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Book Synopsis Recent Approaches for Assessing Cognitive Load from a Validity Perspective by : Moritz Krell
Download or read book Recent Approaches for Assessing Cognitive Load from a Validity Perspective written by Moritz Krell and published by Frontiers Media SA. This book was released on 2022-02-24 with total page 179 pages. Available in PDF, EPUB and Kindle. Book excerpt:
The multiple, related fields encompassed by this Major Reference Work represent a convergence of issues and topics germane to the rapidly changing segments of knowledge and practice in educational communications and technology at all levels and around the globe. There is no other comparable work that is designed not only to gather vital, current, and evolving information and understandings in these knowledge segments but also to be updated on a continuing basis in order to keep pace with the rapid changes taking place in the relevant fields. The Handbook is composed of substantive (5,000 to 15,000 words), peer-reviewed entries that examine and explicate seminal facets of learning theory, research, and practice. It provides a broad range of relevant topics, including significant developments as well as innovative uses of technology that promote learning, performance, and instruction. This work is aimed at researchers, designers, developers, instructors, and other professional practitioners.
Book Synopsis Learning, Design, and Technology by : J. Michael Spector
Download or read book Learning, Design, and Technology written by J. Michael Spector and published by Springer Nature. This book was released on 2023-11-15 with total page 4144 pages. Available in PDF, EPUB and Kindle. Book excerpt: The multiple, related fields encompassed by this Major Reference Work represent a convergence of issues and topics germane to the rapidly changing segments of knowledge and practice in educational communications and technology at all levels and around the globe. There is no other comparable work that is designed not only to gather vital, current, and evolving information and understandings in these knowledge segments but also to be updated on a continuing basis in order to keep pace with the rapid changes taking place in the relevant fields. The Handbook is composed of substantive (5,000 to 15,000 words), peer-reviewed entries that examine and explicate seminal facets of learning theory, research, and practice. It provides a broad range of relevant topics, including significant developments as well as innovative uses of technology that promote learning, performance, and instruction. This work is aimed at researchers, designers, developers, instructors, and other professional practitioners.
Cognitive Load Measurement and Application provides up-to-date research and theory on the functional role of cognitive load measurement and its application in multimedia and visual learning. Grounded in a sound theoretical framework, this edited volume introduces methodologies and strategies that effect high-quality cognitive load measurement in learning. Case studies are provided to aid readers in comprehension and application within various learning situations, and the book concludes with a review of the possible future directions of the discipline.
Book Synopsis Cognitive Load Measurement and Application by : Robert Z. Zheng
Download or read book Cognitive Load Measurement and Application written by Robert Z. Zheng and published by Routledge. This book was released on 2017-11-22 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt: Cognitive Load Measurement and Application provides up-to-date research and theory on the functional role of cognitive load measurement and its application in multimedia and visual learning. Grounded in a sound theoretical framework, this edited volume introduces methodologies and strategies that effect high-quality cognitive load measurement in learning. Case studies are provided to aid readers in comprehension and application within various learning situations, and the book concludes with a review of the possible future directions of the discipline.
Cognitive load theory (CLT) is one of the most important theories in educational psychology, a highly effective guide for the design of multimedia and other learning materials. This edited volume brings together the most prolific researchers from around the world who study various aspects of cognitive load to discuss its current theoretical as well as practical issues. The book is divided into three parts. The first part describes the theoretical foundations and assumptions of CLT, the second discusses the empirical findings about the application of CLT to the design of learning environments, and the third part concludes the book with discussions and suggestions for new directions for future research. It aims to become the standard handbook in CLT for researchers and graduate students in psychology, education, and educational technology.
Book Synopsis Cognitive Load Theory by : Jan L. Plass
Download or read book Cognitive Load Theory written by Jan L. Plass and published by Cambridge University Press. This book was released on 2010-04-26 with total page 287 pages. Available in PDF, EPUB and Kindle. Book excerpt: Cognitive load theory (CLT) is one of the most important theories in educational psychology, a highly effective guide for the design of multimedia and other learning materials. This edited volume brings together the most prolific researchers from around the world who study various aspects of cognitive load to discuss its current theoretical as well as practical issues. The book is divided into three parts. The first part describes the theoretical foundations and assumptions of CLT, the second discusses the empirical findings about the application of CLT to the design of learning environments, and the third part concludes the book with discussions and suggestions for new directions for future research. It aims to become the standard handbook in CLT for researchers and graduate students in psychology, education, and educational technology.
