Cognitive efficiency: A conceptual and methodological comparison

Hoffman, Bobby

doi:10.1016/j.learninstruc.2011.09.001

Cited by 34 publications

(30 citation statements)

References 86 publications

(133 reference statements)

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“…It is possible that a higher order process or set of processes is important for observing both high levels of EC and high levels of math performance. For example, cognitive efficiency , which has also been described as mental, neurological, instructional, learning, or processing efficiency, involves optimal cognitive processing (Hoffman, ), and seems important for both the manifestation of EC skills and achieving in math. The anterior cingulate gyrus system (i.e., the executive attention network), located in the midprefrontal cortex and responsible for attention to spatial and semantic information (Derryberry & Rothbart, ) and abilities to detect errors and plan (Rothbart, ), appears to be the site at which the brain exerts control over information processing and houses information to be processed (Posner & Raichle, ).…”

Section: Discussionmentioning

confidence: 99%

“…Prior to hypothesis testing, we conducted a series of preliminary analyses to test for sex and age differences and for significant relations among study variables. We estimated all models testing hypotheses in Mplus 7.11 (Muth en & Muth en, 1998-2012. Because complete data were not available for all participants across grades, we estimated models using maximum likelihood robust (MLR) in Mplus, which estimates parameters directly via a full information maximum likelihood procedure.…”

Section: Analytic Strategymentioning

confidence: 99%

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Longitudinal Relations Among Parents' Reactions to Children's Negative Emotions, Effortful Control, and Math Achievement in Early Elementary School

et al. 2014

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Panel mediation models and fixed-effects models were used to explore longitudinal relations among parents' reactions to children's displays of negative emotions, children's effortful control (EC), and children's math achievement (N = 291; M age in fall of kindergarten = 5.66 years, SD = .39 year) across kindergarten through second grade. Parents reported their reactions and children's EC. Math achievement was assessed with a standardized achievement test. First-grade EC mediated the relation between parents' reactions at kindergarten and second-grade math achievement, beyond stability in constructs across study years. Panel mediation model results suggested that socialization of EC may be one method of promoting math achievement in early school; however, when all omitted time-invariant covariates of EC and math achievement were controlled, first-grade EC no longer predicted second-grade math achievement.

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Section: Discussionmentioning

confidence: 99%

Section: Analytic Strategymentioning

confidence: 99%

Longitudinal Relations Among Parents' Reactions to Children's Negative Emotions, Effortful Control, and Math Achievement in Early Elementary School

et al. 2014

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“…Effectiveness refers to the quality of task performance and is typically operationalized as response accuracy. Efficiency is defined as the relationship between accuracy and the resources used to accomplish the task; it can be measured by the ratio of accuracy to response time on correct trials (Hoffman, 2012).…”

Section: Test Anxiety and Cognitive Performancementioning

confidence: 99%

“…Accuracy scores were used as measures of performance effectiveness. Following Townsend and Ashby's (1983) approach (see also Hoffman, 2012), accuracy divided by RT (summed across all accurate trials) was used as measures of efficiency; higher scores on the latter indicate increased efficiency.…”

Section: Participants and Designmentioning

confidence: 99%

Test Anxiety and Children's Working Memory Task Performance: Does Trait or State Anxiety Matter More?

Ng¹,

Lee²

2016

Journal of Experimental Psychopathology

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This study examined the effect of trait test anxiety versus state anxiety on children's mental arithmetic task performance. Participants (N = 113; 11-year-olds) completed a mental arithmetic and memory recall task under high and low situational stress conditions. State anxiety was assessed using both self-report and physiological (i.e., cortisol) measures. Measures of task accuracy and accuracy/response time served as indicators of performance effectiveness and processing efficiency. The growth modelling approach was used to examine patterns of change in cortisol levels across time. The key finding of this study is that trait test anxiety has a direct and detrimental effect on working memory task performance. This effect was not mediated by state anxiety, regardless of whether the role of trait test anxiety was examined in conjunction with self-reported or physiological state anxiety. Our findings provide further evidence in support of attentional control theory.

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“…This model was constructed by Paas and Merrienboer (1993) and Tuovinen and Paas (2004). This is a suitable model to measure cognitive efficiency when comparing instructional interventions (Hoffman, 2012). It also chose regarding with its simplicity and easy to interpret.…”

Section: Instrumentsmentioning

confidence: 99%

The role of worked-example in enhancing students’ self-explanation and cognitive efficiency in calculus instruction

Santosa

Suryadi

Prabawanto

et al. 2018

J. ris. pendidik. mat

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This research was aimed to investigate the effect of students’ self-explanation to their achievement, mental effort, and cognitive efficiency while studying mathematics, particularly in integral topics. This research used a static-group comparison design implemented to first-year undergraduate students. The subject of the study consists of 64 first year undergraduate students in one of the universities in Banten province, Indonesia. The students were divided into two classrooms, experimental and control. Experimental classroom received worked-example method whereas control classroom studying without worked-example method. Instruments used in this research include achievement tests, rating scale mental effort, deviation model of cognitive efficiency, and teaching materials in the form of worked-example. The results show that the implementation of self-explanation through worked-example helps students get a higher achievement, lower mental effort, and better cognitive efficiency compared to students who get instruction without worked-example method. The research also reveals the important role of worked-example in enhancing the ability of students’ self-explanation.

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Cognitive efficiency: A conceptual and methodological comparison

Cited by 34 publications

References 86 publications

Longitudinal Relations Among Parents' Reactions to Children's Negative Emotions, Effortful Control, and Math Achievement in Early Elementary School

Longitudinal Relations Among Parents' Reactions to Children's Negative Emotions, Effortful Control, and Math Achievement in Early Elementary School

Test Anxiety and Children's Working Memory Task Performance: Does Trait or State Anxiety Matter More?

The role of worked-example in enhancing students’ self-explanation and cognitive efficiency in calculus instruction

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