents/in/Perceptual_motor_skills"},{"id":268784,"name":"Physical Fitness","url":"https://www.academia.edu/Documents/in/Physical_Fitness"},{"id":1529835,"name":"Choice Behavior","url":"https://www.academia.edu/Documents/in/Choice_Behavior"},{"id":1558340,"name":"Physical Education and training","url":"https://www.academia.edu/Documents/in/Physical_Education_and_training"},{"id":1851913,"name":"Aerobic Exercise","url":"https://www.academia.edu/Documents/in/Aerobic_Exercise"},{"id":2183225,"name":"Physical Endurance","url":"https://www.academia.edu/Documents/in/Physical_Endurance"},{"id":2444775,"name":"Psychomotor Performance","url":"https://www.academia.edu/Documents/in/Psychomotor_Performance"},{"id":2467548,"name":"Neuropsychological Tests","url":"https://www.academia.edu/Documents/in/Neuropsychological_Tests"},{"id":4139279,"name":"perceptual motor","url":"https://www.academia.edu/Documents/in/perceptual_motor"}],"urls":[{"id":42065278,"url":"https://doi.org/10.2466/pms.1994.78.3c.1267"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-119267970-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="119267969"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/119267969/Exercise_induced_arousal_and_information_processing"><img alt="Research paper thumbnail of Exercise-induced arousal and information processing" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Exercise-induced arousal and information processing</div><div class="wp-workCard_item"><span>International Journal of Sport Psychology</span><span>, 1997</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">APA PsycNET Our Apologies! - The following features are not available with your current Browser c...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">APA PsycNET Our Apologies! - The following features are not available with your current Browser configuration. - alerts user that their session is about to expire - display, print, save, export, and email selected records - get My ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="119267969"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="119267969"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 119267969; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=119267969]").text(description); $(".js-view-count[data-work-id=119267969]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 119267969; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='119267969']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=119267969]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":119267969,"title":"Exercise-induced arousal and information processing","translated_title":"","metadata":{"abstract":"APA PsycNET Our Apologies! 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- The following features are not available with your current Browser configuration. - alerts user that their session is about to expire - display, print, save, export, and email selected records - get My ...","impression_tracking_id":null,"owner":{"id":2896860,"first_name":"Fred","middle_initials":null,"last_name":"Paas","page_name":"FredPaas","domain_name":"eur","created_at":"2012-12-14T16:35:18.681-08:00","display_name":"Fred Paas","url":"https://eur.academia.edu/FredPaas"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":249,"name":"Sport Psychology","url":"https://www.academia.edu/Documents/in/Sport_Psychology"},{"id":36837,"name":"Information Processing","url":"https://www.academia.edu/Documents/in/Information_Processing"},{"id":49905,"name":"Sport","url":"https://www.academia.edu/Documents/in/Sport"},{"id":306766,"name":"Arousal","url":"https://www.academia.edu/Documents/in/Arousal"}],"urls":[{"id":42065277,"url":"https://ci.nii.ac.jp/naid/10013143727"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-119267969-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="119267968"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/119267968/Improved_effectiveness_of_cueing_by_self_explanations_when_learning_from_a_complex_animation"><img alt="Research paper thumbnail of Improved effectiveness of cueing by self-explanations when learning from a complex animation" class="work-thumbnail" src="https://attachments.academia-assets.com/114677621/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/119267968/Improved_effectiveness_of_cueing_by_self_explanations_when_learning_from_a_complex_animation">Improved effectiveness of cueing by self-explanations when learning from a complex animation</a></div><div class="wp-workCard_item"><span>Applied Cognitive Psychology</span><span>, Mar 1, 2011</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A major problem in learning from instructional animations is that the complex perceptual and cogn...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A major problem in learning from instructional animations is that the complex perceptual and cognitive processing exceeds the learner's limited processing capacities. Although attention cueing might help learners in focusing on essential parts of an animation, previous studies have shown that it does not necessarily improve learning performance. This study investigated whether generating self-explanations while studying a cued or an uncued animation might engage learners in cognitive activities necessary for learning. It was hypothesized that learning from a cued animation that reduces working memory load associated with searching for specific elements might be improved by generating self-explanations, whereas self-explaining with an uncued animation would have no positive effect on learning. The results confirmed the hypothesized interaction between cueing and selfexplaining. They suggest that self-explanation enhances learning if visual cues are used to structure and highlight the essential parts of an animation.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="85bff518cc6e22e12922ca0cfd1edc66" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":114677621,"asset_id":119267968,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/114677621/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="119267968"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="119267968"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 119267968; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=119267968]").text(description); $(".js-view-count[data-work-id=119267968]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 119267968; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='119267968']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "85bff518cc6e22e12922ca0cfd1edc66" } } $('.js-work-strip[data-work-id=119267968]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":119267968,"title":"Improved effectiveness of cueing by self-explanations when learning from a complex animation","translated_title":"","metadata":{"publisher":"Wiley-Blackwell","grobid_abstract":"A major problem in learning from instructional animations is that the complex perceptual and cognitive processing exceeds the learner's limited processing capacities. 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They suggest that self-explanation enhances learning if visual cues are used to structure and highlight the essential parts of an animation.","publication_date":{"day":1,"month":3,"year":2011,"errors":{}},"publication_name":"Applied Cognitive Psychology","grobid_abstract_attachment_id":114677621},"translated_abstract":null,"internal_url":"https://www.academia.edu/119267968/Improved_effectiveness_of_cueing_by_self_explanations_when_learning_from_a_complex_animation","translated_internal_url":"","created_at":"2024-05-17T23:12:27.921-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2896860,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":114677621,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/114677621/thumbnails/1.jpg","file_name":"deKoning_Tabbers2011.pdf","download_url":"https://www.academia.edu/attachments/114677621/download_file","bulk_download_file_name":"Improved_effectiveness_of_cueing_by_self.