Effects of Cognitive Load Reduction Strategies and Prior Knowledge Levels on Comprehension of Speed Simulation, Cognitive Load, and Learning Efficiency for Fifth Grade Elementary Students

2007The purpose of this study was to investigate how cognitive load reduction strategies and learners' prior knowledge affect on comprehension of speed simulation, cognitive load, and learning efficiency. It was randomly sampled 77 participants among fifth grade students of an elementary school in Seoul city, Korea. They were divided into two groups of prior knowledge (higher and lower) by two different treatment groups (visual worked-example simulation group, visual-auditory worked-example simulation group). Dependent variables were comprehension of speed simulation, cognitive load, and learning efficiency. Results showed that visual-auditory worked-example simulation group was more efficient on comprehension of speed simulation than visual worked-example simulation group, regardless of learners prior knowledge level, so that less cognitive load led to higher level of comprehension

Replication data for: The value heuristic in judgments of relative frequency

Dai, Wertenbroch and Brendl (2008) tested whether “people use the value of a class of stimuli heuristically to infer the frequency of the stimuli, they will assess more valuable stimulus classes as being less frequent even when value is not diagnostic of frequency” (p. 18). That is, if one thinks object A is more valuable than object B, it is likely he or she will say, “Object A is rarer/harder to find than object B.” In this report, I discuss this effect from both theoretical and statistical perspectives, as I failed to replicate their work. For the flow of the discussion, I will start with the statistical contribution of this replicated work