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Gender effects of cognitive load induced by non biological motion in physical learning environments.

机译：非生物运动在物理学习环境中引起的认知负荷的性别效应。

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摘要

Abstract.;The theoretical foundations of cognitive load theory posit that some forms of learning can.;actually increase cognitive load levels, thus hindering learning. It is not known to what.;extent non biological movement within a physical learning environment might affect.;cognitive load levels during learning. The purpose of this study was to determine the.;effect of continuous and intermittent non biological movement, presented in the far.;peripheral visual field on cognitive load levels in males and females. The first two.;research questions address the effect of continuous non biological movement on gender.;and the last two research questions address the effect of intermittent non biological.;movement on gender. The test sample of 126 individuals was taken from a population of.;male (n=63) and female (n=63) office workers in Huntsville, Alabama, between the ages.;of 20 and 70 years. A quantitative methodology employing a 2-way between subjects.;experimental design was used to collect the total time required to complete a cognitive.;task in the presence of the movement types. An ANOVA was used to analyze mean.;differences in the task completion times between the experimental groups. The results.;indicated that the main effects of gender, F(2, 125) = .456, p > .05 and movement, F(2,;125) = .208, p >.05, were not statistically significant. The interaction effects between the.;independent variables gender and movement were also not significant, F(2, 125) = 1.528,;p > .05. The fact that non biological sensory inputs had no effect on cognitive load levels.;suggests the possibility that this type of sensory input might represent a type of.;biologically primary information that is not limited by working memory capacity.;Keywords: cognitive load, gender effects, far peripheral vision, physical learning.;environment.
机译：摘要：认知负荷理论的理论基础认为，某些形式的学习可以实际提高认知负荷水平，从而阻碍学习。尚不清楚什么；在物理学习环境中过度的非生物运动可能会影响；学习过程中的认知负荷水平。这项研究的目的是确定连续和间歇性非生物运动的影响，该现象在远处呈现出对男性和女性认知负荷水平的影响。前两个研究问题解决了持续的非生物运动对性别的影响；最后两个研究问题解决了间歇性的非生物运动对性别的影响。从阿拉巴马州亨茨维尔的20岁至70岁年龄段的男性（n = 63）和女性（n = 63）上班族中抽取了126个人的测试样本。在受试者之间采用双向方法的定量方法是通过实验设计来收集在存在运动类型的情况下完成认知任务所需的总时间。 ANOVA用于分析均值；实验组之间的任务完成时间差异。结果表明，性别的主要影响F（2，125）= .456，p> .05和运动，F（2，; 125）= .208，p> .05，在统计学上不显着。独立变量性别与运动之间的交互作用也不显着，F（2，125）= 1.528 ,; p> .05。非生物感官输入对认知负荷水平没有影响的事实;建议这种类型的感官输入可能代表一种类型的生物学信息，不受工作记忆能力的限制;关键字：认知负荷性别影响，远距离视力，体育学习；环境。

著录项

  • 作者

    Bevilacqua, Andrew Thomas.;

  • 作者单位

    Grand Canyon University.;

  • 授予单位 Grand Canyon University.;
  • 学科 Cognitive psychology.
  • 学位 Ph.D.
  • 年度 2017
  • 页码 182 p.
  • 总页数 182
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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