Teaching and Measuring Cognitive Readiness presents theoretical and empirical findings regarding cognitive readiness and assessments of their impact on adult learning. The term readiness is used in assessing student preparation for K-12 schools, while in the military and in industry, "readiness" denotes preparation to be effective in performing a mission or a job. Cognitive Readiness is viewed through a Knowledge, Skills, and Attributes (KSA) lens. Teaching and Measuring Cognitive Readiness deals with (a) the primacy of cognitive readiness as attributes or individual difference variables; (b) the need for cognitive readiness instructional and assessment strategies; (c) the need to integrate assessment into cognitive readiness training; (d) the need for theory-driven evaluation studies to increase knowledge and efficacy in teaching cognitive readiness; and (e) the need for a solid psychometric approach to the use of cognitive readiness assessments.
Book Synopsis Teaching and Measuring Cognitive Readiness by : Harold F. O'Neil
Download or read book Teaching and Measuring Cognitive Readiness written by Harold F. O'Neil and published by Springer Science & Business Media. This book was released on 2013-07-18 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teaching and Measuring Cognitive Readiness presents theoretical and empirical findings regarding cognitive readiness and assessments of their impact on adult learning. The term readiness is used in assessing student preparation for K-12 schools, while in the military and in industry, "readiness" denotes preparation to be effective in performing a mission or a job. Cognitive Readiness is viewed through a Knowledge, Skills, and Attributes (KSA) lens. Teaching and Measuring Cognitive Readiness deals with (a) the primacy of cognitive readiness as attributes or individual difference variables; (b) the need for cognitive readiness instructional and assessment strategies; (c) the need to integrate assessment into cognitive readiness training; (d) the need for theory-driven evaluation studies to increase knowledge and efficacy in teaching cognitive readiness; and (e) the need for a solid psychometric approach to the use of cognitive readiness assessments.
Efficiency in Learning offers a road map of the most effective ways to use the three fundamental communication of training: visuals, written text, and audio. Regardless of how you are delivering your training materials—in the classroom, in print, by synchronous or asynchronous media—the book’s methods are easily applied to your lesson presentations, handouts, reference guides, or e-learning screens. Designed to be a down-to-earth resource for all instructional professionals, Efficiency in Learning’s guidelines are clearly illustrated with real-world examples.
Book Synopsis Efficiency in Learning by : Ruth C. Clark
Download or read book Efficiency in Learning written by Ruth C. Clark and published by John Wiley & Sons. This book was released on 2011-01-11 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt: Efficiency in Learning offers a road map of the most effective ways to use the three fundamental communication of training: visuals, written text, and audio. Regardless of how you are delivering your training materials—in the classroom, in print, by synchronous or asynchronous media—the book’s methods are easily applied to your lesson presentations, handouts, reference guides, or e-learning screens. Designed to be a down-to-earth resource for all instructional professionals, Efficiency in Learning’s guidelines are clearly illustrated with real-world examples.
This book examines the human factors issues associated with the development, testing, and implementation of helmet-mounted display technology in the 21st Century Land Warrior System. Because the framework of analysis is soldier performance with the system in the full range of environments and missions, the book discusses both the military context and the characteristics of the infantry soldiers who will use the system. The major issues covered include the positive and negative effects of such a display on the local and global situation awareness of the individual soldier, an analysis of the visual and psychomotor factors associated with each design feature, design considerations for auditory displays, and physical sources of stress and the implications of the display for affecting the soldier's workload. The book proposes an innovative approach to research and testing based on a three-stage strategy that begins in the laboratory, moves to controlled field studies, and culminates in operational testing.
Book Synopsis Tactical Display for Soldiers by : National Research Council
Download or read book Tactical Display for Soldiers written by National Research Council and published by National Academies Press. This book was released on 1997-01-17 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines the human factors issues associated with the development, testing, and implementation of helmet-mounted display technology in the 21st Century Land Warrior System. Because the framework of analysis is soldier performance with the system in the full range of environments and missions, the book discusses both the military context and the characteristics of the infantry soldiers who will use the system. The major issues covered include the positive and negative effects of such a display on the local and global situation awareness of the individual soldier, an analysis of the visual and psychomotor factors associated with each design feature, design considerations for auditory displays, and physical sources of stress and the implications of the display for affecting the soldier's workload. The book proposes an innovative approach to research and testing based on a three-stage strategy that begins in the laboratory, moves to controlled field studies, and culminates in operational testing.