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/114677621/deKoning_Tabbers2011-libre.pdf?1716014214=\u0026response-content-disposition=attachment%3B+filename%3DImproved_effectiveness_of_cueing_by_self.pdf\u0026Expires=1744102282\u0026Signature=N1pgwC7ZZA7ocYH-OSrEWwTBpcrNOtT5rSk9sLj62342NL8ZC9vV8m8zzSYyYlcTE~4BUicQ6EMmZyfyhqqU~TbLGF8WpVAwKdNrHCt~aXOqmV5ZCu765ebTVsBPrBQ8DsQn3jFmcj8RqaRUj-x3NpVc-5VK-eXv~WK2MQM75JcW63g06UmEsH7hQes5jXrT-OZGKontYBosh7k2wh69gIQo8tmxsuWT~isqb0vJ6QQflVVweYhBNUjsgxZ0bgXIN400qHU8SIl3zztccCWHb4QW8FOfyk-OdOLdUUXiekAkrD6VCtcz6~V~vcARp3-DY~drkw9cTm-DNYY-BieJEQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Improved_effectiveness_of_cueing_by_self_explanations_when_learning_from_a_complex_animation","translated_slug":"","page_count":12,"language":"en","content_type":"Work","summary":"A major problem in learning from instructional animations is that the complex perceptual and cognitive processing exceeds the learner's limited processing capacities. Although attention cueing might help learners in focusing on essential parts of an animation, previous studies have shown that it does not necessarily improve learning performance. This study investigated whether generating self-explanations while studying a cued or an uncued animation might engage learners in cognitive activities necessary for learning. It was hypothesized that learning from a cued animation that reduces working memory load associated with searching for specific elements might be improved by generating self-explanations, whereas self-explaining with an uncued animation would have no positive effect on learning. The results confirmed the hypothesized interaction between cueing and selfexplaining. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-119267968-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="119267967"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/119267967/Cognitive_Load_Theory_New_Directions_and_Challenges"><img alt="Research paper thumbnail of Cognitive Load Theory: New Directions and Challenges" class="work-thumbnail" src="https://attachments.academia-assets.com/114677660/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/119267967/Cognitive_Load_Theory_New_Directions_and_Challenges">Cognitive Load Theory: New Directions and Challenges</a></div><div class="wp-workCard_item"><span>Applied Cognitive Psychology</span><span>, Nov 1, 2012</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This special issue on cognitive load theory is a collection of eight papers that report either on...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This special issue on cognitive load theory is a collection of eight papers that report either on contemporary challenges to the theory that may lead to new research directions or on new research directions that pose new challenges to the theory. The contemporary challenges relate to the timing and frequency of cognitive load measurement, the design of instructional animations, and the use of eye tracking to uncover learners' cognitive processes. The new research directions relate to fostering learning by directing novices to use primary knowledge, instructing novices to self-manage their cognitive load, and considering learners' affective responses to different configurations of simple and complex tasks. We hope that the findings of these studies will instigate other researchers to pursue new research directions and meet its challenges.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1490c90ff69cc2f67f7eade819b5d3f6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":114677660,"asset_id":119267967,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/114677660/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="119267967"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="119267967"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 119267967; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=119267967]").text(description); $(".js-view-count[data-work-id=119267967]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 119267967; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='119267967']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1490c90ff69cc2f67f7eade819b5d3f6" } } $('.js-work-strip[data-work-id=119267967]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":119267967,"title":"Cognitive Load Theory: New Directions and Challenges","translated_title":"","metadata":{"publisher":"Wiley-Blackwell","ai_title_tag":"Cognitive Load Theory: Challenges and Directions","grobid_abstract":"This special issue on cognitive load theory is a collection of eight papers that report either on contemporary challenges to the theory that may lead to new research directions or on new research directions that pose new challenges to the theory. 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The contemporary challenges relate to the timing and frequency of cognitive load measurement, the design of instructional animations, and the use of eye tracking to uncover learners' cognitive processes. The new research directions relate to fostering learning by directing novices to use primary knowledge, instructing novices to self-manage their cognitive load, and considering learners' affective responses to different configurations of simple and complex tasks. We hope that the findings of these studies will instigate other researchers to pursue new research directions and meet its challenges.","impression_tracking_id":null,"owner":{"id":2896860,"first_name":"Fred","middle_initials":null,"last_name":"Paas","page_name":"FredPaas","domain_name":"eur","created_at":"2012-12-14T16:35:18.681-08:00","display_name":"Fred Paas","url":"https://eur.academia.edu/FredPaas"},"attachments":[{"id":114677660,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/114677660/thumbnails/1.jpg","file_name":"acp.288220240518-1-tj3zl6.pdf","download_url":"https://www.academia.edu/attachments/114677660/download_file","bulk_download_file_name":"Cognitive_Load_Theory_New_Directions_and.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/114677660/acp.288220240518-1-tj3zl6-libre.pdf?1716014207=\u0026response-content-disposition=attachment%3B+filename%3DCognitive_Load_Theory_New_Directions_and.pdf\u0026Expires=1743990107\u0026Signature=HtD8oZbzxTOttpFjJWYYHsQVrB9TqMsADX5TVKSr4JfXnKCbu0~ffudLn~1rvlhcJv4SlazDRrsdQYl3hJWx0Ptw6oAIfbaOzTcvkJj31cqmCtvTh3NbOFjR~2SgzFhjH9HYqzp96rNHbwPcRsTHMEWeTpBmY3gPzd6atDYRB0~8FVR0w-ieiQHAilByDfkk5djpGbIIFB5HEUbRR5lxYcnqFG2HIRyR-bbfHTvYorFmBg-TCFcGEDGjMtJjWeCKB8DdQygXUDjYRbG7pKDG3EQ7dK832~wdBekUyNTm4eLsYUV4ccWLcBnSajVmS5ohXmEe4s6RpCIt9TJyI2V4KQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":39,"name":"Marketing","url":"https://www.academia.edu/Documents/in/Marketing"},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition"},{"id":64351,"name":"Cognitive Load","url":"https://www.academia.edu/Documents/in/Cognitive_Load"},{"id":461900,"name":"Applied Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Applied_Cognitive_Psychology"}],"urls":[{"id":42065275,"url":"https://doi.org/10.1002/acp.2882"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-119267967-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="119267966"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/119267966/Near_Transfer_and_Far_Transfer_Test"><img alt="Research paper thumbnail of Near Transfer and Far Transfer Test" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Near Transfer and Far Transfer Test</div><div class="wp-workCard_item"><span>PsycTESTS Dataset</span><span>, 2002</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="119267966"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="119267966"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 119267966; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-119267966-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="119267965"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/119267965/Attention_guidance_in_learning_from_a_complex_animation_Seeing_is_understanding"><img alt="Research paper thumbnail of Attention guidance in learning from a complex animation: Seeing is understanding?" class="work-thumbnail" src="https://attachments.academia-assets.com/114677668/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/119267965/Attention_guidance_in_learning_from_a_complex_animation_Seeing_is_understanding">Attention guidance in learning from a complex animation: Seeing is understanding?