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cognitive load theory

Melanie C Wright, Sherry Dunbar, Brekk C Macpherson, Eugene W Moretti, Guillherme Del Fiol, Jean Bolte, Jeffrey M Taekman, Noa Segall
OBJECTIVES: Electronic health information overload makes it difficult for providers to quickly find and interpret information to support care decisions. The purpose of this study was to better understand how clinicians use information in critical care to support the design of improved presentation of electronic health information. METHODS: We conducted a contextual analysis and visioning project. We used an eye-tracker to record 20 clinicians' information use activities in critical care settings...
October 5, 2016: Applied Clinical Informatics
Jorie M Colbert-Getz, Steven Baumann, Kerri Shaffer, Sara Lamb, Janet E Lindsley, Robert Rainey, Kristin Randall, Danielle Roussel, Adam Stevenson, Anna T Cianciolo, Tyler Maines, Bridget O'Brien, Michael Westerman
This Conversation Starters article presents a selected research abstract from the 2016 Association of American Medical Colleges Western Region Group on Educational Affairs annual spring meeting. The abstract is paired with the integrative commentary of three experts who shared their thoughts stimulated by the needs assessment study. These thoughts explore how the general theoretical mechanisms of transition may be integrated with cognitive load theory in order to design interventions and environments that foster transition...
October 2016: Teaching and Learning in Medicine
Muhammad Shahid Shamim, Nadeem Alam Zubairi, Mohamad Hesham Sayed, Zohair Jamil Gazzaz
OBJECTIVE: To analyse students' perception regarding the use of portfolio-workbook in ethics course. METHODS: This mixed method study was conducted at the King Abdulaziz University, Jeddah, Saudi Arabia, in 2014, and comprised fourth-year medical students. The "portfolio-workbook", developed on principles of cognitive load and guided learning theories, contained essential reading material. Learning sessions were also facilitated by teaching tools like role-plays, movie/video clips, vignettes, etc...
September 2016: JPMA. the Journal of the Pakistan Medical Association
Leila Ghadyani, Sedigheh Sadat Tavafian, Anoshirvan Kazemnejad, Joan Wagner
STUDY DESIGN: Development and psychometric evaluation. PURPOSE: Design and psychometric assessment of the Nursing Low Back Pain Predictor Questionnaire addressing nurses suffering from chronic low back pain in Iran. OVERVIEW OF LITERATURE: Low back pain is the most prevalent behavior-related health problem among nurses, and it needs to be assessed through a validated multi-factorial questionnaire, using the premises of the social cognitive theory...
August 2016: Asian Spine Journal
M S Ardestani, S Niknami, A Hidarnia, E Hajizadeh
This research examined the validity and reliability of a researcher-developed questionnaire based on Social Cognitive Theory (SCT) to assess the physical activity behaviour of Iranian adolescent girls (SCT-PAIAGS). Psychometric properties of the SCT-PAIAGS were assessed by determining its face validity, content and construct validity as well as its reliability. In order to evaluate factor structure, cross-sectional research was conducted on 400 high-school girls in Tehran. Content validity index, content validity ratio and impact score for the SCT-PAIAGS varied between 0...
May 2016: Eastern Mediterranean Health Journal, la Revue de Santé de la Méditerranée Orientale
Sharon S Simon, Erich S Tusch, Phillip J Holcomb, Kirk R Daffner
The classic account of the load theory (LT) of attention suggests that increasing cognitive load leads to greater processing of task-irrelevant stimuli due to competition for limited executive resource that reduces the ability to actively maintain current processing priorities. Studies testing this hypothesis have yielded widely divergent outcomes. The inconsistent results may, in part, be related to variability in executive capacity (EC) and task difficulty across subjects in different studies. Here, we used a cross-modal paradigm to investigate whether augmented working memory (WM) load leads to increased early distracter processing, and controlled for the potential confounders of EC and task difficulty...