[Truncated] Neurocognitive symptoms remain a common, yet difficult, complaint for clinicians to navigate, as some individuals can purposely distort their symptomology for external gain (e.g., compensation, competency to stand trial, etc.). Such feigning or exaggeration of cognitive deficits, and the increasing demands for legally admissible measures of performance validity has necessitated the need for a clinically objective manner with which to assess the level of effort being supplied in a neurocognitive evaluation. The development of both free-standing and embedded performance validity tests (PVTs; Larrabee, 2012; also known as symptom validity tests, or SVTs)has been successful, with a large body of research supporting their validity in many clinical groups, and relevant professional societies endorsing their use as a practice standard (Bush et al., 2005). However, some characteristics of PVTs and their use insignificantly impaired individuals, including the problem of potential false positive errors (PVT classification inaccurately indicative of poor performance validity)remain controversial and inadequately researched. The application of neurocognitive theoretical research findings represents a promising approach to evaluate the methodological and psychometric properties of current PVTs (Bigler, 2012), and develop future measures.For example, individual PVTs have implemented the simultaneous forced-choice methodology (i.e., generally a learning phase followed by the item(s) learned,or 'target' being simultaneously paired with a distractor, or 'foil' for selection, whereby over-selection of the foil may indicate responding bias) using a variety of test characteristics (e.g., word vs. picture stimuli) with known neurocognitive processing implications (e.g., the picture superiority effect). However, the influence of such variations on the subsequent classification accuracy of examinees has been inadequately evaluated, particularly amongst cognitively impaired individuals. The current thesis places the PVT literature in the context of neurocognitive processing theory, and identifies potential methodological factors to account for the significant variability that have been identified in classification accuracy across current PVTs. A systematic evaluation of both the current PVT and cognitive processing literature was completed and presented in Chapter 1. This led to the subsequent evaluation of the utility of a well-known cognitive manipulation (based in cognitive load theory) to provide a Clinical Analogue Methodology (CAM); that is an experimental technique to alter the performance of healthy individuals on PVTs to levels more similar to cognitively impaired individuals. In the empirical study reported in in Chapter 2, an initial validation of the CAM in healthy individuals was completed. Chapter 3 further validated the CAM suggesting that it may be useful alongside other approaches(analogue malingering methodology) for the systematic evaluation of new and existing PVTs, as well as provided further support for a phenomenon called the 'picture superiority effect' (Paivio, 1991) in the PVT paradigm. Two exemplar PVTs(the Word Memory Test; WMT, and Test of Memory Malingering; TOMM) provided the basis for subsequent evaluations of the influence of specific neurocognitive processing components on performance.
Book Synopsis Bridging the Gap Between Neurocognitive Processing Theory and Performance Validity Assessment Amongst the Cognitively Impaired by : Angela Leighton
Download or read book Bridging the Gap Between Neurocognitive Processing Theory and Performance Validity Assessment Amongst the Cognitively Impaired written by Angela Leighton and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: [Truncated] Neurocognitive symptoms remain a common, yet difficult, complaint for clinicians to navigate, as some individuals can purposely distort their symptomology for external gain (e.g., compensation, competency to stand trial, etc.). Such feigning or exaggeration of cognitive deficits, and the increasing demands for legally admissible measures of performance validity has necessitated the need for a clinically objective manner with which to assess the level of effort being supplied in a neurocognitive evaluation. The development of both free-standing and embedded performance validity tests (PVTs; Larrabee, 2012; also known as symptom validity tests, or SVTs)has been successful, with a large body of research supporting their validity in many clinical groups, and relevant professional societies endorsing their use as a practice standard (Bush et al., 2005). However, some characteristics of PVTs and their use insignificantly impaired individuals, including the problem of potential false positive errors (PVT classification inaccurately indicative of poor performance validity)remain controversial and inadequately researched. The application of neurocognitive theoretical research findings represents a promising approach to evaluate the methodological and psychometric properties of current PVTs (Bigler, 2012), and develop future measures.For example, individual PVTs have implemented the simultaneous forced-choice methodology (i.e., generally a learning phase followed by the item(s) learned,or 'target' being simultaneously paired with a distractor, or 'foil' for selection, whereby over-selection of the foil may indicate responding bias) using a variety of test characteristics (e.g., word vs. picture stimuli) with known neurocognitive processing implications (e.g., the picture superiority effect). However, the influence of such variations on the subsequent classification accuracy of examinees has been inadequately evaluated, particularly amongst cognitively impaired individuals. The current thesis places the PVT literature in the context of neurocognitive processing theory, and identifies potential methodological factors to account for the significant variability that have been identified in classification accuracy across current PVTs. A systematic evaluation of both the current PVT and cognitive processing literature was completed and presented in Chapter 1. This led to the subsequent evaluation of the utility of a well-known cognitive manipulation (based in cognitive load theory) to provide a Clinical Analogue Methodology (CAM); that is an experimental technique to alter the performance of healthy individuals on PVTs to levels more similar to cognitively impaired individuals. In the empirical study reported in in Chapter 2, an initial validation of the CAM in healthy individuals was completed. Chapter 3 further validated the CAM suggesting that it may be useful alongside other approaches(analogue malingering methodology) for the systematic evaluation of new and existing PVTs, as well as provided further support for a phenomenon called the 'picture superiority effect' (Paivio, 1991) in the PVT paradigm. Two exemplar PVTs(the Word Memory Test; WMT, and Test of Memory Malingering; TOMM) provided the basis for subsequent evaluations of the influence of specific neurocognitive processing components on performance.