</a></div><div class="wp-workCard_item"><span>Learning and Instruction</span><span>, Apr 1, 2010</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">To examine how visual attentional resources are allocated when learning from a complex animation ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">To examine how visual attentional resources are allocated when learning from a complex animation about the cardiovascular system, eye movements were registered in the absence and presence of visual cues. Cognitive processing was assessed using cued retrospective reporting, whereas comprehension and transfer tests measured the quality of the constructed representation. Within the framework of Cognitive Load Theory, visual cues highlighting the subsystems of the heart were hypothesized to guide attention, reduce visual search and extraneous cognitive load, and enhance learning. As predicted, learners looked more often and longer at cued parts. However, we found no effects of cueing on visual search and cognitive load. With respect to cognitive processing, performance differences were found on the number of statements in the learners' verbal reports. These findings suggest that visual cueing can guide attention in an animation, but other factors are also important in determining the effectiveness of visual cues on learning.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a9af52b2cabe74fff66a945a617272b8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":114677668,"asset_id":119267965,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/114677668/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="119267965"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="119267965"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 119267965; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=119267965]").text(description); $(".js-view-count[data-work-id=119267965]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 119267965; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='119267965']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a9af52b2cabe74fff66a945a617272b8" } } $('.js-work-strip[data-work-id=119267965]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":119267965,"title":"Attention guidance in learning from a complex animation: Seeing is understanding?","translated_title":"","metadata":{"publisher":"Elsevier BV","ai_title_tag":"Visual Cueing in Learning from Complex Animations","grobid_abstract":"To examine how visual attentional resources are allocated when learning from a complex animation about the cardiovascular system, eye movements were registered in the absence and presence of visual cues. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-119267964-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="119267963"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/119267963/Effects_of_Distractor_Load_and_Temporal_Target_Distractor_Separation_on_Numerical_Comparison_Performance_A_Stimulus_Competition_Approach"><img alt="Research paper thumbnail of Effects of Distractor Load and Temporal Target-Distractor Separation on Numerical Comparison Performance: A Stimulus-Competition Approach" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Effects of Distractor Load and Temporal Target-Distractor Separation on Numerical Comparison Performance: A Stimulus-Competition Approach</div><div class="wp-workCard_item"><span>Psychological Reports</span><span>, 2002</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Effects of distractor load and temporal separation between target and distractor onset were studi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Effects of distractor load and temporal separation between target and distractor onset were studied in a selective attention task. Two experiments required 128 participants to decide as quickly and accurately as possible which of two spatially separated one-digit numerals was larger. Targets were either preceded or succeeded by distractors with intervals of 0, 33, 83, 133, 183, and 233 msec. In Exp. 1, the target digits could appear with 0, 1, 2, or 3 one-digit distractors numerals, representing four levels of distractor load. In Exp. 2, three asterisks were used as distractors. Interference effects of digit distractors varied with distractor load and temporal separation between target and distractor onsets. Moreover, the effects of distractors preceding the target differed from distractors succeeding the target. The pattern of results provided evidence that distractor-interference effects originated from stimulus competition for selection in visual short-term memory. The results were interpreted in terms of attentional engagement theory of Duncan and Humphreys.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="119267963"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="119267963"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 119267963; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=119267963]").text(description); $(".js-view-count[data-work-id=119267963]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 119267963; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='119267963']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=119267963]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":119267963,"title":"Effects of Distractor Load and Temporal Target-Distractor Separation on Numerical Comparison Performance: A Stimulus-Competition Approach","translated_title":"","metadata":{"abstract":"Effects of distractor load and temporal separation between target and distractor onset were studied in a selective attention task. 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The results were interpreted in terms of attentional engagement theory of Duncan and Humphreys.","internal_url":"https://www.academia.edu/119267963/Effects_of_Distractor_Load_and_Temporal_Target_Distractor_Separation_on_Numerical_Comparison_Performance_A_Stimulus_Competition_Approach","translated_internal_url":"","created_at":"2024-05-17T23:12:26.586-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2896860,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Effects_of_Distractor_Load_and_Temporal_Target_Distractor_Separation_on_Numerical_Comparison_Performance_A_Stimulus_Competition_Approach","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Effects of distractor load and temporal separation between target and distractor onset were studied in a selective attention task. Two experiments required 128 participants to decide as quickly and accurately as possible which of two spatially separated one-digit numerals was larger. Targets were either preceded or succeeded by distractors with intervals of 0, 33, 83, 133, 183, and 233 msec. In Exp. 1, the target digits could appear with 0, 1, 2, or 3 one-digit distractors numerals, representing four levels of distractor load. In Exp. 2, three asterisks were used as distractors. Interference effects of digit distractors varied with distractor load and temporal separation between target and distractor onsets. Moreover, the effects of distractors preceding the target differed from distractors succeeding the target. The pattern of results provided evidence that distractor-interference effects originated from stimulus competition for selection in visual short-term memory. The results were interpreted in terms of attentional engagement theory of Duncan and Humphreys.","impression_tracking_id":null,"owner":{"id":2896860,"first_name":"Fred","middle_initials":null,"last_name":"Paas","page_name":"FredPaas","domain_name":"eur","created_at":"2012-12-14T16:35:18.681-08:00","display_name":"Fred Paas","url":"https://eur.academia.edu/FredPaas"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":300,"name":"Mathematics","url":"https://www.academia.edu/Documents/in/Mathematics"},{"id":5359,"name":"Visual perception","url":"https://www.academia.edu/Documents/in/Visual_perception"},{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent"},{"id":26327,"name":"Medicine","url":"https://www.academia.edu/Documents/in/Medicine"},{"id":59249,"name":"Computers","url":"https://www.academia.edu/Documents/in/Computers"},{"id":66843,"name":"Judgment","url":"https://www.academia.edu/Documents/in/Judgment"},{"id":119665,"name":"Reaction Time","url":"https://www.academia.edu/Documents/in/Reaction_Time"},{"id":136810,"name":"Distraction","url":"https://www.academia.edu/Documents/in/Distraction"},{"id":1218487,"name":"Psychological Reports","url":"https://www.academia.edu/Documents/in/Psychological_Reports"},{"id":2849038,"name":"photic stimulation","url":"https://www.academia.edu/Documents/in/photic_stimulation"}],"urls":[{"id":42065271,"url":"https://doi.org/10.2466/pr0.90.3.889-906"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-119267963-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="119267962"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/119267962/Control_of_rapid_aimed_hand_movements_The_one_target_advantage"><img alt="Research paper thumbnail of Control of rapid aimed hand movements: The one-target advantage" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Control