The relative contribution of cognitive load and it’s dimensions in predicting cognitive failure among university students
The present study aimed at identifing The relative contribution of cognitive load and it’s dimentions in predicting cognitive failure among sample of university students and to reveal the significance of the differences in cognitive load and cognitive failure according two variables (type and specialization). The study sample was 557 university students (mean age22.8,sd.1.33), consisted of (59 ) male and(498) female students teachers at the Faculty of Education, Menoufia University on whome cognitive load and cognitive failure measures were applied as prepared by the current study. The results showed that there is a statistically significant correlation between the students' scores in cognitive failure and each of the cognitive load as dimensions and as a total degree.
The results also found: The internal cognitive load and germane load can predict the cognitive failure of university students, where the beta value reached the level of statistical significance at the level of 0.05. The external cognitive load did not reach the level of statistical significance in its ability to predict cognitive failure among university students. By adding the internal and external cognitive load in one degree and re-predicting again, the results showed that the value of beta -0.586 has reached the level of statistical significance at 0.05. There are no statistically significant differences between males and females in cognitive load and cognitive failure according two variables (gender and specialization).
Keywords: Cognitive Load, Cognitive Failure, University students.
Amadieu, F., Manne, C. & Liamay , C. (2009). Attention –Guiding Effect During A Learning Task From Animation , CLLE.LTC, University Of Toulouse Le Mirail , France .
Antonenko, p.(2007). The effect of leads on cognitive load and learning in a conceptually rich hypertext environment. A doctoral Dissertation, low state university.
Artino, A. (2008). Cognitive load theory and the role of learner experience: An abbreviated review for educational practitioners. AACE Journal, 16 (4), 425-439.
Ayres, p. (2006).Impact of reducing intrinsic cognitive load on learning in a mathematical domain. Appiled cognitive psychohogy, 20, 287-298.
Barbar, P. (1988). Applied cognitive Psychology: An Information-Processing Framework. Methuen & colta Ltd., London.
Behrman, M., Zemal, S. & Mozer, C. (1998). Object – Based Attention and Occlusion: Evidence from Normal Participants and a Computational Model. Journal of Experimental Psychology: Human Perception and Performance, 24(4),1011 – 1036.
Broadbent, E., Cooper, F., FitzGerald, P. & Parkes, R. (1982). The cognitive failures questionnaire (CFQ) and its correlates. British Journal of Clinical Psychology, 21, 1-16.
Broadbent,E.,Cooper,F., FitzGerald, P.& Parkes, R. (1982).The cognitive failures questionnaire(CFQ) and its correlates.British Journal of Clinical Psychology, 21(1), 1–16.
Carrigan,N.,Barkus,E.,Ong, A., & Wei, M.(2017). Do complaints of everyday cognitive failures in high schizotypy relate to emotional working memory deficits in the lab?. Comprehensive Psychiatry, 78,115–129.
Centre for Education Statistics and Evaluation(2017).Cognitive load theory: Research that teachers really need to understand,1-12,from http://www.cese.nsw.gov.au/
Chandler, P. & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8 (4), 293-332.
Chandler, P. & Sweller, J. (1992). The spilt-attention effect as a factor in the design of instruction. British Journal of Educational Psychology, 62, 233-246.
Cheyne,j., Carriere,j. & Smilek,D.(2006). Absent-mindedness: Lapses of Conscious Awareness and Everyday Cognitive Failures. Conscious Cogn, 15(3),578-92.
Christodoulides, G. (2016). Effects of Cognitive Load on Speech Production and Perception. PhD Thesis, Université catholique de Louvain.
Clarck, C., Nguyen, F. & Sweller, J. (2006). Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load. Pfeiffer, San Francisco, CA.
Cooper, G., Tindall - ford , S. , chandler , p. & Sweller , J. ( 1998 ). Learning by imaging , Joural of Experimental psychology ,7 , 68-82.
Daniel ,M. & Jessica, L.(2005).cognitive failure in every life. New YorkGuilford Press.
Davidoff, L. (1976). Introduction to Psychology. New York, United States; McGraw-Hill Education – Europe.
Elliot, L. & Green, L. (1992).Clinical depression and implicit memory. J. of abnormal psychology, 101(3), 572-574.
Fisher,etal(2020). Effect of comorbid anxiety and depression in complicated grief on perceived cognitive failures.Research article,54-62.
Fisher,J.,etal(2020).Effect of comorbid anxiety and depression in complicatedgrief on perceived cognitive failures. Anxiety and Depression association of America wiley onlinelibrary.com/journal ,37,54-62.
Gerjets, P, Scheiter, K., & Cierniak, G.( 2009). The scientific value of cognitive load theory: A research agenda based on the structuralist view of theories. Educational Psychology Review, 21(1),43-54.
Gerjets, P. & Scheiter, K. (2003). Goal configurations and processing strategies as moderators between instructional design and cognitive load: Evidence from hypertext-based instruction. Educational Psychologist, 38, 33-41.
Gray,A.,Fettes,P.,Woltering,S.,Mawjee, K. & Tannock, R. (2016).Symptom manifestation and impairments in college students with ADHD. Journal of Learning Disabilities, 49(6), 616–630.
Haapalainen, E., Kim, S., Forlizzi, J., & Dey, A. (2010). Psycho- psychological.Harmelen, V. M. (2006). Personal Learning Environments. Proceeding of the 6th International Conference on Advanced Learning Technologies (ICALT'06,) IEEE. Retrieved ,from http://pleconference.citilab.eu/wpcontent/uploads/2010/07/ple2010_submission_45.pdf
Hawthorne, B., Vella-Brodrick, D, & Hattie,J. (2019). Well-Being as a Cognitive Load Reducing Agent: A Review of the Literature. Frontiers in Education,4 (121),1-11.