The routine jobs of yesterday are being replaced by technology and/or shipped off-shore. In their place, job categories that require knowledge management, abstract reasoning, and personal services seem to be growing. The modern workplace requires workers to have broad cognitive and affective skills. Often referred to as "21st century skills," these skills include being able to solve complex problems, to think critically about tasks, to effectively communicate with people from a variety of different cultures and using a variety of different techniques, to work in collaboration with others, to adapt to rapidly changing environments and conditions for performing tasks, to effectively manage one's work, and to acquire new skills and information on one's own. The National Research Council (NRC) has convened two prior workshops on the topic of 21st century skills. The first, held in 2007, was designed to examine research on the skills required for the 21st century workplace and the extent to which they are meaningfully different from earlier eras and require corresponding changes in educational experiences. The second workshop, held in 2009, was designed to explore demand for these types of skills, consider intersections between science education reform goals and 21st century skills, examine models of high-quality science instruction that may develop the skills, and consider science teacher readiness for 21st century skills. The third workshop was intended to delve more deeply into the topic of assessment. The goal for this workshop was to capitalize on the prior efforts and explore strategies for assessing the five skills identified earlier. The Committee on the Assessment of 21st Century Skills was asked to organize a workshop that reviewed the assessments and related research for each of the five skills identified at the previous workshops, with special attention to recent developments in technology-enabled assessment of critical thinking and problem-solving skills. In designing the workshop, the committee collapsed the five skills into three broad clusters as shown below: Cognitive skills: nonroutine problem solving, critical thinking, systems thinking Interpersonal skills: complex communication, social skills, team-work, cultural sensitivity, dealing with diversity Intrapersonal skills: self-management, time management, self-development, self-regulation, adaptability, executive functioning Assessing 21st Century Skills provides an integrated summary of the presentations and discussions from both parts of the third workshop.
Book Synopsis Assessing 21st Century Skills by : National Research Council
Download or read book Assessing 21st Century Skills written by National Research Council and published by National Academies Press. This book was released on 2011-10-16 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: The routine jobs of yesterday are being replaced by technology and/or shipped off-shore. In their place, job categories that require knowledge management, abstract reasoning, and personal services seem to be growing. The modern workplace requires workers to have broad cognitive and affective skills. Often referred to as "21st century skills," these skills include being able to solve complex problems, to think critically about tasks, to effectively communicate with people from a variety of different cultures and using a variety of different techniques, to work in collaboration with others, to adapt to rapidly changing environments and conditions for performing tasks, to effectively manage one's work, and to acquire new skills and information on one's own. The National Research Council (NRC) has convened two prior workshops on the topic of 21st century skills. The first, held in 2007, was designed to examine research on the skills required for the 21st century workplace and the extent to which they are meaningfully different from earlier eras and require corresponding changes in educational experiences. The second workshop, held in 2009, was designed to explore demand for these types of skills, consider intersections between science education reform goals and 21st century skills, examine models of high-quality science instruction that may develop the skills, and consider science teacher readiness for 21st century skills. The third workshop was intended to delve more deeply into the topic of assessment. The goal for this workshop was to capitalize on the prior efforts and explore strategies for assessing the five skills identified earlier. The Committee on the Assessment of 21st Century Skills was asked to organize a workshop that reviewed the assessments and related research for each of the five skills identified at the previous workshops, with special attention to recent developments in technology-enabled assessment of critical thinking and problem-solving skills. In designing the workshop, the committee collapsed the five skills into three broad clusters as shown below: Cognitive skills: nonroutine problem solving, critical thinking, systems thinking Interpersonal skills: complex communication, social skills, team-work, cultural sensitivity, dealing with diversity Intrapersonal skills: self-management, time management, self-development, self-regulation, adaptability, executive functioning Assessing 21st Century Skills provides an integrated summary of the presentations and discussions from both parts of the third workshop.
A comprehensive review of all issues related to cognitive load theory, written by prolific researchers from around the world.
Book Synopsis Cognitive Load Theory by : Jan L. Plass
Download or read book Cognitive Load Theory written by Jan L. Plass and published by Cambridge University Press. This book was released on 2010-04-26 with total page 287 pages. Available in PDF, EPUB and Kindle. Book excerpt: A comprehensive review of all issues related to cognitive load theory, written by prolific researchers from around the world.