of rapid aimed hand movements: The one-target advantage</div><div class="wp-workCard_item"><span>Journal of Experimental Psychology: Human Perception and Performance</span><span>, 2000</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="119267962"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="119267962"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 119267962; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=119267962]").text(description); $(".js-view-count[data-work-id=119267962]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 119267962; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='119267962']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-119267962-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="119267961"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/119267961/Cognitive_Load_Theory_A_Broader_View_on_the_Role_of_Memory_in_Learning_and_Education"><img alt="Research paper thumbnail of Cognitive Load Theory: A Broader View on the Role of Memory in Learning and Education" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Cognitive Load Theory: A Broader View on the Role of Memory in Learning and Education</div><div class="wp-workCard_item"><span>Educational Psychology Review</span><span>, Mar 29, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ABSTRACT According to cognitive load theory (CLT), the limitations of working memory (WM) in the ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">ABSTRACT According to cognitive load theory (CLT), the limitations of working memory (WM) in the learning of new tasks together with its ability to cooperate with an unlimited long-term memory (LTM) for familiar tasks enable human beings to deal effectively with complex problems and acquire highly complex knowledge and skills. With regard to WM, CLT has focused to a large extent on learning task characteristics, and to a lesser extent on learner characteristics to manage WM load and optimize learning through instructional design. With regard to LTM, explanations of human learning and cognition have mainly focused on domain-general skills, instead of domain-specific knowledge held in LTM. The contributions to this special issue provide a broader cognitive load view on the role of memory in learning and education by presenting the historical roots and conceptual development of the concept of WM, as well as the theoretical and practical implications of current debates about WM mechanisms (Cowan 2014), by presenting an updated model of cognitive load in which the physical learning environment is considered a distinct causal factor for WM load (Choi et al. 2014), by an experimental demonstration of the effects of persistent pain on the available WM resources for learning (Smith and Ayres 2014), and by using aspects of evolutionary educational psychology to argue for the primacy of domain-specific knowledge in human cognition (Tricot and Sweller 2014).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="119267961"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="119267961"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 119267961; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=119267961]").text(description); $(".js-view-count[data-work-id=119267961]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 119267961; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='119267961']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=119267961]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":119267961,"title":"Cognitive Load Theory: A Broader View on the Role of Memory in Learning and Education","translated_title":"","metadata":{"abstract":"ABSTRACT According to cognitive load theory (CLT), the limitations of working memory (WM) in the learning of new tasks together with its ability to cooperate with an unlimited long-term memory (LTM) for familiar tasks enable human beings to deal effectively with complex problems and acquire highly complex knowledge and skills. With regard to WM, CLT has focused to a large extent on learning task characteristics, and to a lesser extent on learner characteristics to manage WM load and optimize learning through instructional design. With regard to LTM, explanations of human learning and cognition have mainly focused on domain-general skills, instead of domain-specific knowledge held in LTM. The contributions to this special issue provide a broader cognitive load view on the role of memory in learning and education by presenting the historical roots and conceptual development of the concept of WM, as well as the theoretical and practical implications of current debates about WM mechanisms (Cowan 2014), by presenting an updated model of cognitive load in which the physical learning environment is considered a distinct causal factor for WM load (Choi et al. 2014), by an experimental demonstration of the effects of persistent pain on the available WM resources for learning (Smith and Ayres 2014), and by using aspects of evolutionary educational psychology to argue for the primacy of domain-specific knowledge in human cognition (Tricot and Sweller 2014).","publisher":"Springer Science+Business Media","publication_date":{"day":29,"month":3,"year":2014,"errors":{}},"publication_name":"Educational Psychology Review"},"translated_abstract":"ABSTRACT According to cognitive load theory (CLT), the limitations of working memory (WM) in the learning of new tasks together with its ability to cooperate with an unlimited long-term memory (LTM) for familiar tasks enable human beings to deal effectively with complex problems and acquire highly complex knowledge and skills. With regard to WM, CLT has focused to a large extent on learning task characteristics, and to a lesser extent on learner characteristics to manage WM load and optimize learning through instructional design. With regard to LTM, explanations of human learning and cognition have mainly focused on domain-general skills, instead of domain-specific knowledge held in LTM. The contributions to this special issue provide a broader cognitive load view on the role of memory in learning and education by presenting the historical roots and conceptual development of the concept of WM, as well as the theoretical and practical implications of current debates about WM mechanisms (Cowan 2014), by presenting an updated model of cognitive load in which the physical learning environment is considered a distinct causal factor for WM load (Choi et al. 2014), by an experimental demonstration of the effects of persistent pain on the available WM resources for learning (Smith and Ayres 2014), and by using aspects of evolutionary educational psychology to argue for the primacy of domain-specific knowledge in human cognition (Tricot and Sweller 2014).","internal_url":"https://www.academia.edu/119267961/Cognitive_Load_Theory_A_Broader_View_on_the_Role_of_Memory_in_Learning_and_Education","translated_internal_url":"","created_at":"2024-05-17T23:12:26.018-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2896860,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Cognitive_Load_Theory_A_Broader_View_on_the_Role_of_Memory_in_Learning_and_Education","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"ABSTRACT According to cognitive load theory (CLT), the limitations of working memory (WM) in the learning of new tasks together with its ability to cooperate with an unlimited long-term memory (LTM) for familiar tasks enable human beings to deal effectively with complex problems and acquire highly complex knowledge and skills. 