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Lista de candidatos sometidos a examen:
1) cognitive load (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: cognitive load
Is in goldstandard
1
paper corpusSignostxt371 - : both elements presented (image and text) are only visual results in less learning than if both are visual and auditory (less cognitive load)”. In Mayer’s terminology, this coincides perfectly well with his modality principle which states that “students learn better from animation and narration than from animation and on-screen text” (Mayer, 2001: 184). This cognitive load resulting from some types of presentations is associated to the redundancy effect when an extraneous load is introduced and information has to be processed in working memory by the same channel (visual: image and text) rather than by two channels (visual and auditory: image and narration ). In Farías et al. (2009) we investigated the effects of two types of presentation in the retention and transfer of idiomatic expressions in an EFL context, one including narration, text and image and another only narration and text. Although there were no differences between groups, the discussion centered on the nature of the language
Evaluando al candidato cognitive load:
3) visual: 4
4) narration: 4 (*)
cognitive load
Lengua: eng
Frec: 16
Docs: 10
Nombre propio: / 16 = 0%
Coocurrencias con glosario: 1
Puntaje: 1.820 = (1 + (1+3.16992500144231) / (1+4.08746284125034)));
Candidato aceptado
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| cognitive load |
: 33. Sweller, J. (2005). implications of cognitive load theory for multimedia learning. Nueva York: Cambridge University Press. : Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8, 293-332. : Leahy, W. & Sweller, J. (2011). Cognitive load theory, modality of presentation and the transient information effect. Applied Cognitive Psychology, 25, 943-951. : Mayer, R. (2009). The next phase in multimedia learning. En S. Kalyuga (Ed.) Managing cognitive load in adaptive multimedia learning (pp. 10-12). Nueva York: Information Science Reference. : Mayer, R. and Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, Vol 38, N°1, pp. 43-52. : Mousavi, Y. S., Low, R., and Sweller, J. (1995). Reducing cognitive load by mixing auditory and visual presentation modes. Journal of Educational Psychology, Vol. 87, No 2, 319-334. : Park, B., Moreno, R., Seufert, T. & Brünken, R. (2011). Does cognitive load moderate the seductive details effect? A multimedia study. Computers in Human Behavior, 27, 5-10. : Sweller, J. (2005). Implications of cognitive load theory for multimedia learning. En R. Mayer (Ed.), The Cambridge handbook of multimedia Learning (pp.19-30). Nueva York: Cambridge University Press. : Sweller, J., Ayres, P. & Kalyuga, S. (2011). Cognitive load theory. Nueva York: Springer. |