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首页> 外文期刊>Educational psychology review >Attention, Working Memory, and Long-Term Memory in Multimedia Learning: An Integrated Perspective Based on Process Models of Working Memory
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Attention, Working Memory, and Long-Term Memory in Multimedia Learning: An Integrated Perspective Based on Process Models of Working Memory

机译：多媒体学习中的注意力，工作记忆和长期记忆：基于工作记忆过程模型的集成视角

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摘要

Cognitive models of multimedia learning such as the Cognitive Theory of Multimedia Learning (Mayer 2009) or the Cognitive Load Theory (Sweller 1999) are based on different cognitive models of working memory (e.g., Baddeley 1986) and long-term memory. The current paper describes a working memory model that has recently gained popularity in basic research: the embedded-processes model (Cowan 1999). The embeddedprocesses model argues that working memory is not a separate cognitive system but is the activated part of long-term memory. A subset of activated long-term memory is assumed to be particularly highlighted and is termed the "focus of attention." This model thus integrates working memory, long-term memory, and (voluntary and involuntary) attention, and referring to it within multimedia models provides the opportunity to model all these learning-relevant cognitive processes and systems in a unitary way. We make suggestions for incorporating this model into theories of multimedia learning. On this basis, one cannot only reinterpret crucial phenomena in multimedia learning that are attributed to working memory (the split-attention effect, the modality effect, the coherence effect, the signaling effect, the redundancy effect, and the expertise reversal effect) but also derive new predictions.
机译：多媒体学习的认知模型，例如多媒体学习的认知理论（Mayer 2009）或认知负荷理论（Sweller 1999），是基于工作记忆（例如Baddeley 1986）和长期记忆的不同认知模型。当前的论文描述了一种在基础研究中最近流行的工作记忆模型：嵌入式过程模型（Cowan 1999）。嵌入式过程模型认为，工作记忆不是一个单独的认知系统，而是长期记忆的激活部分。假定已激活的长期记忆的子集特别突出显示，并称为“关注焦点”。因此，该模型集成了工作记忆，长期记忆和（自愿和非自愿）注意力，并且在多媒体模型中对其进行引用提供了以统一的方式对所有这些与学习相关的认知过程和系统进行建模的机会。我们提出了将该模型纳入多媒体学习理论的建议。在此基础上，人们不仅可以重新解释多媒体学习中归因于工作记忆的关键现象（分裂注意力效应，情态效应，相干效应，信号效应，冗余效应和专业知识逆转效应），而且还可以得出新的预测。

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