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Theories of visual attention and learning as well as empirical evidence for the instructional effectiveness of attention cueing are reviewed and, based on Mayer's theory of multimedia learning, a framework was developed for classifying three functions for cueing: (1) selection-cues guide attention to specific locations, (2) organization-cues emphasize structure, and (3) integration-cues explicate relations between and within elements. The framework was used to structure the discussion of studies on cueing in animations. It is concluded that attentional cues may facilitate the selection of information in animations and sometimes improve learning, whereas organizational and relational cueing requires more consideration on how to enhance understanding. Consequently, it is suggested to develop cues that work in animations rather than borrowing effective cues from static representations. Guidelines for future research on attention cueing in animations are presented. Keywords Instructional animations. Cognitive load theory. Instructional design Recent advances in software and computer technology enable designers of computer-based instruction to use dynamic visualizations, such as animation and video, to help learners remember complex dynamic systems and, ultimately, understand the materials (Lowe 2004). At present, the majority of animations present information in close correspondence with the referential situation, without highlighting the information or providing cues to help learners process the material. However, manipulating the visuospatial characteristics of animations may make them more effective, just as manipulating these aspects in static</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="06e5911b804b291ae2709092fd8cdb40" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":114677620,"asset_id":119267960,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/114677620/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="119267960"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="119267960"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 119267960; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=119267960]").text(description); $(".js-view-count[data-work-id=119267960]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 119267960; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='119267960']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "06e5911b804b291ae2709092fd8cdb40" } } $('.js-work-strip[data-work-id=119267960]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":119267960,"title":"Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design","translated_title":"","metadata":{"publisher":"Springer Science+Business Media","grobid_abstract":"This paper examines the transferability of successful cueing approaches from text and static visualization research to animations. 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Keywords Instructional animations. Cognitive load theory. Instructional design Recent advances in software and computer technology enable designers of computer-based instruction to use dynamic visualizations, such as animation and video, to help learners remember complex dynamic systems and, ultimately, understand the materials (Lowe 2004). At present, the majority of animations present information in close correspondence with the referential situation, without highlighting the information or providing cues to help learners process the material. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-119267959-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="119267958"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/119267958/The_Validity_of_Physiological_Measures_to_Identify_Differences_in_Intrinsic_Cognitive_Load"><img alt="Research paper thumbnail of The Validity of Physiological Measures to Identify Differences in Intrinsic Cognitive Load" class="work-thumbnail" src="https://attachments.academia-assets.com/114677619/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/119267958/The_Validity_of_Physiological_Measures_to_Identify_Differences_in_Intrinsic_Cognitive_Load">The Validity of Physiological Measures to Identify Differences in Intrinsic Cognitive Load</a></div><div class="wp-workCard_item"><span>Frontiers in Psychology</span><span>, Sep 10, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A sample of 33 experiments was extracted from the Web-of-Science database over a 5year period (20...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A sample of 33 experiments was extracted from the Web-of-Science database over a 5year period (2016-2020) that used physiological measures to measure intrinsic cognitive load. Only studies that required participants to solve tasks of varying complexities using a within-subjects design were included. The sample identified a number of different physiological measures obtained by recording signals from four main body categories (heart and lungs, eyes, skin, and brain), as well as subjective measures. The overall validity of the measures was assessed by examining construct validity and sensitivity. It was found that the vast majority of physiological measures had some level of validity, but varied considerably in sensitivity to detect subtle changes in intrinsic cognitive load. Validity was also influenced by the type of task. Eye-measures were found to be the most sensitive followed by the heart and lungs, skin, and brain. However, subjective measures had the highest levels of validity. It is concluded that a combination of physiological and subjective measures is most effective in detecting changes in intrinsic cognitive load.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8f0e83a710f817838de7a4bfadf333a3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":114677619,"asset_id":119267958,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/114677619/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="119267958"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="119267958"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 119267958; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=119267958]").text(description); $(".js-view-count[data-work-id=119267958]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 119267958; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='119267958']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8f0e83a710f817838de7a4bfadf333a3" } } $('.js-work-strip[data-work-id=119267958]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":119267958,"title":"The Validity of Physiological Measures to Identify Differences in Intrinsic Cognitive Load","translated_title":"","metadata":{"publisher":"Frontiers Media","grobid_abstract":"A sample of 33 experiments was extracted from the Web-of-Science database over a 5year period (2016-2020) that used physiological measures to measure intrinsic cognitive load. 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It is concluded that a combination of physiological and subjective measures is most effective in detecting changes in intrinsic cognitive load.","publication_date":{"day":10,"month":9,"year":2021,"errors":{}},"publication_name":"Frontiers in Psychology","grobid_abstract_attachment_id":114677619},"translated_abstract":null,"internal_url":"https://www.academia.edu/119267958/The_Validity_of_Physiological_Measures_to_Identify_Differences_in_Intrinsic_Cognitive_Load","translated_internal_url":"","created_at":"2024-05-17T23:12:25.275-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2896860,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":114677619,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/114677619/thumbnails/1.jpg","file_name":"pdf.pdf","download_url":"https://www.academia.edu/attachments/114677619/download_file","bulk_download_file_name":"The_Validity_of_Physiological_Measures_t.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/114677619/pdf-libre.pdf?1716014224=\u0026response-content-disposition=attachment%3B+filename%3DThe_Validity_of_Physiological_Measures_t.pdf\u0026Expires=1744149051\u0026Signature=FMle2WVGDXLjxu-tqdCZNckXhZR8k7ww7AhwSEgQVzqjVe02j4r3P2hK7VjZjEW0OVcCeY4Najkjyh7B6e6Ja42uItqfFjh2ODuF5B-ZFh1m3WT8GzYT7oItoFggeNioeEzL2DJLreq5KIG6WmmmThZ89oqMv6E2FHq51y0GoAeE5nV4VC2DUTfS4~PHNi6dp5Bm2AKMPs9~-0Qhg-ovV6n0KFNeX7jQMnvQ6HYW-uBBFnsrgDgQiRAvFXA34yA07mpgypWRmdQFfaasRllKRYozvRs8lTUfc3LQvshfGqJICmisTIAZADV8xpiidBNZzTIaNwt4b8etNzrlyECNsA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_Validity_of_Physiological_Measures_to_Identify_Differences_in_Intrinsic_Cognitive_Load","translated_slug":"","page_count":16,"language":"en","content_type":"Work","summary":"A sample of 33 experiments was extracted from the Web-of-Science database over a 5year period (2016-2020) that used physiological measures to measure intrinsic cognitive load. Only studies that required participants to solve tasks of varying complexities using a within-subjects design were included. The sample identified a number of different physiological measures obtained by recording signals from four main body categories (heart and lungs, eyes, skin, and brain), as well as subjective measures. The overall validity of the measures was assessed by examining construct validity and sensitivity. It was found that the vast majority of physiological measures had some level of validity, but varied considerably in sensitivity to detect subtle changes in intrinsic cognitive load. Validity was also influenced by the type of task. Eye-measures were found to be the most sensitive followed by the heart and lungs, skin, and brain. However, subjective measures had the highest levels of validity. It is concluded that a combination of physiological and subjective measures is most effective in detecting changes in intrinsic cognitive load.","impression_tracking_id":null,"owner":{"id":2896860,"first_name":"Fred","middle_initials":null,"last_name":"Paas","page_name":"FredPaas","domain_name":"eur","created_at":"2012-12-14T16:35:18.681-08:00","display_name":"Fred Paas","url":"https://eur.academia.edu/FredPaas"},"attachments":[{"id":114677619,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/114677619/thumbnails/1.jpg","file_name":"pdf.pdf","download_url":"https://www.academia.edu/attachments/114677619/download_file","bulk_download_file_name":"The_Validity_of_Physiological_Measures_t.