認知負荷

認知負荷（粵拼：jing6 zi1 fu6 ho6；英文：cognitive load）喺認知心理學上嘅一個概念，定義上係指一件認知作業所霸走嘅工作記憶資源有幾多：當一個認知系統嘗試處理資訊解難嗰時，佢要接收各種嘅外界資訊，同時又要由長期記憶嗰度提取需要用嘅資訊，負責暫時儲住呢啲用緊嘅資訊，等個系統可以對呢啲資訊作出運算嘅子系統就係所謂嘅工作記憶（WM）；一件作業會霸走若干量嘅工作記憶資源（認知負荷），而一般嚟講，一個個體花愈多認知資源喺一件作業上，佢喺嗰個作業上嘅表現就會愈好－答啱嘅機會率上升、反應時間變快同更加快搞掂等等^[1]^[2]。

認知負荷受好多因素影響，例如專家知識就會減低一件工作嘅認知負荷－簡單講即係，一個人做一件作業做得愈熟手，佢做件作業嗰陣要受嘅認知負荷就會愈少，愈可以喺做嗰樣嘢嗰陣空啲認知資源出嚟做第樣嘢^[3]^[4]。

量度方法

喺心理學實驗當中，認知負荷可以用三大方法量度^[1]：

問卷，研究者可以喺實驗後或者途中要求受試者答 9 分做滿分，自己受嘅認知負荷有幾勁^[5]。
生理量度，一般認為腦活動（睇埋事件相關電位）同眼活動（斬眼有幾快同瞳孔嘅放大）等都能夠反映認知負荷^[1]。
次要作業表現，俾受試者同時做另一件比較無關痛癢嘅作業（例：數熒幕嘅另一邊有幾多次有粒星閃過），如果受試者真係集中精神做件主要作業，佢喺呢件次要作業嘅表現應該會差^[6]。

分類

當一個人喺度做一件作業，喺每一個時間點，佢嘅總認知負荷係三個數嘅總和^[1]：

{\text{Fu ho}}=I+E+G

；

I

代表本質負荷（intrinsic load），即係件作業本身嘅複雜性所造成嘅負荷。

E

代表外來負荷（extraneous load），即係指因為要理解件作業所造成嘅負荷；呢個數值喺教育學上好取決於個老師教得好唔好－一個好嘅老師理應要能夠為學習者提供清楚易明嘅指示，令

E

嘅數值有咁細得咁細。

G

係指相關負荷（germane load），指個認知系統一路做件作業一路處理同重組基模（簡單講就係一路做一路學習）造成嘅負荷。

睇埋

文獻

Barrett, H. C.; Frederick, D.; Haselton, M.; Kurzban, R. (2006). "Can manipulations of cognitive load be used to test evolutionary hypotheses?" (PDF). Journal of Personality and Social Psychology. 91 (3): 513–518. CiteSeerX 10.1.1.583.7931. doi:10.1037/0022-3514.91.3.513. PMID 16938033. Archived from the original on 2011-06-08.
Cooper, G. (1990). "Cognitive load theory as an aid for instructional design". Australasian Journal of Educational Technology. 6 (2): 108–113. doi:10.14742/ajet.2322. Archived from the original on 2002-10-28.]
Plass, J.L.; Moreno, R.; Brünken, R., eds. (2010). Cognitive Load Theory. New York: Cambridge University Press. ISBN 9780521677585.
Sweller, J. (1994). "Cognitive Load Theory, learning difficulty, and instructional design". Learning and Instruction. 4 (4): 295–312. doi:10.1016/0959-4752(94)90003-5.
Sweller, J. (1999). Instructional design in technical areas. Camberwell, Australia: Australian Council for Educational Research. ISBN 978-0-86431-312-6.

引咗

↑ ^1.0 ^1.1 ^1.2 ^1.3 Plass, J.L.; Moreno, R.; Brünken, R., eds. (2010). Cognitive Load Theory. New York: Cambridge University Press.
↑ Frein, Scott T.; Jones, Samantha L.; Gerow, Jennifer E. (November 2013). "When it comes to Facebook there may be more to bad memory than just multitasking". Computers in Human Behavior. 29 (6): 2179–2182.
↑ Fink, A., & Neubauer, A. C. (2001). Speed of information processing, psychometric intelligence, and time estimation as an index of cognitive load. Personality & Individual Differences, 30, 1009–1021.
↑ Paas, F., & van Merriënboer, J. J. G. (1994). Instructional control of cognitive load in the training of complex cognitive tasks. Educational Psychology Review, 6, 51–71.
↑ Gopher, D., & Braune, R. (1984). On the psychophysics of workload: Why bother with subjective measures? Human Factors, 26, 519–532.
↑ van Merriënboer, J. J. G, Schuurman, J. G., de Croock, M. B. M., & Paas, F. (2002). Redirecting learners’ attention during training: Effects on cognitive load, transfer test performance and training. Learning and Instruction, 12, 11–39.

拎

（英文）國際認知負荷理論機關 (ICLTA)

[plass2010-1] 1.0 ^1.1 ^1.2 ^1.3 Plass, J.L.; Moreno, R.; Brünken, R., eds. (2010). Cognitive Load Theory. New York: Cambridge University Press.

[2] Frein, Scott T.; Jones, Samantha L.; Gerow, Jennifer E. (November 2013). "When it comes to Facebook there may be more to bad memory than just multitasking". Computers in Human Behavior. 29 (6): 2179–2182.

[3] Fink, A., & Neubauer, A. C. (2001). Speed of information processing, psychometric intelligence, and time estimation as an index of cognitive load. Personality & Individual Differences, 30, 1009–1021.

[4] Paas, F., & van Merriënboer, J. J. G. (1994). Instructional control of cognitive load in the training of complex cognitive tasks. Educational Psychology Review, 6, 51–71.

[5] Gopher, D., & Braune, R. (1984). On the psychophysics of workload: Why bother with subjective measures? Human Factors, 26, 519–532.

[6] van Merriënboer, J. J. G, Schuurman, J. G., de Croock, M. B. M., & Paas, F. (2002). Redirecting learners’ attention during training: Effects on cognitive load, transfer test performance and training. Learning and Instruction, 12, 11–39.

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