Instructional Compensation for Age-Related Cognitive Declines: Effects of Goal Specificity in Maze Learning

By Fred Paas, G. Camp, Remy M. J. P. Rikers. 2001

95 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Automotive Engineering, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/c60b18dbc110f6850702122201b8146db0c890f5

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

1. Fred Paas
2. Tamara van Gog
3. John Sweller
4. J. V. van Merriënboer
5. Liesbeth Kester
6. Paul Ayres
7. Pieter Wouters
8. Richard E. Mayer

In Automotive Engineering

1. John Sweller
2. J. V. van Merriënboer
3. Huib K. Tabbers
4. Fred Paas
5. Tamara van Gog
6. Paul Ayres

In Experimental and Cognitive Psychology

1. Fred Paas
2. Tamara van Gog
3. John Sweller
4. J. V. van Merriënboer
5. Paul Ayres
6. Liesbeth Kester
7. Richard E. Mayer
8. Slava Kalyuga

Citations in the corpus

• Cognitive Load Theory: A Broader View on the Role of Memory in Learning and Education (2014, background): “…instructional methods have focused to a large extent on manipulating aspects of the learning task, such as goal specificity (e.g., Ayres 1993; Paas et al. 2001; Sweller 1988), redundancy (e.g., Sweller and Chandler 1991; Kalyuga et al. 1999; Liu et al. 2011) and split attention (e.g., Ayres…”
• Effects of the Physical Environment on Cognitive Load and Learning: Towards a New Model of Cognitive Load (2014, background): “Learner characteristics that have been considered in CLT research are expertise (e.g., Kalyuga et al. 2003; Kalyuga et al. 2012), age (e.g., Paas et al. 2001; Van Gerven et al. 2006), motivation (e.g., Paas et al. 2005), and affect (e.g., Fraser et al. 2012).”
• Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions (2005, background): “Indeed, the results of recent studies indicate that instruction based on CLT is relatively more effective for older learners than for younger learners (Paas et al., 2001; van Gerven et al., 2002, 2003).”
• Teaching complex rather than simple tasks: balancing intrinsic and germane load to enhance transfer of learning (2006, background): “Paas, Camp, and Rikers (2001) showed that providing limited guidance by loosely indicating the goal (i.e. the end point of the maze) is more effective in maze learning tasks than giving a precise description of the goal.”
• Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives (2010, background): “The goal-free effect has been studied in cognitive load research with problem-solving tasks (e.g., Ayres 1993; Paas et al. 2001; Sweller and Levine 1982) and shows that learning is enhanced when students are not provided with a specific goal during problem solving.”
• How to Optimize Learning From Animated Models: A Review of Guidelines Based on Cognitive Load (2008, background): “Paas, Camp, and Rikers (2001) investigated the effects of goal specifity on younger and elder learners.”
• Cognitive Load Measurement as a Means to Advance Cognitive Load Theory (2003, background): “…involving goal-specific or goal-free tasks disproportionately compromise or enhance elderly people’s learning and transfer performance, respectively (Paas et al., 2001); to expertise level and task format, indicating that the positive effects on learning found for novices disappear or reverse with…”