Intelligent Systems
Note: This research group has relocated.

Memory-related cognitive load effects in an interrupted learning task: A model-based explanation

2020

Article


Background: The Cognitive Load Theory provides a well-established framework for investigating aspects of learning situations that demand learners’ working memory resources. However, the interplay of these aspects at the cognitive and neural level is still not fully understood. Method: We developed four computational models in the cognitive architecture ACT-R to clarify underlying memory-related strategies and mechanisms. Our models account for human data of an experiment that required participants to perform a symbol sequence learning task with embedded interruptions. We explored the inclusion of subsymbolic mechanisms to explain these data and used our final model to generate fMRI predictions. Results: The final model indicates a reasonable fit for reaction times and accuracy and links the fMRI predictions to the Cognitive Load Theory. Conclusions: Our work emphasizes the influence of task characteristics and supports a process-related view on cognitive load in instructional scenarios. It further contributes to the discussion of underlying mechanisms at a neural level.

Author(s): Maria Wirzberger and Jelmer P. Borst and Josef F. Krems and Günter Daniel Rey
Journal: Trends in Neuroscience and Education
Volume: 20
Pages: 100139
Year: 2020

Bibtex Type: Article (article)
Paper Type: Journal

DOI: 10.1016/j.tine.2020.100139

BibTex

@article{Wirzberger2020TiNE,
  title = {Memory-related cognitive load effects in an interrupted learning task: A model-based explanation},
  author = {Wirzberger, Maria and Borst, Jelmer P. and Krems, Josef F. and Rey, G{\"u}nter Daniel},
  journal = {Trends in Neuroscience and Education},
  volume = {20},
  pages = {100139},
  year = {2020},
  doi = {10.1016/j.tine.2020.100139}
}