Cognitive load and the imagination effect

Abstract

When presented with a procedure or concept to learn, imagining the procedure or concept may be an effective instructional technique compared to conventional studying, thus generating an imagination effect. However, it was hypothesized that the importance of learning through imagining as an instructional technique depends on modes of presentation. Experiment 1 tested adults studying or imagining contour maps as participants and was designed to verify the generality of the imagination effect. Imagination instructions were superior to study instructions on subsequent test questions. Experiment 2 further investigated the effect by comparing much younger students (Grade 4), studying or imagining temperature/time graphs presented in either a split-attention (spatially separated diagram and text) or an integrated (spatially combined diagram and text) format. Results on a subsequent test indicated that the Grade 4 students found imagining beneficial to their learning, compared with studying the material but the effect was only obtained using an integrated rather than a split-attention format. Experiment 3 was conducted to obtain verbal protocols from Grade 4 imagination and study groups using the same instructional materials to throw light on the cognitive mechanisms behind the imagination effect. ), resulting in the imagination effect. An imagining strategy is used when the learner reads the instructional material and then, either closes or averts his or her eyes and imagines the relevant procedure. To illustrate, if the instructions involve the steps in solving a problem such as 'Using the temperature/time graph, at what time was it 30 degrees?', the learner is instructed to read a worked example demonstrating the solution first, and then imagine completing these steps.There are theoretical grounds, discussed below, for hypothesizing that this imagination effect interacts with cognitive load phenomena such as the split-attention effect. Splitattention occurs when learners must split their attention between and mentally integrate disparate sources of information. For example, a diagram and spatially separated text, which refers to it, are better learned if the text is integrated into the diagram rather than presented adjacent to the diagram in split-attention format.

Cognitive load theory, modality of presentation and the transient information effect

“…Mental rehearsal was used because previous studies have demonstrated it can facilitate learning (Cooper, Tindall-Ford, Chandler, & Sweller, 2001;Ginns, Chandler, & Sweller, 2003;Ginns, 2005b;Leahy & Sweller, 2004, 2008Renkl, Stark, Gruber, & Mandl, 1998;Tindall-Ford & Sweller, 2006;Van Meer & Theunissen, 2009). Mental rehearsal is particularly applicable to students who have a degree of prior knowledge in the content domain and so are capable of imagining concepts and procedures.…”

A Knowledge Conversion Model Based on the Cognitive Load Theory for Architectural Design Education

“…In addition, students lack in deep and sufficient understanding about architectural design; therefore the knowledge they acquire is often fragmented. Students cannot effectively organize, retain or accumulate their experiences and knowledge, which causes problems of cognitive load for them (Leahy & Sweller, 2004, Cierniak, Scheiter, & Gerjets, 2009). …”

Stress management in crisis event simulations for enhancing performance

“…As the MR script was presented as learning material in an organized and cohesive manner, the participants were able to assimilate information needed to assess and manage deteriorating patients, thus reducing extraneous cognitive load in the process and resulting in an 'imagination effect'; this happens when students learn more from mentally visualizing or rehearsing certain concepts or procedures (Leahy and Sweller, 2008). Because of the integration and interactivity of procedural elements to be learned-in this case, managing clinical deterioration-the acquisition of schema into longterm memory occurs, translating to better learning and enhanced performance (Leahy and Sweller, 2004;Leahy and Sweller, 2008). Thus, it is vital that the MR script be made more robust for future use by ensuring the cohesiveness of its components so it can be better visualized in the mind.…”

“…This imagination effect facilitates a better absorption of the learning material; in this instance, the assessment and management of patient deterioration (Ignacio et al 2016;Leahy & Sweller 2008). Hence, it appears that MR has more benefits for long-term memory storage (Ignacio et al 2016;Leahy & Sweller 2004, 2008. This reasoning is in line with the qualitative findings of this study which showed that the students found the use of MR useful as they are able to recall what they needed to do, especially because the script was presented in a story format which they were able to easily visualise.…”

“…Furthermore, the use of MR, which leverages on the ABCDE framework, was perceived by some of the participants to have a calming effect, giving them the confidence that they The participants of this study affirmed the use of the ABCDE framework to guide the MR script: they reported that practicing the steps of managing patient deterioration using mental imagery helped them when they encountered actual patient deterioration. Instead of merely going through the ABCDE mnemonic checklist in their minds, the MR strategy allowed them to integrate information from split sources that became beneficial to them (Leahy and Sweller, 2004).…”