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Verbal and Visual Processes in Children's Learning: I. Meaning in Paired Associate Learning. Report from the Project on Variables and Processes in Cognitive Learning.

Joel R. Levin, James M. Horvitz · 1970

Cited by 0

Identifying key visual-cognitive processes in students’ interpretation of graph representations using eye-tracking data and math/machine learning based data analysis

Enrique García Moreno-Esteva, Sonia White, Joanne M. Wood et al. · Työväentutkimus Vuosikirja · 2017

We present a mathematical and computational analysis, partially based on machine learning techniques, of the visual scan-paths obtained during a graph interpretation task which allows us to identify when the problem solver succeeds in solving the problem with a fair degree of accuracy, and helps to understand the visual-cognitive processes at work during the problem solving task.

Cited by 3Open access

Virtual reality in education: impact of instructional design on learning outcomes and cognitive load

Albus, Patrick · OPen Access Repositorium der Universität Ulm (OPARU) (Ulm University) · 2023

Virtual Reality Learning Environments (VRLE) are realistic computer-generated environments designed to stimulate multiple senses and provide a highly immersive learning experience. The visual nature of VRLE allows learners to dynamically engage and interact with learning materials from multiple perspectives. To optimize the learning experience in these environments, it is important to understand the underlying cognitive processes and support them through appropriate instructional design. This dissertation investigates the transferability of traditional multimedia learning theories and resulting multimedia design principles to VRLE. The aim of this research is to gain a deeper understanding of the underlying cognitive learning processes in VRLE so that instructional design can be directed towards supporting these processes. Within this dissertation, three empirical studies were conducted with this goal. The first study examined the effects of signaling on differential learning outcomes and cognitive load in a low immersion VRLE. In this study, visual signals were used to highlight elements relevant to learning. The second study built on these results and examined the effects of textual signals on the same outcome variables in a high immersive VRLE. The third study examined the effects of modality on learning outcomes and cognitive load in a high immersive VRLE in which the additional learning text was presented as either visual-only or audio-visual. The results of this dissertation provide valuable insights into the transferability of traditional multimedia learning theories to VRLE. The findings suggest that instructional designs established in traditional learning environments can be adapted to VRLE, with some modifications to address the unique characteristics of VRLE. The findings also highlight the need for further research to fully understand the underlying cognitive processes during VRLE and how instructional design can best support these processes. Overall, this dissertation makes a significant contribution to our understanding of learning in VRLE, and provides guidance for instructional design

Cited by 0Open access

The modality effect reverses in a virtual reality learning environment and influences cognitive load

Patrick Albus, Tina Seufert · Instructional Science · 2023

Abstract When Virtual Reality (VR) is used to present learning content, the three-dimensional image is often not sufficient and additional text is required, either in the form of visual or auditory text. Such additional instructional text could be particularly beneficial due to the many visual stimuli and the risk of visual working memory overload. Relieving working memory by using both channels in the audio-visual presentation, there might be more cognitive capacity available to invest in germane processes for learning. In addition, the image and the text can be processed simultaneously, supporting deeper learning processes. Based on the modality effect, it is therefore assumed that an audio-visual presentation in VR, compared to a visual-only presentation, can lead to higher learning outcomes (recall, comprehension and transfer). In a between-subjects design we analysed the modality principle in VR with 61 subjects (69% female). We hypothesized that when verbal information in VR is given auditorily instead of visually, it leads to overall higher learning outcomes. For intrinsic cognitive load we assumed no differences, but lower extraneous cognitive load and higher germane cognitive load for the audio-visual condition. However, results show a reverse modality effect. The visual-only condition showed higher learning outcome scores for recall, comprehension and transfer. As expected, the conditions showed no differences with regard to the intrinsic cognitive load. However, we also found no differences in extraneous cognitive load. Contrary to our hypothesis we found higher germane cognitive load for the visual-only condition compared to the audio-visual condition, which may be attributed to repeated reading, reading strategies or other self-regulatory strategies. Future research could focus on the use of strategies or evaluate relevant process data.