2016: Frontiers in Human Neuroscience
Heather A Jamniczky, Darrel Cotton, Michael Paget, Qahir Ramji, Ryan Lenz, Kevin McLaughlin, Sylvain Coderre, Irene W Y Ma
Ultrasonography is increasingly used in medical education, but its impact on learning outcomes is unclear. Adding ultrasound may facilitate learning, but may also potentially overwhelm novice learners. Based upon the framework of cognitive load theory, this study seeks to evaluate the relationship between cognitive load associated with using ultrasound and learning outcomes. The use of ultrasound was hypothesized to facilitate learning in anatomy for 161 novice first-year medical students. Using linear regression analyses, the relationship between reported cognitive load on using ultrasound and learning outcomes as measured by anatomy laboratory examination scores four weeks after ultrasound-guided anatomy training was evaluated in consenting students...
August 17, 2016: Anatomical Sciences Education
Fanmin Zeng, Xueli Sun, Bangxiang Yang, Hong Shen, Ling Liu
OBJECTIVE: This article adopts the perspective of psychosomatic medicine to present and test a theoretical model of the classification of clinical somatic symptoms. The theoretical model consists of four dimensions: emotional somatic symptoms, biological somatic symptoms, imaginative somatic symptoms, and cognitive somatic symptoms. METHOD: A clinical somatic symptom classification scale was developed according to the theoretical model. A total of 542 participants completed the clinical somatic symptoms classification scale...
2016: PloS One
Chris N H Street, Alan Kingstone
There is a bias towards believing information is true rather than false. The Spinozan account claims there is an early, automatic bias towards believing. Only afterwards can people engage in an effortful re-evaluation and disbelieve the information. Supporting this account, there is a greater bias towards believing information is true when under cognitive load. However, developing on the Adaptive Lie Detector (ALIED) theory, the informed Cartesian can equally explain this data. The account claims the bias under load is not evidence of automatic belief; rather, people are undecided, but if forced to guess they can rely on context information to make an informed judgement...
August 11, 2016: British Journal of Psychology
Neel Sharma
No abstract text is available yet for this article.
August 2016: British Journal of General Practice: the Journal of the Royal College of General Practitioners
Batel Liran-Hazan, Paul Miller
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 color with the words' semantics. In Experiment 1 word stimuli were color words (e.g., blue, yellow) and in Experiment 2 color-related word concepts (e.g...
July 19, 2016: Quarterly Journal of Experimental Psychology: QJEP
Nicholas L Balderston, David Quispe-Escudero, Elizabeth Hale, Andrew Davis, Katherine O'Connell, Monique Ernst, Christian Grillon
According to the attentional control theory (ACT) proposed by Eysenck and colleagues, anxiety interferes with cognitive processing by prioritizing bottom-up attentional processes over top-down attentional processes, leading to competition for access to limited resources in working memory, particularly the central executive (Eysenck, Derakshan, Santos, & Calvo, ). However, previous research using the n-back working memory task suggests that working memory load also reduces state anxiety. Assuming that similar mechanisms underlie the effect of anxiety on cognition, and the effect of cognition on anxiety, one possible implication of the ACT would suggest that the reduction of state anxiety with increasing working memory load is driven by activation of central executive attentional control processes...
November 2016: Psychophysiology
Mohsen Alyami, Hussain Alyami, Frederick Sundram, Gary Cheung, Beverly A Haarhoff, Mataroria P Lyndon, Andrew G Hill
OBJECTIVE: Suicide risk assessment is variably taught and learnt by health professionals. The literature indicates that training programs of this fundamental competency need to be enhanced. To facilitate teaching and learning of this core clinical skill, we propose a novel visual metaphor in order to conceptualize suicide risk factors. The design of the proposed visual metaphor was informed by the Cognitive Load Theory to enhance deep learning of the various suicide risk factors. CONCLUSION: The visual metaphor depicting suicide risk factors can potentially improve memory and recall...
July 12, 2016: Australasian Psychiatry: Bulletin of Royal Australian and New Zealand College of Psychiatrists
R A De Leeuw, M Westerman, E Nelson, J C F Ket, F Scheele
BACKGROUND: E-learning is driving major shifts in medical education. Prioritizing learning theories and quality models improves the success of e-learning programs. Although many e-learning quality standards are available, few are focused on postgraduate medical education. METHODS: We conducted an integrative review of the current postgraduate medical e-learning literature to identify quality specifications. The literature was thematically organized into a working model...
