For a fixed quantity of information, the mere pace of information presentation can affect learning performance¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? For a fixed quantity of information, the mere pace of information presentation affects learning performance, a result commonly used slot-based working memory models cannot explain. → Sébastien Puma 2018

Evidence¶

Sébastien Puma 2018¶

Sébastien Puma, Nadine Matton, Pierre-Vincent Paubel, André Tricot. (2018). Cognitive Load Theory and Time Considerations: Using the Time-Based Resource Sharing Model. Educational Psychology Review, 30 (3). https://doi.org/10.1007/s10648-018-9438-6

q2 · i? · causal · r?

The article reports, citing recent results, that "for a fixed quantity of information, the mere pace of information presentation can affect learning performance". It states that commonly used slot-based working memory models cannot explain such results, motivating the TBRS approach. No effect size is printed in the available text.

"However, recent results have shown that for a fixed quantity of information, the mere pace of information presentation can affect learning performance. Commonly used working memory models cannot explain such results."

Discussion¶

Related Claims¶

• Cognitive Load Theory has traditionally used slot-based working memory capacity models — related
• Judging words as likely to be forgotten enhanced their recall relative to unselected words under simultaneous presentation with fixed or self-paced study time — related
• TBRS-model-derived hypotheses about presentation-pace effects were supported in two experiments, provided prior knowledge is taken into account — a narrower finding that bears on this claim