Cited by 27Open access

Contexto Sociocultural de la familia y su relación con los Procesos Cognitivos determinantes del Aprendizaje lector inicial en niños y niñas de 5 años de la Institución Educativa Nº 314 del distrito de Rioja en el año 2008

Grández Noriega, Janina, 8c0a94d8-b7e6-4421-a076-500086b86dc1, Pérez Corrales, Deisy et al. · renati · 2016

The investigation (research) named sociocultural context of the family and his (her, your) relation with the cognitive determinant processes of the reading initial learning in children and 5-year-old girls of the Educational institution N º 314 of the district of Rioja in the year 2008, had for aim (lens) analyze the relation of the sociocultural context of the family with the cognitive determinant processes of the reading initial learning in children and 5-year-old girls of the Educational institution N ° 314 of the district of Rioja in the year 2008. The sociocultural context of the family understands (includes) the level of education of the father and of the mother; the interest of father and of the mother far the education of his (her, your) children; and, the type of family. The cognitive determinant processes of the reading initial learning are: the phonological conscience the semantic recognition and the visual memory (report). The sociocultural context of the family understands (includes) the level of education of the father and of the mother; the interest of father and of the mother far the education of his (her, your) children; and, the type of family. The cognitive determinant processes of the reading initial learning are: the phonological conscience, the semantic recognition and the visual memory (report). Confirmed (Resisted) the hypotheses one has thought that the level of education of the mothers relates inversely proportionally to the cognitive determinant processes of the reading initial learning. The level of education of the parents relates inversely proportionally to the cognitive determinant processes of the reading initial learning. The interest of the mothers for the education of his (her, your) children relates inversely proportionally to the cognitive determinant processes of the reading initial learning. The interest of the parents for the education of his (her, your) children relates inversely proportionally to the cognitive determinant processes of the reading initial learning. The type of family relates inversely proportionally to the cognitive determinant processes of the reading initial learning.

Cited by 0Open access

Competitive neurocognitive networks underlying visual statistical learning

Dezső Németh, Teodóra Vékony · Journal of Vision · 2023

Human perceptual learning depends on multiple cognitive systems related to dissociable brain structures. These systems interact not only in cooperative but sometimes competitive ways in optimizing performance. Previous studies showed that manipulations reducing the engagement of frontal lobe-mediated explicit, attentional processes could lead to improved performance in visual statistical learning. Here I present three studies in which we investigated the competitive relationship between statistical learning and frontal lobe-mediated executive functions. The first and second studies focus on functional brain connectivity during visual statistical learning measured by high-density EEG and fMRI. The results showed that weaker long-range connectivity from the dorsolateral prefrontal cortex (DLPFC) resulted in better visual statistical learning. The third study showed that inhibitory repetitive transcranial magnetic stimulation over the dorsolateral prefrontal cortex enhanced visual statistical learning and predictive processing. Our result sheds light not only on the competitive nature of brain systems in cognitive processes but also could have important implications for developing new methods to boost learning and memory.

Cited by 0Open access

Personalized Wearable Guides or Audio Guides: An Evaluation of Personalized Museum Guides for Improving Learning Achievement and Cognitive Load

Jerry Chih‐Yuan Sun, Shih‐Jou Yu · International Journal of Human-Computer Interaction · 2018

This study aimed to investigate the effects of incorporating personalized learning based on students’ learning styles (visual or verbal) into wearable or audio museum guides. Personalized learning is achieved by matching participants’ learning styles with either a wearable or an audio guide. The participants in this study consisted of 79 university students divided into four groups: audio guide-visual, audio guide-verbal, wearable guide-visual, and wearable guide-verbal. The students’ cognitive load (intrinsic, extraneous, and germane) and learning achievement (remembering, understanding, and analyzing) were assessed and compared. In this study, it was found that personalized learning helps to reduce students’ intrinsic cognitive load and extraneous cognitive load, while increasing their germane cognitive load and improving their ability to memorize. It is suggested that museum educators refer to our classification of learning styles, provide visitors with personalized devices, and incorporate wearable guide devices into their museums’ learning processes, in order to improve visitors’ learning achievement.

