메뉴 건너뛰기




Volumn 43, Issue 1, 2015, Pages 93-114

Measuring cognitive load with subjective rating scales during problem solving: differences between immediate and delayed ratings

Author keywords

Cognitive load; Measurement; Mental effort; Problem solving; Task difficulty

Indexed keywords


EID: 85027940284     PISSN: 00204277     EISSN: 15731952     Source Type: Journal    
DOI: 10.1007/s11251-014-9328-3     Document Type: Article
Times cited : (163)

References (43)
  • 1
    • 71949096033 scopus 로고    scopus 로고
    • The influence of leads on cognitive load and learning in a hypertext-assisted learning environment
    • Antonenko, P., & Niederhauser, D. (2010). The influence of leads on cognitive load and learning in a hypertext-assisted learning environment. Computers in Human Behavior,26, 140–150.
    • (2010) Computers in Human Behavior , vol.26 , pp. 140-150
    • Antonenko, P.1    Niederhauser, D.2
  • 3
    • 33750513435 scopus 로고    scopus 로고
    • Using subjective measures to detect variations of intrinsic load within problems
    • Ayres, P. (2006). Using subjective measures to detect variations of intrinsic load within problems. Learning and Instruction,16, 389–400.
    • (2006) Learning and Instruction , vol.16 , pp. 389-400
    • Ayres, P.1
  • 4
    • 0041922136 scopus 로고
    • Perceived item difficulty in three tests of intellectual performance capacity. Stockholm: Institute of Applied Psychology
    • Bratfisch, O., Borg, G., & Dornic, S. (1972). Perceived item difficulty in three tests of intellectual performance capacity. Stockholm: Institute of Applied Psychology, Report No. 29.
    • (1972) Report No , pp. 29
    • Bratfisch, O.1    Borg, G.2    Dornic, S.3
  • 5
    • 0037412694 scopus 로고    scopus 로고
    • Direct measurement of cognitive load in multimedia learning
    • Brünken, R., Plass, J. L., & Leutner, D. (2003). Direct measurement of cognitive load in multimedia learning. Educational Psychologist,38, 53–61.
    • (2003) Educational Psychologist , vol.38 , pp. 53-61
    • Brünken, R.1    Plass, J.L.2    Leutner, D.3
  • 6
    • 3843068798 scopus 로고    scopus 로고
    • Assessment of cognitive load in multimedia learning with dual-task methodology: Auditory load and modality effects
    • Brünken, R., Plass, J. L., & Leutner, D. (2004). Assessment of cognitive load in multimedia learning with dual-task methodology: Auditory load and modality effects. Instructional Science,32, 115–132.
    • (2004) Instructional Science , vol.32 , pp. 115-132
    • Brünken, R.1    Plass, J.L.2    Leutner, D.3
  • 7
    • 84948512218 scopus 로고
    • Cognitive load theory and the format of instruction
    • Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction,8, 293–332.
    • (1991) Cognition and Instruction , vol.8 , pp. 293-332
    • Chandler, P.1    Sweller, J.2
  • 8
    • 84982017552 scopus 로고
    • The split-attention effect as a factor in the design of instruction
    • Chandler, P., & Sweller, J. (1992). The split-attention effect as a factor in the design of instruction. British Journal of Educational Psychology,62, 233–246.
    • (1992) British Journal of Educational Psychology , vol.62 , pp. 233-246
    • Chandler, P.1    Sweller, J.2
  • 9
    • 0002261466 scopus 로고    scopus 로고
    • Cognitive load while learning to use a computer program
    • Chandler, P., & Sweller, J. (1996). Cognitive load while learning to use a computer program. Applied Cognitive Psychology,10, 1–20.
    • (1996) Applied Cognitive Psychology , vol.10 , pp. 1-20
    • Chandler, P.1    Sweller, J.2
  • 10
    • 77952098191 scopus 로고    scopus 로고
    • Cognitive load theory, educational research, and instructional design: Some food for thought
    • de Jong, T. (2010). Cognitive load theory, educational research, and instructional design: Some food for thought. Instructional Science,38, 105–134.
    • (2010) Instructional Science , vol.38 , pp. 105-134
    • de Jong, T.1
  • 11
    • 0000806047 scopus 로고    scopus 로고
    • Managing split-attention and redundancy in multimedia instruction
    • Kalyuga, S., Chandler, P., & Sweller, J. (1999). Managing split-attention and redundancy in multimedia instruction. Applied Cognitive Psychology,13, 351–371.
    • (1999) Applied Cognitive Psychology , vol.13 , pp. 351-371
    • Kalyuga, S.1    Chandler, P.2    Sweller, J.3
  • 13
    • 77958022311 scopus 로고    scopus 로고
    • The influence of text modality on learning with static and dynamic visualizations
    • Kühl, T., Scheiter, K., Gerjets, P., & Edelmann, J. (2011). The influence of text modality on learning with static and dynamic visualizations. Computers in Human Behavior,27, 29–35.
