Stroop-like effects in a new-code learning task: A cognitive load theory perspective

Batel Hazan-Liran, Paul Miller

פרסום מחקרי: פרסום בכתב עתמאמרביקורת עמיתים


To determine whether and how learning is biased by competing task-irrelevant information that creates extraneous cognitive load, we assessed the efficiency of university students with a learning paradigm in two experiments. The paradigm asked participants to learn associations between eight words and eight digits. We manipulated congruity of the digits’ ink colour with the words’ semantics. In Experiment 1 word stimuli were colour words (e.g., blue, yellow) and in Experiment 2 colour-related word concepts (e.g., sky, banana). Marked benefits and costs on learning due to variation in extraneous cognitive load originating from processing task-irrelevant information were evident. Implications for cognitive load theory and schooling are discussed.

שפה מקוריתאנגלית אמריקאית
עמודים (מ-עד)1878-1891
מספר עמודים14
כתב עתQuarterly Journal of Experimental Psychology
מספר גיליון9
מזהי עצם דיגיטלי (DOIs)
סטטוס פרסוםפורסם - 2 ספט׳ 2017

הערה ביבליוגרפית

Publisher Copyright:
© 2016 The Experimental Psychology Society.

ASJC Scopus subject areas

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