extraneous cognitive load造句

• Chandler and Sweller introduced the concept of extraneous cognitive load.
• Extraneous cognitive load refers to the way information or tasks are presented to a learner.
• The split-attention effect is an important form of extraneous cognitive load that instructional designers should avoid.
• An example of extraneous cognitive load occurs when there are two possible ways to describe a square to a student.
• Until the 1998 article by Sweller, Van Merri雗boer & Paas, cognitive load theory primarily concentrated on the reduction of extraneous cognitive load.
• Thus it is very important for instructional designers to " reduce extraneous cognitive load and redirect learners'attention to cognitive processes that are directly relevant to the construction of schemas ".
• They proposed that differences in performance were due to higher levels of the cognitive load imposed by the format of instruction . " Extraneous cognitive load " is a term for this unnecessary ( artificially induced ) cognitive load.
• Extraneous cognitive load is the mental effort imposed by the way that the task is delivered, which may or may not be efficient ( for example, finding the math problem you are supposed to solve on a page that also contains advertisements for books about math ).