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The Completion Problem effect And its implications within the Cognitive Load Theory For MIT 511 By Nick Syrpis Fall 2010.

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Presentation on theme: "The Completion Problem effect And its implications within the Cognitive Load Theory For MIT 511 By Nick Syrpis Fall 2010."— Presentation transcript:

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2 The Completion Problem effect And its implications within the Cognitive Load Theory For MIT 511 By Nick Syrpis Fall 2010

3 Information Processing Model

4 The 3 Types of Information “Loads” 1. Germane Loads 1. Germane Loads are related to pre- existing knowledge (schemas) 2. Extraneous Loads 2. Extraneous Loads are related to information outside of Germane Loads 3. Intrinsic Loads 3. Intrinsic Loads are unchangeable in the degree of difficulty information is obtained and processed

5 Cognitive Model Limitations Narrow Limits of Change principle Narrow Limits of Change principle: cognitive loads Amount of potential information ( cognitive loads ) intake is limited and may vary from person to person

6 Selective Information Processing is Fundamentally Essential to Effective Learning 1. Germane loads 1. Germane loads can individually limit range of possible encoding--- “Get out of Hair!” 2. Extraneous loads 2. Extraneous loads can suppress intake of other loads 3. Intrinsic loads 3. Intrinsic loads may be too difficult to understand all at once  Therefore  Therefore : Learning must be channeled through mostly Germane loads and information “Chunking” must be employed

7 The Completion Problem Effect to the rescue!  Train  Train = Cognitive Loads  Railway  Railway = Narrow Limits of Change  SupermanCompletion ProblemEffect  Superman = Completion Problem Effect

8 General Testing Method Try solving this problem: X=?

9 Completion Problem Effect Solve this problem using the Pythagorean theorem: X=?

10 Completion Problem Effect Solve this problem using the Pythagorean theorem: [(73.24) X (73.24)] + [(21) X (21)]= the square root of the sum

11 Cognitive Load Limitations Alleviated Germane 1. Limited Germane knowledge retrieval from LTM was corrected Extraneous 2. Task of processing Extraneous information was made easier Intrinsic 3. Complexity of Intrinsic loads was alleviated 4. New information was still obtained and organization of “chunks” was easier

12 References  Clark & Lyons (unknown) Graphics for Learning  Sweller, J. (Oct. 2008). Cognitive Load Theory. Retrieved on 09/19/10 from http://www.scitopics.com/Cognitive_Load_Theory.html Image Sources:  http://www.binet.lv/funnels/ http://www.binet.lv/funnels/  http://www.uwlax.edu/mvac/processarch/processarch/glossary.html http://www.uwlax.edu/mvac/processarch/processarch/glossary.html  http://www.mathwarehouse.com/trigonometry/law-of-cosines-formula-examples.php http://www.mathwarehouse.com/trigonometry/law-of-cosines-formula-examples.php  http://www.supermanhomepage.com/movies/movies.php?topic=m-movie1 http://www.supermanhomepage.com/movies/movies.php?topic=m-movie1  http://www.youtube.com/watch?v=vXGhvoekY44 http://www.youtube.com/watch?v=vXGhvoekY44  http://www.nwlink.com/~donclark/hrd/learning/memory.htmlhttp://www.nwlink.com/~donclark/hrd/learning/memory.html

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