Hora, J., (2016). Self-management of cognitive load in children: Exploring effective strategies by manipulating informational text. MA Electronic Theses and Dissertations, from https://scholarworks.uni.edu/etd/295
Hu, M., & Wu, H. (2012): The effect of concept on student s cognitive load. World Transactions on Engineering and Technology Education, 10(2),134-137.
Kalyuga,s.(2011). Informing: A Cognitive Load Perspective. Informing Science: the International Journal of an Emerging Transdiscipline,14,33-45.
Lai,M.,& Hsiung,L. (2013).improving learning results and reducing cognitive load through 3 dcourseware on color mabagement and inspection instruction. Turkish Online Journal of Educational Technology,12(3),91-106.
Larson, E., & Merritt, R. (1991). Can accidents be predicted? An empirical test of the Cognitive Failures Questionnaire. AppliedPsychology, 40(1), 37–45.
Macqueen , M., Galway , M., Hay , J. Young ,M. & Joffre , T.(2002). Recollection Memory deficit is in patents with Major depressive disorder predicted by past depression but not current mood state or treatment status. Psychological Medicine, 32(2), 251–258.
Macqueen, M., Galway, T., Hay, J., Young, l.& Joffre,T.(2002). Recollection Memory deficit is in patents with Major depressive disorder predicted by past depression but not current mood state or treatment status psychology mood. Psychol Med. 32(2), 251-258.
Martin, M. (1983). Cognitive failure: Everyday and laboratory performance. Bulletin of the Psychonomic Society, 21(2), 97-100.
Merckelbach , H.,et al. (1996),Memory and Cognitive Failure. Fishr Books.
Mills,J. (2016). A Mixed Methods Approach To Investigating Cognitive Load And Cognitive Presence In An Online And Face-To-Face College Algebra Course. PhD Thesis, University of Kentucky.
Owens, P., & Sweller, J. (2008) .Cognitive load theory and music instruction. Educational Psychology, 28 (1), 29-45.
Paas, F., Renkl, A. & Sweller, J. (2004). Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture. Instructional Science, 32, 1–8.
Paas, F., Renkl, A. and Sweller, J. (2003). Cognitive Load Theory and Instructional Design: Recent Developments. Educational Psychologist, 38 (1), 1-4.
Paas, F., Tuovinen,.E., Tabbers,.K. ,& Van Gerven,.M. (2003). Cognitive load measurement as a means to advance cognitive load theory. Educational Psychologist, 38 (1), 63–71.
Robertson, H., Manly, T., Andrade, J., Baddeley, T., & Yiend, J. (1997). performance correlates of everyday attentional failures in traumatic brain injured and normal subjects. Neuropsychological, 35(6), 747-758.
Robinson,V.(2016).It’s about time: the effectivness of time perception as a meausrement of vognitive load,university of Mississippi.
Sandewall,E.(1997).Electronic newsletter on reasoning about actionsandchange.1,1403-204X(Electronicversion),from http://www.ep.liu.se/ej/enrac/1997/
Schnotz, W., & Kurschner, C. (2007). A reconsideration of cognitive load theory. Educational Psychology Review, 19.469–508.
Spillers,G., Brewer,G. & Unsworth,N.(2012).Variation in cognitive failures: An individual differences investigation of everyday attention and memory failures. Journal of Memory and Language, 67, 1–16.
Sweller , J. & Chandler , P. ( 1991 ) . Evidence for cognitive load theory . Cognitive and instruction , 8 , 351-362 .
Sweller, J, van Merrienboer, J., & Paas, F.(1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251-296.
Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4 (4), 295-312.
Sweller, J. (2010). Cognitive Load Theory: Recent Theoretical Advances. In Plass, J., Moreno, R & Brunken, R. (Eds). Cognitive Load Theory. New York: Cambridge University Press
Sweller, J., &Chandler, P. (1994). Why some material is difficult to learn. Cognition and Instruction, 12 (3), 185-233.
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive Load Theory. Vol. 1. New York, NY: Springer. doi: 10.1007/978-1-4419-8126-4.
van Merrie¨nboer,J., & Sweller , J. (2010).Cognitive load theory in health professional educationdesign principles and strategies, Medical Education, 44, 85–93.
Van Merriënboer, G., & Ayres, P. (2005). Research on cognitive load theory and its design implications for e-learning. Educational Technology Research and Development, 53 (3), 5-13.
Van Merriënboer, G., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17, 147-177.
Wallace, C., & Vodanovich, J. (2003). Can accidents and industrial mishaps be predicted? Further investigation into the relationship between cognitive failure and reports of accidents. Journal of Business and Psychology,17(4), 503–514.
Weigand, F., & Hanze, M. (2009). Inducing Germane Load While Reducing Extraneous Load By Incrementally Fading – in A Work Example, Department of psychology.from https://docplayer.net/24035092-Inducing-germane-load-while-reducing-extraneous-load-by-incrementally-fading-in-a-worked-example.html
Wiliam, D .(2017). I've come to the conclusion Sweller's Cognitive Load Theory is the single most important thing for teachers to know.from
Yao, Y.( 2006). The effect of different representation formats of hypertext annotations on cognitive load, learning and learner control. Adoctoral dissertation, University of central florida, Orlando, florida.
Copyright (c) 2022 Ali Mahmud Shoeib, Hind Mostafa Mohamed raslan
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Creative Commons License: CC BY-NC
Creative Commons Rights Expression Language (CC REL)