Cited by 20

Visual learning and education for augmented reality environments

Anita Macauda · Archivio istituzionale della ricerca (Alma Mater Studiorum Università di Bologna) · 2020

Studies on the neurosciences and the cognitive sciences have shown the existing interconnections between visual perception and cognition in the knowledge/interaction with the world. It is recognised in particular how the perception of the information in the multimedia format can improve the teaching-learning processes. With reference to the neuro-cognitive and cognitive aspects, I will focus my attention on visual learning, with particular regard to the use of augmented reality technologies. The present contribution aims specifically to identify the elements of tangency between visual educational perspectives and the construction/use of augmented digital environments.

Cited by 1Open access

Cognitive Theory of Multimedia Learning

Richard E. Mayer · Cambridge University Press eBooks · 2005

A fundamental hypothesis underlying research on multimedia learning is that multimedia instructional messages that are designed in light of how the human mind works are more likely to lead to meaningful learning than those that are not. The cognitive theory of multimedia learning (CTML) is based on three cognitive science principles of learning: the human information processing system includes dual channels for visual/pictorial and auditory/verbal processing (i.e., dual-channels assumption); each channel has limited capacity for processing (i.e., limited capacity assumption); and active learning entails carrying out a coordinated set of cognitive processes during learning (i.e., active processing assumption). The cognitive theory of multimedia learning specifies five cognitive processes in multimedia learning: selecting relevant words from the presented text or narration, selecting relevant images from the presented illustrations, organizing the selected words into a coherent verbal representation, organizing selected images into a coherent pictorial representation, and integrating the pictorial and verbal representations and prior knowledge. Multimedia instructional messages should be designed to prime these processes.

Cited by 1,476

The Interplay Between Multisensory Associative Learning and IQ in Children

Barutchu, A, Fifer, Joanne M, Shivdasani, MN et al. · La Trobe University · 2020

This study assessed the developmental profile of unisensory and multisensory processes, and their contribution to children's intellectual abilities (8- and 11-year olds, N = 38, compared to adults, N = 19) using a simple audiovisual detection task and three incidental associative learning tasks with different sensory signals: visual-verbal with pseudowords, novel audiovisual, and visual-visual. The level of immaturity throughout childhood was dependent on both, the sensory signal type and the task. Associative learning was significantly enhanced with verbal sounds, compared to novel audiovisual and unisensory visual learning. Visual-verbal learning was also the best predictor of children's general intellectual abilities. The results demonstrate a separate developmental trajectory for visual and verbal multisensory processes and independent contributions to the development of cognitive abilities throughout childhood.

Cited by 0Open access

The Interplay Between Multisensory Associative Learning and IQ in Children

Barutchu, A, Fifer, Joanne M, Shivdasani, MN et al. · La Trobe University · 2020

This study assessed the developmental profile of unisensory and multisensory processes, and their contribution to children's intellectual abilities (8- and 11-year olds, N = 38, compared to adults, N = 19) using a simple audiovisual detection task and three incidental associative learning tasks with different sensory signals: visual-verbal with pseudowords, novel audiovisual, and visual-visual. The level of immaturity throughout childhood was dependent on both, the sensory signal type and the task. Associative learning was significantly enhanced with verbal sounds, compared to novel audiovisual and unisensory visual learning. Visual-verbal learning was also the best predictor of children's general intellectual abilities. The results demonstrate a separate developmental trajectory for visual and verbal multisensory processes and independent contributions to the development of cognitive abilities throughout childhood.

