Summary: Repeated practice on cognitive tasks is known to reduce the processing time required for successful task completion, and this gain in processing speed has often been attributed to task performance becoming automated during the course of practice. ...
Summary: The effectiveness of learning from worked-out examples, in comparison to problem-solving, is presently explained by the Cognitive Load Theory: Learning from worked-out examples demands less cognitive capacity, more “room” for processes of ...
Summary: Forty-eight fourth-graders performed a mathematics test (arithmetic performance), simple (single-digit) addition and subtraction tasks (basic fact retrieval), memory span forward (indicating the capacity of the phonological loop; Baddeley, 1986) ...
Zusammenfassung. Vor dem Hintergrund des Arbeitsgedächtnismodells von Baddeley (1986) wurde überprüft, ob Kinder mit Schulleistungsschwächen Leistungsdefizite in zentralexekutiven, phonologischen und visuell-räumlichen Arbeitsgedächtnisfunktionen ...
Abstract.The current study tested the assumption that the modality effect in multimedia learning only appears when the text conveys spatial rather than non-spatial information. This assumption is based on findings from working memory research suggesting ...
What Benefits do the Findings of Brain Science have for Pedagogics?Empirical studies reveal that the school learning success critically depends on the personality of the teacher, the structure of teaching, intelligence, motivation and diligence of the ...
Problem Solving Research in Educational Psychology as a Problem – Overcoming BarriersResearch on problem solving does not only investigate problems as a subject of study, but can also itself be understood as a problem solving activity. On this background,...