The effect of illustrations in arithmetic problem-solving: Effects of increased cognitive load

被引：78

作者：

Berends, Inez E. ^{[1
]}

van Lieshout, Ernest C. D. M. ^{[1
]}

机构：

[1] Vrije Univ Amsterdam, Dept Special Educ, NL-1082 BT Amsterdam, Netherlands

来源：

LEARNING AND INSTRUCTION | 2009年 / 19卷 / 04期

关键词：

Arithmetic; Working memory; Cognitive load; Illustration; WORKING-MEMORY; STUDENTS; CHILDREN; REPRESENTATION; DIFFICULTIES; EXPERTISE; DESIGN; HELP;

D O I：

10.1016/j.learninstruc.2008.06.012

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Arithmetic word problems are often presented accompanied by illustrations. The present study examined how different types of illustrations influence the speed and accuracy of performance of both good (n = 67) and poor arithmeticians (n = 63). Twenty-four arithmetic word problems were presented with four types of illustrations with increasing information value. The results show that illustrations can have a detrimental effect on performance on arithmetic word problems, produced by irrelevant, redundant or interacting sources of information. Principles from cognitive load theory are used to explain the results, in particular in relation to (poor) working memory ability. (C) 2008 Elsevier Ltd. All rights reserved.

引用

页码：345 / 353

页数：9

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