research_results:collective_working-memory_effect
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research_results:collective_working-memory_effect [2011/09/15 11:40] jpetrovic [Theory] |
research_results:collective_working-memory_effect [2011/09/15 11:42] jpetrovic [Theory] |
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| This effect is the result of a **trade-off between** //transaction cost// (communication and coordination with the group) and reduction in cognitive load due to sharing the overall load with other group members.(([[http://dspace.ou.nl/bitstream/1820/1645/1/Kirschneretal_2008.pdf|Kirschner, Femke, Fred Paas, and Paul A. Kirschner. Individual Versus Group Learning as a Function of Task Complexity: An Exploration into the Measurement of Group Cognitive Load. In Beyond Knowledge: The Legacy of Competence, edited by Jörg Zumbach, Neil Schwartz, Tina Seufert, and Liesbeth Kester, 21-28. Dordrecht: Springer Netherlands, 2008.]])) | This effect is the result of a **trade-off between** //transaction cost// (communication and coordination with the group) and reduction in cognitive load due to sharing the overall load with other group members.(([[http://dspace.ou.nl/bitstream/1820/1645/1/Kirschneretal_2008.pdf|Kirschner, Femke, Fred Paas, and Paul A. Kirschner. Individual Versus Group Learning as a Function of Task Complexity: An Exploration into the Measurement of Group Cognitive Load. In Beyond Knowledge: The Legacy of Competence, edited by Jörg Zumbach, Neil Schwartz, Tina Seufert, and Liesbeth Kester, 21-28. Dordrecht: Springer Netherlands, 2008.]])) | ||
| - | Still, the researchers are cautious when it comes to generalization of the results to the classroom settings. | + | Still, the researchers are cautious generalizing the results from laboratory to classroom settings. |
| - | * "It can be assumed that the complex pattern of interactions between cognitive, motivational, and social factors that characterize a real life context would add ‘noise’ to the data and cause the effects to be less pronounced than in this study.//"(([[http://dspace.ou.nl/bitstream/1820/2879/1/Task%20Complexity%20as%20a%20Driver%20for%20Collaborative%20Learning%20Efficiency.pdf|Kirschner, Femke, Fred Paas, and Paul A Kirschner. Task complexity as a driver for collaborative learning efficiency: The collective working‐memory effect. Applied Cognitive Psychology 25, no. 4: 615-624, 2011.]])) | + | * "//It can be assumed that the complex pattern of interactions between cognitive, motivational, and social factors that characterize a real life context would add ‘noise’ to the data and cause the effects to be less pronounced...//"(([[http://dspace.ou.nl/bitstream/1820/2879/1/Task%20Complexity%20as%20a%20Driver%20for%20Collaborative%20Learning%20Efficiency.pdf|Kirschner, Femke, Fred Paas, and Paul A Kirschner. Task complexity as a driver for collaborative learning efficiency: The collective working‐memory effect. Applied Cognitive Psychology 25, no. 4: 615-624, 2011.]])) |
| ===== Practice ===== | ===== Practice ===== | ||
research_results/collective_working-memory_effect.txt · Last modified: 2023/06/19 18:03 (external edit)
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