Locus of Difficulty in Multistage Mathematics Problems

Abstract

The role of short-term memory in expert recall 9 Methods for finding chunk boundaries Chunks as functional units Chunk recall: conceptual or perceptual? Evidence for Hierarchical chunking Auxiliary information as an aid to recall Recall of generated texts Recall of complete solutions from LTM 24 Recall by child experts 25

Cognitive Load Theory and the Format of Instruction

“…Testing for cognitive processes decreases the likelihood of alternative, post hoc explanations being available for a set of results. Although we concede these points, it should be noted that many previous reports have provided evidence for cognitive load theory using verbal protocols, differential error scores and error locations, task difficulty as measured by time to completion, and dual task paradigms (e.g., see Ayres & Sweller, 1990;Owen & Sweller, 1985;Sweller, 1988;Tarmizi & Sweller, 1988). Notwithstanding this work, additional detailed tests of cognitive processes need to be carried out.…”

A process model of self-regulation and leadership: How attentional resource capacity and negative emotions influence constructive and destructive leadership

“…In addition, it is highly likely that this situation would arouse negative emotions (e.g., anxiety, anger or fear) that would increase over the course of the difficult test, further draining attentional resource capacity. Evidence supporting this effect can be found in the literature linking cognitive resource depletion and negative emotions with mathematical errors (see Ashcraft & Kirk, 2001;Ayres, 2001;Ayres & Sweller, 1990). Mathematical errors can occur through lack of knowledge, however, they can also result from test anxiety and limitations in working memory, which is a form of attentional resource (Campbell, 1987;DeStefano & LeFevre, 2004;Fayol, Abdi, & Gombert, 1987).…”

Why Forwarded E-Mail Threads are Hard to Read: The E-Mail Format as an Antecedent of E-Mail Overload

“…More difficult tasks lead to an early excess of working memory limits, which consequently results in more errors (Ayres & Sweller, 1990). When one surpasses working memory error levels earlier, one reaches more error levels due to a lack of capacity of their working memory to deal with the task (Ayres, 2001).…”