Cited by 0Open access

The Interplay Between Multisensory Associative Learning and IQ in Children

Ayla Barutchu, Joanne M Fifer, Mohit N. Shivdasani et al. · Child Development · 2019

This study assessed the developmental profile of unisensory and multisensory processes, and their contribution to children's intellectual abilities (8- and 11-year olds, N = 38, compared to adults, N = 19) using a simple audiovisual detection task and three incidental associative learning tasks with different sensory signals: visual-verbal with pseudowords, novel audiovisual, and visual-visual. The level of immaturity throughout childhood was dependent on both, the sensory signal type and the task. Associative learning was significantly enhanced with verbal sounds, compared to novel audiovisual and unisensory visual learning. Visual-verbal learning was also the best predictor of children's general intellectual abilities. The results demonstrate a separate developmental trajectory for visual and verbal multisensory processes and independent contributions to the development of cognitive abilities throughout childhood.

Cited by 25Open access

Cognitive Processes Involved in Visual Thought

Advances in multimedia and interactive technologies book series · 2013

Cognitive thinking is discussed here in terms of processes involved in visual thought and visual problem solving. This chapter recapitulates basic information about human cognition, cognitive structures, and perceptual learning in relation to visual thought. It tells about some ideas in cognitive science, cognitive functions in specific parts of the brain, reviews ideas about thinking visually and verbally, critical versus creative thinking, components of creative performance, mental imagery, visual reasoning, and mental images. Imagery and memory, visual intelligence, visual intelligence tests, and multiple intelligences theory make further parts of the chapter. This is followed by some comments on cognitive development, higher order thinking skills, visual development of a child, the meaning of student art in the course of visual development, and the role of computer graphics in visual development.

Cited by 0

Students' Cognitive Process to Solve Mathematics Problems Based on Learning Style

Binur Panjaitan · AL-ISHLAH Jurnal Pendidikan · 2023

The purpose of this study was to describe the cognitive processes of students in solving mathematical problems. This research is a qualitative exploratory research. Researchers explore things that affect the occurrence of the subject's cognitive processes through in-depth interviews. Subjects were selected based on the results of the study of learning styles. The subject of this research is one student with visual, one auditory, one kinesthetic and one tactile learning styles. To investigate student learning styles, the interpretation of Perceptual Learning Style elements is used. The stages of problem solving in this research are to understand the problem, make a plan of completion, complete according to plan and look back. Mathematical problems from story problems and proof problems. Data from interviews and written work that have been valid were analyzed by examining how the subject's cognitive process towards the problem. The results showed that there were differences in the cognitive processes of visual, auditory, kinesthetic and tactile subjects in solving mathematical problems, both in story problems and in proof questions.

Cited by 2Open access

Language and Meaning

Stephen Grossberg · 2026

Abstract This chapter describes a biological neural network model that can be used to explain how children and adults learn to understand language meanings about the perceptual, affective, and motoric events that they consciously experience. This kind of learning often occurs when a child, or adult, interacts with a teacher to learn language meanings about events that they experience together. Multiple types of self-organizing brain processes are involved in learning language meanings, including many processes that are also needed to understand art and music. These brain processes control conscious visual and auditory perception, joint attention, object learning and conscious recognition, cognitive working memory, cognitive planning, emotion, cognitive-emotional interactions, volition, and goal-oriented actions.

Cited by 0

Integrating Visual and Verbal Knowledge During Classroom Learning with Computer Tutors

2008

Prior research in multimedia learning has demonstrated that materials that present visual and verbal information in an integrated, rather than split-source, format can support successful learning outcomes. These benefits often are attributed to reductions in cognitive load during learning; however, linking visual and verbal sources in materials also may support cognitive processes that coordinate visual and verbal knowledge. We tested the effects of integrated visualverbal learning materials by implementing a diagram-based version of an intelligent tutoring system for geometry in 10 th grade classrooms. Compared to a standard split-source version of the tutor, students working with the integrated tutor performed better on far transfer tasks that tested deep understanding of connections between conceptual geometry principles and diagram features. Findings demonstrate that integrated materials support development of coordinated visual-verbal knowledge during learning.