    • (2011) Computers in Human Behavior , vol.27 , pp. 29-35
    • Kühl, T.1    Scheiter, K.2    Gerjets, P.3    Edelmann, J.4
  • 14
    • 0034277023 scopus 로고    scopus 로고
    • A comparison of concurrent and retrospective verbal protocol analysis
    • Kuusela, H., & Paul, P. (2000). A comparison of concurrent and retrospective verbal protocol analysis. American Journal of Psychology,113, 387–404.
    • (2000) American Journal of Psychology , vol.113 , pp. 387-404
    • Kuusela, H.1    Paul, P.2
  • 15
    • 59049092098 scopus 로고    scopus 로고
    • Cognitive load and science text comprehension: Effects of drawing and mentally imagining text content
    • Leutner, D., Leopold, C., & Sumfleth, E. (2009). Cognitive load and science text comprehension: Effects of drawing and mentally imagining text content. Computers in Human Behavior,25, 284–289.
    • (2009) Computers in Human Behavior , vol.25 , pp. 284-289
    • Leutner, D.1    Leopold, C.2    Sumfleth, E.3
  • 19
    • 33846059680 scopus 로고
    • Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach
    • Paas, F. (1992). Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach. Journal of Educational Psychology,84, 429–434.
    • (1992) Journal of Educational Psychology , vol.84 , pp. 429-434
    • Paas, F.1
  • 20
    • 85028199271 scopus 로고    scopus 로고
    • Assessment of cognitive load in multimedia learning: Theory, methods and applications. In D. Robinson & G. Schraw (Eds.), Recent innovations in educational technology that facilitate student learning (pp
    • Charlotte, NC: Information Age Publishing
    • Paas, F., Ayres, P., & Pachman, M. (2008). Assessment of cognitive load in multimedia learning: Theory, methods and applications. In D. Robinson & G. Schraw (Eds.), Recent innovations in educational technology that facilitate student learning (pp. 20–36). Charlotte, NC: Information Age Publishing.
    • (2008) 20–36)
    • Paas, F.1    Ayres, P.2    Pachman, M.3
  • 21
    • 0037412682 scopus 로고    scopus 로고
    • Cognitive load theory and instructional design: Recent developments
    • Paas, F., Renkl, A., & Sweller, J. (2003a). Cognitive load theory and instructional design: Recent developments. Educational Psychologist,38, 1–4.
    • (2003) Educational Psychologist , vol.38 , pp. 1-4
    • Paas, F.1    Renkl, A.2    Sweller, J.3
  • 23
    • 33846580222 scopus 로고
    • Variability of worked examples and transfer of geometrical problem solving skills: A cognitive-load approach
    • Paas, F., & van Merriënboer, J. J. G. (1994). Variability of worked examples and transfer of geometrical problem solving skills: A cognitive-load approach. Journal of Educational Psychology,86, 122–133.
    • (1994) Journal of Educational Psychology , vol.86 , pp. 122-133
    • Paas, F.1    van Merriënboer, J.J.G.2
  • 25
    • 78449282363 scopus 로고    scopus 로고
    • Does cognitive load moderate the seductive details effect? A multimedia study
    • Park, B., Moreno, R., Seufert, T., & Brünken, R. (2011). Does cognitive load moderate the seductive details effect? A multimedia study. Computers in Human Behavior,27, 5–10.
    • (2011) Computers in Human Behavior , vol.27 , pp. 5-10
    • Park, B.1    Moreno, R.2    Seufert, T.3    Brünken, R.4
  • 27
    • 0037562742 scopus 로고    scopus 로고
    • Cognitive Load beim Lernen aus Lösungsbeispielen [Cognitive load of learning from worked-out examples]
    • Renkl, A., Gruber, H., Weber, S., Lerche, T., & Schweizer, K. (2003). Cognitive Load beim Lernen aus Lösungsbeispielen [Cognitive load of learning from worked-out examples]. Zeitschrift für Pädagogische Psychologie,17, 93–101.
    • (2003) Zeitschrift für Pädagogische Psychologie , vol.17 , pp. 93-101
    • Renkl, A.1    Gruber, H.2    Weber, S.3    Lerche, T.4    Schweizer, K.5
  • 28
    • 0009943468 scopus 로고    scopus 로고
    • FAM: Ein Fragebogen zur Erfassung aktueller Motivation in Lern- und Leistungssituationen [QCM: A questionnaire to assess current motivation in learning situations]
    • Rheinberg, F., Vollmeyer, R., & Burns, B. D. (2001). FAM: Ein Fragebogen zur Erfassung aktueller Motivation in Lern- und Leistungssituationen [QCM: A questionnaire to assess current motivation in learning situations]. Diagnostica,47, 57–66.
    • (2001) Diagnostica , vol.47 , pp. 57-66
    • Rheinberg, F.1    Vollmeyer, R.2    Burns, B.D.3
  • 29
    • 78449307178 scopus 로고    scopus 로고
    • Cognitive load and instructionally supported learning with provided and learner-generated visualizations
