Consistently high task complexity yields faster immediate problem-solving than gradually increasing complexity, with no post-test difference¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i0–i2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Consistently high task complexity produced a small significant effect on solution time in Round 2 (η2 = 0.05). → Ines Zeitlhofer 2024 q3 i0 The groups did not differ significantly on post-test time or number of moves (η2 = 0.00). → Ines Zeitlhofer 2024 (2)

Evidence¶

Ines Zeitlhofer 2024¶

Ines Zeitlhofer, Joerg Zumbach, Judith Schweppe. (2024). Complexity affects performance, cognitive load, and awareness. Learning and Instruction 94 (2024) 102001. https://doi.org/10.1016/j.learninstruc.2024.102001

q3 · i2 · causal · r2

In the between-subjects experiment (N = 98, Tower of Hanoi task), univariate analysis of Round 2 performance showed a small effect of consistently high complexity on time, with the printed effect size η2 = 0.05 (F (1,84) = 4.27, p < .04); the effect on number of moves was not significant.

"Regarding performance, univariate results indicated a small effect of consistently high task complexity on time in Round 2 (F (1,84) = 4.27, p < .04, η2 = 0.05)."

Ines Zeitlhofer 2024 (2)¶

Ines Zeitlhofer, Joerg Zumbach, Judith Schweppe. (2024). Complexity affects performance, cognitive load, and awareness. Learning and Instruction 94 (2024) 102001. https://doi.org/10.1016/j.learninstruc.2024.102001

q3 · i0 · causal · r2

In the delayed post-test two days later, both groups solved the six-disk task once; "there were no significant differences between the groups" on moves or time, with printed η2 = 0.00 for both, so equivalence was not tested.

"With respect to the post-test, there were no significant differences between the groups for either the number of moves (F (1,84) = 0.05, p = .82, η2 = 0.00) or time (F (1,84) = 0.01, p < .91, η2 = 0.00)."

Discussion¶

Related Claims¶

• Task complexity strongly affects germane cognitive load in Round 1, with effects dissipating by post-test — related
• Example-based sequences outperform problem-only practice for novices, and fading support is argued to aid transfer — a broader claim this one bears on
• The teacher-conference problem met the sweet spot of complexity: 10th graders generated solution ideas containing the targeted errors without solving the problem canonically — related
• Metacognition correlates with meta-awareness in the gradually increasing complexity group in Round 2, but not in the consistently high complexity group — related