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/114677619/pdf-libre.pdf?1716014224=\u0026response-content-disposition=attachment%3B+filename%3DThe_Validity_of_Physiological_Measures_t.pdf\u0026Expires=1744149051\u0026Signature=FMle2WVGDXLjxu-tqdCZNckXhZR8k7ww7AhwSEgQVzqjVe02j4r3P2hK7VjZjEW0OVcCeY4Najkjyh7B6e6Ja42uItqfFjh2ODuF5B-ZFh1m3WT8GzYT7oItoFggeNioeEzL2DJLreq5KIG6WmmmThZ89oqMv6E2FHq51y0GoAeE5nV4VC2DUTfS4~PHNi6dp5Bm2AKMPs9~-0Qhg-ovV6n0KFNeX7jQMnvQ6HYW-uBBFnsrgDgQiRAvFXA34yA07mpgypWRmdQFfaasRllKRYozvRs8lTUfc3LQvshfGqJICmisTIAZADV8xpiidBNZzTIaNwt4b8etNzrlyECNsA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":114677618,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/114677618/thumbnails/1.jpg","file_name":"pdf.pdf","download_url":"https://www.academia.edu/attachments/114677618/download_file","bulk_download_file_name":"The_Validity_of_Physiological_Measures_t.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/114677618/pdf-libre.pdf?1716014218=\u0026response-content-disposition=attachment%3B+filename%3DThe_Validity_of_Physiological_Measures_t.pdf\u0026Expires=1744149051\u0026Signature=gclOwR~mR8v0DocGbpzYqU~8rI0HvrkWkOsFhARW49VpNWvSviHphmSAaeeh~r5lkU-Dn~ZiEKlFBthy6uKeZEbg3HeaKDGBXy8V3rlmmvreudpOzTEQ1CB05GF8IXiGgeDWw17K1uWng~7SkoAu-2F6dCTqeGcpskB2x~2zS6ePStOIqd9RRtsSPoV4edEvZlkv7MdBJYY0zZd5rbPPy0e2JAegNndkbpKzqCQpincPfmzlOw~p1hKDMTO55h9eC5h3UhxOmH8116zdiUfG9a54VCnpnMGj4FCfzkkDnjFErCXMi8n5l-7mdXW9FtkBVBeb-biMBqpbCJMWHOYPUw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition"},{"id":7341,"name":"Cognitive Load Theory","url":"https://www.academia.edu/Documents/in/Cognitive_Load_Theory"},{"id":26327,"name":"Medicine","url":"https://www.academia.edu/Documents/in/Medicine"},{"id":64351,"name":"Cognitive Load","url":"https://www.academia.edu/Documents/in/Cognitive_Load"},{"id":104434,"name":"Construct Validity","url":"https://www.academia.edu/Documents/in/Construct_Validity"},{"id":144833,"name":"Validity","url":"https://www.academia.edu/Documents/in/Validity"},{"id":172784,"name":"Workload","url":"https://www.academia.edu/Documents/in/Workload"},{"id":199328,"name":"Working Memory Load","url":"https://www.academia.edu/Documents/in/Working_Memory_Load"},{"id":1275032,"name":"Criterion Validity","url":"https://www.academia.edu/Documents/in/Criterion_Validity"},{"id":2498386,"name":"Frontiers in Psychology","url":"https://www.academia.edu/Documents/in/Frontiers_in_Psychology"}],"urls":[{"id":42065266,"url":"https://www.frontiersin.org/articles/10.3389/fpsyg.2021.702538/pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-119267958-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="119267957"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/119267957/Learning_from_observing_hands_in_static_and_animated_versions_of_non_manipulative_tasks"><img alt="Research paper thumbnail of Learning from observing hands in static and animated versions of non-manipulative tasks" class="work-thumbnail" src="https://attachments.academia-assets.com/114677657/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/119267957/Learning_from_observing_hands_in_static_and_animated_versions_of_non_manipulative_tasks">Learning from observing hands in static and animated versions of non-manipulative tasks</a></div><div class="wp-workCard_item"><span>Learning and Instruction</span><span>, Dec 1, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Recent evidence suggests that for highly transient information, instructional animations only pro...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Recent evidence suggests that for highly transient information, instructional animations only provide a learning benefit compared to static presentations for object manipulation tasks. This study continued the research into animationestatic comparisons by investigating whether showing static pictures of hands would have a positive impact on the non-manipulative tasks of memorizing arrays of abstract symbols. University students were randomly assigned to conditions according to 2 (hands: no-hands vs. withhands) 脗 2 (presentation: statics vs. animation) factorial designs. The level of transient information was manipulated across experiments by increasing the number of symbols from 9 in Experiment 1 to 12 in Experiment 2. Results showed that for the most transient task the static presentation was superior to the animated format. Most importantly, significant interactions revealed that the effectiveness of static presentations was enhanced by showing the static hands, whereas the effectiveness of animations was reduced by showing these hands.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c7a6600751a57bad8f9ca039bc8df4e5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":114677657,"asset_id":119267957,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/114677657/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="119267957"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="119267957"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 119267957; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=119267957]").text(description); $(".js-view-count[data-work-id=119267957]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 119267957; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='119267957']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c7a6600751a57bad8f9ca039bc8df4e5" } } $('.js-work-strip[data-work-id=119267957]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":119267957,"title":"Learning from observing hands in static and animated versions of non-manipulative tasks","translated_title":"","metadata":{"publisher":"Elsevier BV","ai_title_tag":"Impact of Static vs Animated Hands on Non-Manipulative Tasks","grobid_abstract":"Recent evidence suggests that for highly transient information, instructional animations only provide a learning benefit compared to static presentations for object manipulation tasks. This study continued the research into animationestatic comparisons by investigating whether showing static pictures of hands would have a positive impact on the non-manipulative tasks of memorizing arrays of abstract symbols. University students were randomly assigned to conditions according to 2 (hands: no-hands vs. withhands) 脗 2 (presentation: statics vs. animation) factorial designs. The level of transient information was manipulated across experiments by increasing the number of symbols from 9 in Experiment 1 to 12 in Experiment 2. Results showed that for the most transient task the static presentation was superior to the animated format. Most importantly, significant interactions revealed that the effectiveness of static presentations was enhanced by showing the static hands, whereas the effectiveness of animations was reduced by showing these hands.","publication_date":{"day":1,"month":12,"year":2014,"errors":{}},"publication_name":"Learning and Instruction","grobid_abstract_attachment_id":114677657},"translated_abstract":null,"internal_url":"https://www.academia.edu/119267957/Learning_from_observing_hands_in_static_and_animated_versions_of_non_manipulative_tasks","translated_internal_url":"","created_at":"2024-05-17T23:12:24.978-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2896860,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":114677657,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/114677657/thumbnails/1.jpg","file_name":"j.learninstruc.2014.07.00520240518-1-pp1a12.pdf","download_url":"https://www.academia.edu/attachments/114677657/download_file","bulk_download_file_name":"Learning_from_observing_hands_in_static.