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首页> 外文期刊>The quarterly journal of experimental psychology: QJEP >Does task-irrelevant colour information create extraneous cognitive load? Evidence from a learning task
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Does task-irrelevant colour information create extraneous cognitive load? Evidence from a learning task

机译：任务 - 无关的颜色信息会产生外来的认知负载吗？ 来自学习任务的证据

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Previous studies have shown that task-irrelevant information impedes learning by creating extraneous cognitive load. But still open is whether such intrusion reflects a purely semantic phenomenon or whether it also stands for sheer perceptual interference. Using Cognitive Load Theory as a framework, this study aimed to answer this question by examining whether and how task-irrelevant colour information modifies extraneous cognitive load in relation to a new code-learning paradigm. For this purpose, university students were asked to learn, based on an example, associations between colour-related and colour-unrelated words and digits presented in black or in a mismatched ink colour. Evident costs in learning efficacy were found in learning the associations between words and digits for colour-related, but not for colour-unrelated, word stimuli. This suggests that interference by task-irrelevant information in learning stands for a mere semantic conflict. Implications of the findings for extraneous cognitive load on learning efficacy are discussed.
机译：以前的研究表明，任务 - 无关的信息通过产生外来认知负荷阻碍学习。但仍然是开放的，这些入侵是否反映了纯粹的语义现象，或者是否也代表纯粹感知干扰。使用认知负载理论作为框架，本研究旨在通过检查任务无关的颜色信息是否如何修改与新的代码学习范例相关的外来认知负荷来回答这个问题。为此目的，提出大学生基于示例，基于示例，在黑色或黑色或不匹配的墨水颜色中呈现的颜色相关和颜色无关的单词和数字之间的关联。在学习与颜色相关的单词和数字之间的关联时，可以在学习学习效力方面的明显成本，但不是用于颜色无关的词刺激。这表明学习中的任务 - 无关信息的干扰是仅仅是语义冲突。讨论了关于学习效能的外来认知负荷的发现的影响。

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