Cited by 0

Perspectives on cognitive informatics

Zhongzhi Shi, Jun Shi · 2004

From a scientific perspective explaining how the brain thinks is a big goal. Cognitive informatics studies intelligent behavior from a computational point of view in terms of updated research efforts and processes of brain science and neuroscience. Cognitive informatics is the interdisciplinary study of cognition. Cognition includes mental states and processes, such as thinking, reasoning, remembering, language understanding and generation, visual and auditory perception, learning, consciousness, emotions, etc. In this paper we will point out basic research topics of learning, memory, thought, language, and neural computing which are active fields related to cognitive informatics.

Cited by 13

REALIZATION OF VISUAL TECHNIQUE DIDACTIC APPROACH IN ALGORITHMIC TRAINING OF STUDENTS THROUGH INFORMATION AND COMMUNICATION TECHNOLOGIES OF EDUCATIONAL ENVIRONMENT

Serhii Voloshynov, Н.В. Осипова · Information Technologies in Education · 2016

The article examines the development of visual learning theory, states functions of accuracy and peculiarities of visual technique realization in modern studying process, it defines the concept of “Visual learning environment” and didactic role of interactive and multimedia visualization processes. Authors examine the problem of determination of cognitive visualization potential in algorithmic training of students through information and communication technologies of educational environment. This article specifies functions of visual aids use and implementation features of the specified principle in modern educational process and proves the didactic role of interactive multimedia visualization process that stimulates cognitive activity of student and activates perceptive mechanism of teaching information. It analyzes problem of cognitive visualization potential capacity of training of future marine personnel using informational communicative educational environment.

Cited by 1Open access

Signaling in 360° Desktop Virtual Reality Influences Learning Outcome and Cognitive Load

Patrick Albus, Tina Seufert · Frontiers in Education · 2022

Learning with desktop virtual reality learning environments (DVR) can be highly visual and present many visual stimuli simultaneously. This can be distracting and require instructional support to help learners in their learning processes. The signaling principle could be a promising approach to support these processes, as signals can guide learners’ attention to the relevant information ( Mayer, 2005 ). The present study investigated the effects of signals in a 360° DVR on learning outcomes and cognitive load. In our between-subjects design, we examined a total of N = 96 participants who were randomly assigned to the signaling or non-signaling group. We hypothesized that the signaling group would achieve higher recall, comprehension, and transfer performance than the non-signaling group. We also expected that the signaling group would experience less extraneous cognitive load and higher germane cognitive load than the non-signaling group. The results show that learners who received signals in a DVR achieved significantly higher recall and comprehension scores than learners who did not receive signals. Transfer performance did not differ between groups. Participants in the signals group also experienced significantly lower extraneous cognitive load than participants in the non-signaling group. However, no differences in germane cognitive load were found between groups. These results suggest that learners in a DVR can be supported by signals in their learning processes while simultaneously helping to reduce unnecessary cognitive load.

Cited by 19Open access

How Does the Cerebral Cortex Work? Developement, Learning, Attention, and 3D Vision by Laminar Circuits of Visual Cortex

Grossberg, Stephen · OpenBU/Boston University Institutional Repository (Boston University) · 2011

A key goal of behavioral and cognitive neuroscience is to link brain mechanisms to behavioral functions. The present article describes recent progress towards explaining how the visual cortex sees. Visual cortex, like many parts of perceptual and cognitive neocortex, is organized into six main layers of cells, as well as characteristic sub-lamina. Here it is proposed how these layered circuits help to realize the processes of developement, learning, perceptual grouping, attention, and 3D vision through a combination of bottom-up, horizontal, and top-down interactions. A key theme is that the mechanisms which enable developement and learning to occur in a stable way imply properties of adult behavior. These results thus begin to unify three fields: infant cortical developement, adult cortical neurophysiology and anatomy, and adult visual perception. The identified cortical mechanisms promise to generalize to explain how other perceptual and cognitive processes work.

Cited by 0