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/114677657/j.learninstruc.2014.07.00520240518-1-pp1a12-libre.pdf?1716014208=\u0026response-content-disposition=attachment%3B+filename%3DLearning_from_observing_hands_in_static.pdf\u0026Expires=1744102284\u0026Signature=foQqefDzxWDgPpXJiCCk7YnjewFU1C5gzAeVihBV0fqEs7PhEgUrWVSnCtMbSU0I8GB0bV-tfcus~w5tJHOusuYq-A2W~jnhmmpCnK40oSnKa8gKuxl1il-5XtzJhwx6J82NkK7JuEIDvcArG5y04a2MMKw5xZC8gO4mTMCbioNQdQiwzuGPFK~tlTOgtaC8KKIgkwgItoDA90KzWKniEXx4NGK6irwotnoegzTpqfwrTUZ8lMGttIsrGnOJZokDdHb3yypzC7~k6OzY6DLK3gxnZsCi0ZC9iWHuLthHN1PnaX1jeAlB4uXiTTVMd0~NMtGESajh3M-icVv8aZ9pug__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Learning_from_observing_hands_in_static_and_animated_versions_of_non_manipulative_tasks","translated_slug":"","page_count":11,"language":"en","content_type":"Work","summary":"Recent evidence suggests that for highly transient information, instructional animations only provide a learning benefit compared to static presentations for object manipulation tasks. This study continued the research into animationestatic comparisons by investigating whether showing static pictures of hands would have a positive impact on the non-manipulative tasks of memorizing arrays of abstract symbols. University students were randomly assigned to conditions according to 2 (hands: no-hands vs. withhands) 脗 2 (presentation: statics vs. animation) factorial designs. The level of transient information was manipulated across experiments by increasing the number of symbols from 9 in Experiment 1 to 12 in Experiment 2. Results showed that for the most transient task the static presentation was superior to the animated format. Most importantly, significant interactions revealed that the effectiveness of static presentations was enhanced by showing the static hands, whereas the effectiveness of animations was reduced by showing these hands.","impression_tracking_id":null,"owner":{"id":2896860,"first_name":"Fred","middle_initials":null,"last_name":"Paas","page_name":"FredPaas","domain_name":"eur","created_at":"2012-12-14T16:35:18.681-08:00","display_name":"Fred Paas","url":"https://eur.academia.edu/FredPaas"},"attachments":[{"id":114677657,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/114677657/thumbnails/1.jpg","file_name":"j.learninstruc.2014.07.00520240518-1-pp1a12.pdf","download_url":"https://www.academia.edu/attachments/114677657/download_file","bulk_download_file_name":"Learning_from_observing_hands_in_static.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/114677657/j.learninstruc.2014.07.00520240518-1-pp1a12-libre.pdf?1716014208=\u0026response-content-disposition=attachment%3B+filename%3DLearning_from_observing_hands_in_static.pdf\u0026Expires=1744102284\u0026Signature=foQqefDzxWDgPpXJiCCk7YnjewFU1C5gzAeVihBV0fqEs7PhEgUrWVSnCtMbSU0I8GB0bV-tfcus~w5tJHOusuYq-A2W~jnhmmpCnK40oSnKa8gKuxl1il-5XtzJhwx6J82NkK7JuEIDvcArG5y04a2MMKw5xZC8gO4mTMCbioNQdQiwzuGPFK~tlTOgtaC8KKIgkwgItoDA90KzWKniEXx4NGK6irwotnoegzTpqfwrTUZ8lMGttIsrGnOJZokDdHb3yypzC7~k6OzY6DLK3gxnZsCi0ZC9iWHuLthHN1PnaX1jeAlB4uXiTTVMd0~NMtGESajh3M-icVv8aZ9pug__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science"},{"id":472,"name":"Human Computer Interaction","url":"https://www.academia.edu/Documents/in/Human_Computer_Interaction"},{"id":1575,"name":"Animation","url":"https://www.academia.edu/Documents/in/Animation"},{"id":4420,"name":"Embodied Cognition","url":"https://www.academia.edu/Documents/in/Embodied_Cognition"},{"id":7341,"name":"Cognitive Load Theory","url":"https://www.academia.edu/Documents/in/Cognitive_Load_Theory"},{"id":101175,"name":"Web-based Learning and Instruction","url":"https://www.academia.edu/Documents/in/Web-based_Learning_and_Instruction"},{"id":488193,"name":"Memorization","url":"https://www.academia.edu/Documents/in/Memorization"},{"id":533729,"name":"Learning and Instruction","url":"https://www.academia.edu/Documents/in/Learning_and_Instruction"}],"urls":[{"id":42065265,"url":"https://doi.org/10.1016/j.learninstruc.2014.07.005"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-119267957-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="119267956"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/119267956/Interactivity_in_Video_based_Models"><img alt="Research paper thumbnail of Interactivity in Video-based Models" class="work-thumbnail" src="https://attachments.academia-assets.com/114677617/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/119267956/Interactivity_in_Video_based_Models">Interactivity in Video-based Models</a></div><div class="wp-workCard_item"><span>Educational Psychology Review</span><span>, May 26, 2007</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this review we argue that interactivity can be effective in video-based models to engage learn...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this review we argue that interactivity can be effective in video-based models to engage learners in relevant cognitive processes. We do not treat modeling as an isolated instructional method but adopted the social cognitive model of sequential skill acquisition in which learners start with observation and finish with independent, self-regulated performance. Moreover, we concur with the notion that interactivity should emphasize the cognitive processes that learners engage in when they interact with the learning environment. The four-component instructional design (4C/ID) model is used to define a set of cognitive processes: Elaboration and induction enable learners to construct schemas, whereas compilation and strengthening enable learners to automate these schemas. Pacing, cues, control over appearance, prediction, working in dyads, personalized task selection, and reflection prompts are identified as guidelines that might support learners to interactively construct schemas. Personalized task selection with part-task practice helps learners to interactively automate schemas. Keywords Modeling. Interactivity. Cognitive processes Learning motor skills by observing a model that performs the desired actions and behavior has been a successful and well researched instructional technique for the last 30 years (McCullagh et al. 1989; Wetzel et al. 1994; Wulf and Shea 2002). The current focus on flexibility in task performance and the mastering of complex cognitive skills (Jonassen 1999) has made modeling (i.e., observational learning) relevant to modern learning environments as well. At the same time, rapid developments in computer and software</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b6bdb41da02bfdc2a47009a2623cb9c7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":114677617,"asset_id":119267956,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/114677617/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="119267956"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="119267956"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 119267956; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=119267956]").text(description); $(".js-view-count[data-work-id=119267956]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 119267956; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='119267956']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b6bdb41da02bfdc2a47009a2623cb9c7" } } $('.js-work-strip[data-work-id=119267956]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":119267956,"title":"Interactivity in Video-based Models","translated_title":"","metadata":{"publisher":"Springer Science+Business Media","ai_title_tag":"Enhancing Learner Engagement Through Interactive Video Models","grobid_abstract":"In this review we argue that interactivity can be effective in video-based models to engage learners in relevant cognitive processes. 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Cognitive processes Learning motor skills by observing a model that performs the desired actions and behavior has been a successful and well researched instructional technique for the last 30 years (McCullagh et al. 1989; Wetzel et al. 1994; Wulf and Shea 2002). The current focus on flexibility in task performance and the mastering of complex cognitive skills (Jonassen 1999) has made modeling (i.e., observational learning) relevant to modern learning environments as well. 