Under high extraneous load (hint presentation and L and rL condition), no test-score increases were observed on identical or near-transfer problems¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2 · i0 negligible
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? The hint presentation and L and rL condition showed no increase in test scores on identical problems. → Relations between cognitive resources and two types of germane load for learning 2015 q2 i? The hint presentation and L and rL condition also showed no significant increase on near-transfer problems. → Relations between cognitive resources and two types of germane load for learning 2015 (2)

Evidence¶

Miwa et al. 2017¶

Miwa, K., Terai, H., & Mizuno, Y. (2017). Relations between cognitive resources and two types of germane load for learning. In D. G. Sampson, J. M. Spector, D. Ifenthaler, & P. Isaías (Eds.), Proceedings of the IADIS International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2017). International Association for Development of the Information Society. https://eric.ed.gov/?id=ED579478

q2 · i0 · causal · r1

In the identical-problem category of the Reversi experiment, "there was no increase in the hint presentation and L and rL condition (t(20) < 1, n.s.)", contrasting with substantial increases in the Black and White conditions.

"Conversely, there was no increase in the hint presentation and L and rL condition (t(20) < 1, n.s.)."

Miwa et al. 2017 (2)¶

Miwa, K., Terai, H., & Mizuno, Y. (2017). Relations between cognitive resources and two types of germane load for learning. In D. G. Sampson, J. M. Spector, D. Ifenthaler, & P. Isaías (Eds.), Proceedings of the IADIS International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2017). International Association for Development of the Information Society. https://eric.ed.gov/?id=ED579478

q2 · i0 · causal · r1

In the near-transfer problem category, no significant "increase was found in the hint presentation and L and rL condition ( t(20) = 1.24, n.s.)"; equivalence was not tested.

"increase was found in the hint presentation and L and rL condition ( t(20) = 1.24, n.s.)."

Discussion¶

Related Claims¶

• Cognitive Overload Degrades Learning — the general claim this finding bears on, with the studies behind it
• Test-score increases occurred only for identical and near-transfer problems; no increases were found for far-transfer problems in any of the three conditions — related
• There are two types of germane load: one that increases with an increase in intrinsic load and one that increases as intrinsic load decreases — related
• Rootless Podman isolation maintained containment with no observed privilege escalation or cross-identity contamination under classroom load — related