LEARNING FROM EQUATIONS OR WORDS

A series of four experiments was designed to study the cognitive load consequences of learning from equations, as compared to words. Cogniti ve load theory suggests that some instructional procedures require lea rners to engage in cognitive activities solely because of the manner i n which information is presented rather than because of intrinsic char acteristics of the material. As a consequence, a heavy extraneous cogn itive load that interferes with learning may be imposed. It is suggest ed that in studying equations with unfamiliar notations, a heavy extra neous cognitive load is generated because mental integration of notati ons and meanings is required. The results of Experiment 1 supported th is suggestion. Experiment 2 found that when an equation format involve s simple equations and familiar notations, it is more effective than a n equivalent verbal format which requires substantial reading. Experim ent 3 showed that when the use of notations becomes automated after ex tended practice and thus reduces the extraneous cognitive load require d to mentally integrate notations and meanings, an equation format can be more effective than a verbal format. Experiment 4 indicated that s upplementing a concise equation format with extensive verbal informati on does not assist learning, because processing the extensive verbal i nformation induces a heavy cognitive load which creates redundancy eff ects. It was concluded that the efficacy of equations or words may dep end, in part, on their cognitive load consequences.