In two studies, we investigated whether a recently developed psychometric instrument can differentiate intrinsic, extraneous, and germane cognitive load. Study I revealed a similar three-factor solution for language learning (n=108) and a statistics lecture (n=174), and statistics exam scores correlated negatively with the factors assumed to represent intrinsic and extraneous cognitive load during the lecture. In Study II, university freshmen who studied applications of Bayes' theorem in example-example (n=18) or example-problem (n=18) condition demonstrated better posttest performance than their peers who studied the applications in problem-example (n=18) or problem-problem (n=20) condition, and a slightly modified version of the aforementioned psychometric instrument could help researchers to differentiate intrinsic and extraneous cognitive load. The findings provide support for a recent reconceptualization of germane cognitive load as referring to the actual working memory resources devoted to dealing with intrinsic cognitive load.

Additional Metadata
Keywords Cognitive load, Example-example pairs, Example-problem pairs, Problem-example pairs, Problem-problem pairs
Persistent URL dx.doi.org/10.1016/j.learninstruc.2013.12.001, hdl.handle.net/1765/73870
Journal Learning and Instruction
Citation
Leppink, J, Paas, G.W.C, van Gog, T.A.J.M, van der Vleuten, C.P.M, & van Merriënboer, J.J.G. (2014). Effects of pairs of problems and examples on task performance and different types of cognitive load. Learning and Instruction, 30, 32–42. doi:10.1016/j.learninstruc.2013.12.001