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Animations are often cognitively very demanding, resulting in decreased learning outcomes. In this study, we tried to prevent cognitive overload and foster learning by focusing the learners' attention to one element (i.e. process) of an animation using a cueing technique. Psychology students viewed an animation of the cardiovascular system and were subsequently given a comprehension test and a transfer test. One group studied the animation without a visual cue, while for another group a visual cue was added to the animation. Results indicated that cueing not only enhanced comprehension and transfer performance for cued information, but also for uncued information. It is concluded that cueing can be used as a technique to improve learning from an animation. Results are interpreted in terms of cognitive load theory (CLT).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="397eca6fea789afe29d52d7cb2bcc6b9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":114677613,"asset_id":119267954,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/114677613/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="119267954"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="119267954"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 119267954; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=119267954]").text(description); $(".js-view-count[data-work-id=119267954]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 119267954; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='119267954']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "397eca6fea789afe29d52d7cb2bcc6b9" } } $('.js-work-strip[data-work-id=119267954]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":119267954,"title":"Attention cueing as a means to enhance learning from an animation","translated_title":"","metadata":{"publisher":"Wiley-Blackwell","grobid_abstract":"The question how animations should be designed so that learning is optimised, is still under discussion. 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Animations are often cognitively very demanding, resulting in decreased learning outcomes. In this study, we tried to prevent cognitive overload and foster learning by focusing the learners' attention to one element (i.e. process) of an animation using a cueing technique. Psychology students viewed an animation of the cardiovascular system and were subsequently given a comprehension test and a transfer test. One group studied the animation without a visual cue, while for another group a visual cue was added to the animation. Results indicated that cueing not only enhanced comprehension and transfer performance for cued information, but also for uncued information. It is concluded that cueing can be used as a technique to improve learning from an animation. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-119267954-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="119267953"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/119267953/Data_Collection_and_Analysis"><img alt="Research paper thumbnail of Data Collection and Analysis" class="work-thumbnail" src="https://attachments.academia-assets.com/114677611/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/119267953/Data_Collection_and_Analysis">Data Collection and Analysis</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Qualitative research: Sometimes called naturalistic; research on human systems whose hallmarks in...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Qualitative research: Sometimes called naturalistic; research on human systems whose hallmarks include researcher as instrument, natural settings, and little manipulation. Quantitative research: Often conceived of as more traditional or positivistic; typified by experimental or correlational studies. Data and findings are usually represented through numbers and results of statistical tests. Task complexity: Can be defined subjectively (individual characteristics, such as expertise or perception), objectively (task characteristics, such as multiple solution paths or goals), or as an interaction (individual and task characteristics).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="cf255d87ed8dde27028e400f1c76eca2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":114677611,"asset_id":119267953,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/114677611/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="119267953"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="119267953"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 119267953; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=119267953]").text(description); $(".js-view-count[data-work-id=119267953]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 119267953; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='119267953']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "cf255d87ed8dde27028e400f1c76eca2" } } $('.js-work-strip[data-work-id=119267953]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":119267953,"title":"Data Collection and Analysis","translated_title":"","metadata":{"ai_title_tag":"Qualitative vs. Quantitative Data Analysis","grobid_abstract":"Qualitative research: Sometimes called naturalistic; research on human systems whose hallmarks include researcher as instrument, natural settings, and little manipulation. 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Interdisciplinary perspectives are needed to enable us to make truly original and useful contributions to cognitive load theory and practice. Using cognitive load theory as an example, I will show that the cutting edge of cognitive load research lies across the boundaries of disciplines. Four examples will be presented to illustrate how the transfer of methods and findings from exercise physiology, neuroscience, and cognitive aging research have advanced or may advance cognitive load theory: 1) Ratings of perceived exertion from the discipline of exercise physiology have been adapted and successfully used in cognitive load research to measure cognitive load. 2) Findings from recent neuroscience research may further the explanation for why dynamic visualizations are particularly effective when learning tasks involve human movement, and largely ineffective when depicting mechanical, non-human movement. 3) Research on interhemispheric cooperation is used as a model for cognitive load research into the effectiveness of group learning. 4) Cognitive aging research is used to show that age-related reductions in attentional control over information that was not initially relevant can actually lead to superior performance for older adults when this information serves as a solution to subsequent problems.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="119267951"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="119267951"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 119267951; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=119267951]").text(description); $(".js-view-count[data-work-id=119267951]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 119267951; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='119267951']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=119267951]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":119267951,"title":"Interdisciplinary Perspectives on Cognitive Load Research as a Key to Tackle Challenges of Contemporary Education","translated_title":"","metadata":{"abstract":"In this contribution we argue that challenges of contemporary education require new forms of collaboration and communication across disciplines. 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Interdisciplinary perspectives are needed to enable us to make truly original and useful contributions to cognitive load theory and practice. Using cognitive load theory as an example, I will show that the cutting edge of cognitive load research lies across the boundaries of disciplines. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-119267951-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="119267950"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/119267950/Vibro_tactual_choice_reaction_time_in_a_precuing_paradigm"><img alt="Research paper thumbnail of Vibro-tactual choice reaction time in a precuing paradigm" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Vibro-tactual choice reaction time in a precuing paradigm</div><div class="wp-workCard_item"><span>Human Movement Science</span><span>, Oct 1, 1997</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ABSTRACT</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="119267950"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="119267950"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 119267950; 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