Current theories of leaming consider the restructuring of the components of a weak problem solving sequence into a domain-specific procedure to be the fundamental leaming mechanism in complex knowledge domains. Within the context of cognitive load theory, there is growing evidence that applying weak methods such as means-ends analysis, do not necessarily result in learning, but can in fact induce a high mental load which prevents the problem solver inducing domain-specific mies. The major goal of this article is to provide a direct test of the cognitive load theory. Experimental evidence was found that the cognitive load imposed by a weak problem solving activity can retard the acquisition of a problem-solving skii!.
|Title of host publication||Human-machine communication for educational systems design|
|Editors||M.D. Brouwer-Janse, T.L. Harrington|
|Place of Publication||Berlin|
|Number of pages||9|
|Publication status||Published - 1994|
|Event||1993 NATO Advanced Study Institute on Basics of Man and Machine Communication for the Design of Educational Systems - Eindhoven, Netherlands|
Duration: 16 Aug 1993 → 26 Aug 1993
|Name||NATO ASI Series F: Computer and systems sciences|
|Conference||1993 NATO Advanced Study Institute on Basics of Man and Machine Communication for the Design of Educational Systems|
|Period||16/08/93 → 26/08/93|
Hoe, van, R. R. G. (1994). Cognitive load and the acquisition of a problem solving skill. In M. D. Brouwer-Janse, & T. L. Harrington (Eds.), Human-machine communication for educational systems design (pp. 61-69). (NATO ASI Series F: Computer and systems sciences; Vol. 129). Springer.