    • Schwamborn, A., Thillmann, H., Opfermann, M., & Leutner, D. (2011). Cognitive load and instructionally supported learning with provided and learner-generated visualizations. Computer in Human Behavior,27, 89–93.
    • (2011) Computer in Human Behavior , vol.27 , pp. 89-93
    • Schwamborn, A.1    Thillmann, H.2    Opfermann, M.3    Leutner, D.4
  • 30
    • 33646416203 scopus 로고    scopus 로고
    • Cognitive load and the format of instructional aids for coherence formation
    • Seufert, T., & Brünken, R. (2006). Cognitive load and the format of instructional aids for coherence formation. Applied Cognitive Psychology,20, 321–331.
    • (2006) Applied Cognitive Psychology , vol.20 , pp. 321-331
    • Seufert, T.1    Brünken, R.2
  • 31
    • 0000819688 scopus 로고
    • Cognitive load during problem solving: Effects on learning
    • Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science,12, 257–285.
    • (1988) Cognitive Science , vol.12 , pp. 257-285
    • Sweller, J.1
  • 32
    • 84990137035 scopus 로고
    • Some cognitive processes and their consequences for the organization and presentation of information
    • Sweller, J. (1993). Some cognitive processes and their consequences for the organization and presentation of information. Australian Journal of Psychology,45, 1–8.
    • (1993) Australian Journal of Psychology , vol.45 , pp. 1-8
    • Sweller, J.1
  • 33
    • 77952544479 scopus 로고    scopus 로고
    • Element interactivity and intrinsic, extraneous and germane cognitive load
    • Sweller, J. (2010). Element interactivity and intrinsic, extraneous and germane cognitive load. Educational Psychology Review,22, 123–138.
    • (2010) Educational Psychology Review , vol.22 , pp. 123-138
    • Sweller, J.1
  • 37
    • 0034257627 scopus 로고    scopus 로고
    • Accessing problem-solving strategy knowledge: The complementary use of concurrent verbal protocols and retrospective debriefing
    • Taylor, K. L., & Dionne, J.-P. (2000). Accessing problem-solving strategy knowledge: The complementary use of concurrent verbal protocols and retrospective debriefing. Journal of Educational Psychology,92, 413–425.
    • (2000) Journal of Educational Psychology , vol.92 , pp. 413-425
    • Taylor, K.L.1    Dionne, J.-P.2
  • 39
    • 84901998969 scopus 로고    scopus 로고
    • Eye tracking as a tool to study and enhance cognitive and metacognitive processes in computer-based learning environments
    • Azevedo R, Aleven V, (eds), Springer, New York:
    • Van Gog, T., & Jarodzka, H. (2013). Eye tracking as a tool to study and enhance cognitive and metacognitive processes in computer-based learning environments. In R. Azevedo & V. Aleven (Eds.), International handbook of metacognition and learning technologies (pp. 143–156). New York: Springer.
    • (2013) International handbook of metacognition and learning technologies , pp. 143-156
    • Van Gog, T.1    Jarodzka, H.2
  • 40
    • 84870335573 scopus 로고    scopus 로고
    • Timing and frequency of mental effort measurement: Evidence in favor of repeated measures
    • Van Gog, T., Kirschner, F., Kester, L., & Paas, F. (2012). Timing and frequency of mental effort measurement: Evidence in favor of repeated measures. Applied Cognitive Psychology,26, 833–839.
    • (2012) Applied Cognitive Psychology , vol.26 , pp. 833-839
    • Van Gog, T.1    Kirschner, F.2    Kester, L.3    Paas, F.4
  • 41
    • 41349084211 scopus 로고    scopus 로고
    • Instructional efficiency: Revisiting the original construct in educational research
    • Van Gog, T., & Paas, F. (2008). Instructional efficiency: Revisiting the original construct in educational research. Educational Psychologist,43, 16–26.
    • (2008) Educational Psychologist , vol.43 , pp. 16-26
    • Van Gog, T.1    Paas, F.2
  • 42
    • 33646052554 scopus 로고    scopus 로고
    • Effects of process-oriented worked examples on troubleshooting transfer performance
    • Van Gog, T., Paas, F., & van Merriënboer, J. J. G. (2006). Effects of process-oriented worked examples on troubleshooting transfer performance. Learning and Instruction,16, 154–164.
    • (2006) Learning and Instruction , vol.16 , pp. 154-164
    • Van Gog, T.1    Paas, F.2    van Merriënboer, J.J.G.3
  • 43
    • 18844441224 scopus 로고    scopus 로고
    • Cognitive load theory and complex learning: Recent developments and future directions
    • Van Merriënboer, J. J. G., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review,17, 147–177.
    • (2005) Educational Psychology Review , vol.17 , pp. 147-177
    • Van Merriënboer, J.J.G.1    Sweller, J.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.