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The Tracing Effect: A Cognitive Load Perspective

时间:2018-09-07 9:30-10:30
报告人:悉尼大学Paul Ginns副教授


Cognitive load theory (Sweller, Ayres, & Kalyuga, 2011) has recently incorporated evolutionary perspectives (Geary, 2008; Paas & Sweller, 2012), including the potential for biologically primary knowledge (which we have evolved to learn simply through upbringing in a functioning culture) to support learning biologically secondary knowledge (e.g., learning to read, write, or solve problems using mathematical or scientific principles). Tracing with the index finger against the surface of lesson materials may be one category of biologically primary knowledge that can enhance learning. In this presentation, I will review a programme of experimental research on the tracing effect (Agostino, Tindall-Ford, Ginns, Howard, Leahy, & Paas, 2015; Ginns, Hu, Byrne, & Bobis, 2016; Hu, Ginns, & Bobis, 2014, 2015; Macken & Ginns, 2014), which has demonstrated simple instructions to trace while studying can enhance comprehension and problem-solving transfer across a range of subjects areas, age groups, and instructional media.


Speaker Bio:

Dr Paul Ginns is Associate Professor in Educational Psychology at the Sydney School of Education and Social Work, The University of Sydney. His research has two broad foci. The first applies theories from cognitive science and embodied cognition to instructional design. This programme of research draws on models of the human cognitive architecture – consisting of a limited working memory which can be circumvented for learning and problem solving by the long-term memory store – to maximise the effectiveness and efficiency of learning, through appropriate management of cognitive load. In this programme of research, he has published both original research, and meta-analytic reviews of specific instructional design effects. The second research programme seeks to understand the systemic relations between students’ approaches to and engagement in learning, their perceptions of the teaching and learning environment, and subsequent learning outcomes, with the ultimate goal of constructive alignment of the teaching and learning system.      

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