User Tools

Site Tools


research_results:collective_working-memory_effect

Differences

This shows you the differences between two versions of the page.

Link to this comparison view

Both sides previous revision Previous revision
Next revision
Previous revision
research_results:collective_working-memory_effect [2011/09/15 11:40]
jpetrovic
research_results:collective_working-memory_effect [2012/01/12 11:42] (current)
Line 9: Line 9:
 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 =====
  
 +Collective working-memory effect in practice means that learning of more complex material should be more successful when done in group than individually.
 ===== Research results ===== ===== Research results =====
  
research_results/collective_working-memory_effect.1316079659.txt.gz · Last modified: 2012/01/12 11:42 (external edit)