quiz ergoo

• Cognitive workload


  The portion of an operator's limited mental capacities actually required to perform a particular task
• Mental reserves


  The difference between capacity required and capacity available
• Mental effort


  The voluntary matching of mental capacities with that needed for task success
• Increase in mental workload


  Often precedes performance failure
• Mental workload


  The ratio of resources required to the resources available, where time is one of the more important of a number of required resources
• Quantifying mental workload


  1. Primary task measures

  2. Secondary task measures

  3. Physiological measures

  4. Subjective measures
• Mental workload will increase as required accuracy levels increase, as time demands become stricter, as the number of tasks to be performed increases, and when exposed to extreme heat or noise. FACTORS AFFECTING MENTAL WORKLOAD
• Factors affecting mental workload


  • Skills levels
  • Operating rules and procedures
  • Operating conditions
  • Staffing levels
  • Task allocation
  • Organizational expectations
• Methods for measuring mental workload


  • Subjective measures
  • Performance measures
  • Primary task method- under PM
  • Secondary task method-under PM
  • Psychophysiological measures
  • Analytical measures
• The study of mental workload has traditionally fallen within the domain of researchers in psychology, human factors and ergonomics, primarily with applications that are known as "safety-critical" such as automotive, aviation, air traffic control, space flight, and defense
• More recently, studies of workload have also become of interest to researchers in the fields of media and communications, human-machine interaction, medical simulation and training, behavioral economics and finance
• There is no universal solution to studying mental workload, and no single standard method that is recommended
• Mental workload research remains immensely valuable for many current disciplines and is poised to become an important variable in new and emerging fields
• John Sweller


  An Australian educational psychologist best known for formulating an influential theory of cognitive load
• Received Ph.D. from the University of Adelaide's Department of Psychology, thesis entitled "Effects of initial discrimination training on subsequent shift learning in animals and humans"

  1972; John Sweller
• Received B.A. (Hons.) from the University of Adelaide

  1969; John Sweller
• John Sweller has authored over 80 academic publications, mainly reporting research on factors in instructional design with specific emphasis on the instructional implications of memory limitations and their consequences for instructional procedures
• Cognitive load theory


  An influential theory formulated by John Sweller
• Cognitive Load Theory


  A theory designed to provide guidelines intended to assist in the presentation of information in a manner that encourages learner activities that optimize intellectual performance
• Cognitive Load Theory


  • Employs aspects of information processing theory
  • Emphasizes the inherent limitations of concurrent working memory load on learning during instruction
• Scheme


  The primary unit of analysis for the design of instructional materials
• Cognitive schema


  A cognitive framework that organizes information about the world around us. It is a packet of information in our brain that categorizes objects and concepts into groups.
• Object schema


  • Learning the difference between car and bus.
• Role schema


  • Learned gender roles.
• Schema


  our brains like to group things based on common features. We call this a
• Event Schema


  Differentiating between seasons
• Self-Schema


  Learning about personal aptitudes
• Schema


  Having this in our mind makes it easier for us to identify new objects and try to define them based on our existing knowledge of similar objects and concepts
• Person Schema


  Learning about other people's personalities, roles, and preferences
• 3 Types of Cognitive Load


  -Intrinsic Cognitive Load

  -Extraneous Cognitive Load

  -Germane Cognitive Load
• Total Cognitive Load


  Intrinsic+Germane+Extraneous
• Clipperfield (2006)


  states that for a given problem or task, "I" cannot be changed. But "G" and "E" can vary and are inversely proportional to each other. The more extraneous load, the less room for germane load. Thus the duty of an instructional designer is to limit the amount of extraneous load and to build instructional presentations and activities that encourage germane load or schema formation to take place
• Intrinsic Cognitive Load


  -Describe by Chandler and Sweller; idea that all instruction has an inherent difficulty associated with it
• Subschemas


  Many schemas may be broken into individual "__"
• Intrinsic Load


  Thinking part of cognitive learning theory
• thinking or intrinsic load


  it affects the learning capacity
• Extraneous Cognitive Load


  2 possible ways to describe a geometric shape: it could be described verbally but to show a diagram is much better because the learner does not have to deal with extraneous, unnecessary information
• Germane Cognitive Load


  Third kind of cognitive load which is encouraged to be promoted
• Germane Cognitive Load


  load that helps building new complex schema in successive manner in helping the learner to move from novice to expert
• Germane Cognitive Load


  self effort to learn and memorized information learned