Techniques for reducing cognitive load: Difference between revisions
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* [[Worked-example effect]] | * [[Worked-example effect]] | ||
* [[Spaced repetition]] (kind of, especially when used in a specific way; see [http://augmentingcognition.com/ltm.html] for some ideas) | * [[Spaced repetition]] (kind of, especially when used in a specific way; see [http://augmentingcognition.com/ltm.html] for some ideas) | ||
* Related to the previous point, but spending a lot of time with the "basic conceptual building blocks" for an idea before moving on to the idea itself, i.e. making sure you understand the prerequisites well. | |||
* In math, various ways of justifying steps differ in terms of cognitive load: | * In math, various ways of justifying steps differ in terms of cognitive load: | ||
** Having a string of equalities like A=B=C=D and saying "where the first equality follows from ..., the second follows from ..." | ** Having a string of equalities like A=B=C=D and saying "where the first equality follows from ..., the second follows from ..." | ||
Latest revision as of 23:04, 10 September 2018
This page lists learning techniques for reducing cognitive load.
- Worked-example effect
- Spaced repetition (kind of, especially when used in a specific way; see [1] for some ideas)
- Related to the previous point, but spending a lot of time with the "basic conceptual building blocks" for an idea before moving on to the idea itself, i.e. making sure you understand the prerequisites well.
- In math, various ways of justifying steps differ in terms of cognitive load:
- Having a string of equalities like A=B=C=D and saying "where the first equality follows from ..., the second follows from ..."
- A format like:
- A = B (justification 1)
- = C (justification 2)
- = D (justification 3)
- A = B (justification 1)
- Tabular proofs with a justification column