2016: BMC Medical Education
Suzanne C van Veen, Iris M Engelhard, Marcel A van den Hout
BACKGROUND: Eye movement desensitization and reprocessing (EMDR) is an effective treatment for posttraumatic stress disorder. The working memory (WM) theory explains its efficacy: recall of an aversive memory and making eye movements (EM) both produce cognitive load, and competition for the limited WM resources reduces the memory's vividness and emotionality. The present study tested several predictions from WM theory. OBJECTIVE: We hypothesized that 1) recall of an aversive autobiographical memory loads WM compared to no recall, and 2) recall with EM reduces the vividness, emotionality, and cognitive load of recalling the memory more than only recall or only cognitive effort (i...
2016: European Journal of Psychotraumatology
Suh-Ing Hsieh, Li-Ling Hsu, Tzu-Hsin Huang
BACKGROUND: Baccalaureate nursing students perceive research as unattractive, doubt the value of nursing research, and do not appreciate the link of research with practice. No studies have examined students' cognitive load during an evidence-based practice research course versus a traditional research course. OBJECTIVES: To assess the effect of integrating constructivist theories and evidence-based practice on student cognitive load and learning performance in a research course...
July 2016: Nurse Education Today
Rainer Beurskens, Fabian Steinberg, Franziska Antoniewicz, Wanja Wolff, Urs Granacher
Walking while concurrently performing cognitive and/or motor interference tasks is the norm rather than the exception during everyday life and there is evidence from behavioral studies that it negatively affects human locomotion. However, there is hardly any information available regarding the underlying neural correlates of single- and dual-task walking. We had 12 young adults (23.8 ± 2.8 years) walk while concurrently performing a cognitive interference (CI) or a motor interference (MI) task. Simultaneously, neural activation in frontal, central, and parietal brain areas was registered using a mobile EEG system...
2016: Neural Plasticity
Tomás Cabeza de Baca, Richard A Wahl, Melissa A Barnett, Aurelio José Figueredo, Bruce J Ellis
Epidemiologists and medical researchers often employ an allostatic load model that focuses on environmental and lifestyle factors, together with biological vulnerabilities, to explain the deterioration of human physiological systems and chronic degenerative disease. Although this perspective has informed medicine and public health, it is agnostic toward the functional significance of pathophysiology and health deterioration. Drawing on Life History (LH) theory, the current paper reviews the literature on disadvantaged families to serve as a conceptual model of stress-health relationships in which the allocation of reproductive effort is instantiated in the LH strategies of individuals and reflects the bioenergetic and material resource tradeoffs...
June 1, 2016: Adaptive Human Behavior and Physiology
Justin L Sewell, Christy K Boscardin, John Q Young, Olle Ten Cate, Patricia S O'Sullivan
OBJECTIVES: Few studies have investigated cognitive factors affecting learning of procedural skills in medical education. Cognitive load theory, which focuses on working memory, is highly relevant, but methods for measuring cognitive load during procedural training are not well understood. Using colonoscopy as an exemplar, we used cognitive load theory to develop a self-report instrument to measure three types of cognitive load (intrinsic, extraneous and germane load) and to provide evidence for instrument validity...
June 2016: Medical Education
Andy Bevilacqua, Fred Paas, Genomary Krigbaum
Cognitive load theory posits that limited attention is in actuality a limitation in working memory resources. The load theory of selective attention and cognitive control sees the interplay between attention and awareness as separate modifying functions that act on working memory. Reconciling the theoretical differences in these two theories has important implications for learning. Thirty-nine adult participants performed a cognitively demanding test, with and without movement in the far peripheral field. Although the results for movement effects on cognitive load in this experiment were not statistically significant, men spent less time on the cognitive test in the peripheral movement condition than in the conditions without peripheral movement...
April 2016: Perceptual and Motor Skills
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