The Study Of The Impact Of Error Examples On Cognitive Load In Rule Learning

Cognitive load is the concept of a cognitive psychology category, refers to the total amount of people it takes cognitive resources of information processing in the learning or the task. In the existing domestic and foreign literature, the study results show that the erroneous example can improve learning outcomes of learners and promote learner's self-explanatory. Therefore, this paper is based on "Cognitive load theory" of Sweller,are a check mark and two feedbacks as influence factors, discusses how the erroneous example effects on the cognitive load of fifth-grade students, memory performance, sub-task performance and migration performance of learners under the influence of both. First 82 students from the Nanjing Jiulong School fifth grade prepare experiments, summed up error types of the problem. Then 354 fifth-grade elementary school students from Nanjing, Jiulong Elementary School, Baiyun yuan Elementary School and the Ming xiaoling Elementary School prepare Experiments 1 and 2. Experiment 1 is the use of multi-factor design that is problems types 2 (the relationship problem, the total multiple problem) x 2 (marked:Yes, No). The relationship problems include the more and less than integral multiples, the total multiple problems include the integral multiples, decimals and fractions multiples. The purpose of the experiment 1 is to study that erroneous example with marks or no mark impacts on learners'cognitive load.The dependent variable is memory performance, sub-task performance and migration performance.Experiment 2 is the use of multi-factor design that is problems types 2 (the relationship problem, the total multiple problem) x 2 (feedback:Yes, No). The relationship problems include the more and less than integral multiples, the total multiple problems include the integral multiples, decimals and fractions multiples.The purpose of the experiment 2 is to study that erroneous example with feedback or no feedback impacts on learners 'cognitive load.The dependent variable is memory performance, mental effort and migration performance.The results showed that:(1) the marked erroneous example can reduce extraneous cognitive load of learners. For simple problems, the marked erroneous example is significant influence on learners'memory performance and sub-task performance and is not significant influence on learners'migration performance.For more difficult problems, the erroneous example is not significant influence on learners'memory performance, sub-task performance and migration performance; (2) the erroneous example with feedback can increase the cognitive load of learners. For simple problems, erroneous example with feedback had no significant effect on the learners' memory performance. For more difficult problems, erroneous example with feedback had significant effect on the learners'migration performance and psychological effort. (3) For simple problems,the marked erroneous example is more effective than erroneous example with feedback. For difficult problems, the erroneous example with feedback is more advantageous than the marked erroneous example.