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Annotated Bibliographies For Module 3: Ed.) - (Pp. 77-91) - Boston
Annotated Bibliographies For Module 3: Ed.) - (Pp. 77-91) - Boston
Annotated Bibliographies For Module 3: Ed.) - (Pp. 77-91) - Boston
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This articles main focus was on variance. The author talked about having large and small
variance and how much information is given with the two. The term amount of information
refers to variance, and the term amount of transmitted information refers to covariance or
correlation (Miller, 1956, pp. 343). When there is more information, it gives more alternatives.
Simple is better.
A study was shown to show how absolute judgments affect stimuli. The channel capacity was
able to describe human observers. If there were more variables added to the display, then the
total capacity is increased. However, the accuracy for any particular variable is decreased
(Miller, 1956, pp. 348).
Three important devices which are important are to make relate rather than absolute judgements,
increase the number of dimensions, or to arrange the task in a way so that several absolute
judgements in a row are made in a sequence (Miller, 1956, pp. 349).
#4 Kalyuga, S. (2010). Schema acquisition and sources of cognitive load. In J.L. Plass, R.
Moreno, & R. Brunken, Cognitive Load Theory (pp. 48-64). New York: Cambridge.
This book excerpt discussed schema and how it relates to placing things in chunks to help
remember things. The way people respond to things all depends on their experiences and levels
of schema (Kalyuga, 2010, pp. 49). The more experienced a person becomes, the more their
schema changes too (Kalyuga, 2010, pp. 50). The author stated, As learners acquire more
knowledge and experience in the domain, their schemas evolve and become more redefined
(Kalyuga, 2010, pp. 51).
There are different types of cognitive load. One type is intrinsic cognitive load. In this cognitive
load in instruction, is having activities that help build knowledge in working memory (Kalyuga,
2010, pp. 52).
Another cognitive load is extraneous cognitive load. With this cognitive load, it is determined by
how the instruction is designed. Extraneous load is when the learner is involved in the cognitive
activities based on how the learning tasks are organized and presented rather than it being
essential for achieving instructional goals (Kalyuga, 2010, pp. 53-54).
#5 Eom, B., & Jee Eun, S. (2016). The Effects of Sentence Repetition-Based Working Memory
Treatment on Sentence Comprehension Abilities in Individuals with Aphasia. American Journal
Of Speech-Language Pathology, 25, 823-838.
I selected this article because after reading about how working memory is enhanced by using
chunks. I wondered if that would help someone with aphasia. The motivation for the study was
to see if repetition-based treatment would assist in other modalities (Eom & Jee Eun, 2016, 824).
A participant with mild aphasia was asked to repeat some sentences. Some of the sentences were
simple and also complex. As the sentences became longer, so did the difficulty for the participant
in remembering the sentence (Eom & Jee Eun, 2016, 824).
What I discovered in this article was that the authors believed that with working-memory
treatment it would yield to improvements in language abilities. After treatment, the participant
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received gains in a trained stimuli, but with limited gains in an untrained stimuli (Eom & Jee
Eun, 2016, 824).
There was another study conducted with massed sentence-repetition theory (MSRT) versus
distributed speech-language therapy (DSLT). In the study, it was found out that repetition
abilities improved for treated and untreated sentences. It was shown that MSRT showed more
gains and was more effective (Eom & Jee Eun, 2016, 825).