Relevant bibliographies by topics / 認知的負荷

Contents

  1. Journal articles
  2. Dissertations / Theses

Academic literature on the topic '認知的負荷'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic '認知的負荷.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "認知的負荷"

1

Suzuki, Akio. "Differences in Reading Strategies Employed by Students Constructing Graphic Organizers and Students Producing Summaries in EFL Reading." JALT Journal 28, no. 2 (November 1, 2006): 177. http://dx.doi.org/10.37546/jaltjj28.2-4.

Full text
Abstract:
The big difference between summaries and graphic organizers (GOs) as adjunct aids for EFL reading is that GOs can reduce the cognitive burden on readers because of their two-dimensional spatial displays while summaries cannot. In this study, five Japanese high school students were required to construct GOs and another five were required to produce summaries while reading a passage written in English. They were required to report what they were thinking while reading the passage and producing adjunct aids so that their use of reading strategies could be examined. The results gained from think-aloud protocol analysis indicated that the GO group reported more general comprehension strategies than the summary group. The findings are discussed from the perspective that the task of constructing the GOs using visual argument allowed the students to employ more general comprehension strategies. 学習者の英文読解を補助するために、要約を書かせる方法と英文の構成を図式化させる方法（Graphic Organizer；GO）がある。両者の最も大きな違いはGOの場合、二次元の空間配置を利用することによって読み手の認知的負荷を軽減できることにある。本研究では５名の被験者に構成図を、５名の被験者に要約を書かせる課題を与え、使用される読解方略の違いをプロトコル分析によって検討した。分散分析の結果、構成図を書いた群は、要約を書いた群よりも、テキスト全体の構成に関わる読解方略を多く使用し、言語的な情報に関わる読解方略を少なくすることが示された。図式化した読者は情報を視覚化することにより、より包括的な読解方略を使ったためであろうという解釈がなされた。
APA, Harvard, Vancouver, ISO, and other styles
2

Iijima, Yudai, and Yoshihiko Tanno. "The effect of cognitive load on the temporal focus of mind wandering." Japanese journal of psychology 83, no. 3 (2012): 232–36. http://dx.doi.org/10.4992/jjpsy.83.232.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Takada, Takuhiro, and Shintaro Yukawa. "The effect of cognitive load on reckless gambling, emotional states, and perceived luck." Japanese journal of psychology 86, no. 5 (2015): 415–23. http://dx.doi.org/10.4992/jjpsy.86.14027.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

TAKEYA, Ryuji, Yasuko OKUMURA, and Tetsuko KASAI. "A Specific Visual Evoked Response to Illusory Contours is Reduced by Cognitive Load." Japanese Journal of Physiological Psychology and Psychophysiology 32, no. 1 (2014): 11–17. http://dx.doi.org/10.5674/jjppp.1402oa.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Tabata, Naoya. "Effects of cognitive load on responses arising from a sense of unwanted transparency." Japanese journal of psychology 79, no. 4 (2008): 333–41. http://dx.doi.org/10.4992/jjpsy.79.333.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Horiuchi, Takashi, and Mikiya Hayashi. "Conscious and automatic processes in autobiographical memory retrieval investigated by using a cognitive load task." Japanese journal of psychology 80, no. 5 (2009): 431–35. http://dx.doi.org/10.4992/jjpsy.80.431.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

ABE, Genya, Kazunori KIKUCHI, Ryo IWAKI, and Takeshi FUJII. "Effects of Cognitive Distraction on Driver's Visual Attention(Mechanical Systems)." Transactions of the Japan Society of Mechanical Engineers Series C 76, no. 767 (2010): 1662–68. http://dx.doi.org/10.1299/kikaic.76.1662.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Tanaka, Kumiko. "Effect of the cognitive load of being a photo-model and dieting on eating behavior." Japanese Journal of Health Psychology 15, no. 1 (2002): 41–48. http://dx.doi.org/10.11560/jahp.15.1_41.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

"呼吸と認知的負荷度の関連." Proceedings of the Annual Convention of the Japanese Psychological Association 73 (August 26, 2009): 2AM067. http://dx.doi.org/10.4992/pacjpa.73.0_2am067.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

"姿勢動揺と認知的負荷の関連性." Proceedings of the Annual Convention of the Japanese Psychological Association 70 (November 3, 2006): 3AM139. http://dx.doi.org/10.4992/pacjpa.70.0_3am139.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "認知的負荷"

1

國政, 秀太郎. "Productivity-oriented BEMSのための生理指標計測を用いたリアルタイム知的生産性評価に関する研究." Kyoto University, 2019. http://hdl.handle.net/2433/242321.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

岡本, 雅子. "模倣の重要性に着目した初学者向けプログラミング教育の研究." 京都大学 (Kyoto University), 2014. http://hdl.handle.net/2433/188863.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

平岡, 大樹. "乳児の泣き声への反応に関わる心理・生理学的検討." Kyoto University, 2020. http://hdl.handle.net/2433/253035.

Full text
Abstract:
付記する学位プログラム名: デザイン学大学院連携プログラム
Kyoto University (京都大学)
0048
新制・課程博士
博士(教育学)
甲第22200号
教博第249号
新制||教||193(附属図書館)
京都大学大学院教育学研究科教育科学専攻
(主査)准教授 野村 理朗, 教授 齊藤 智, 特定教授 吉川 左紀子, 教授 黒橋 禎夫
学位規則第4条第1項該当
APA, Harvard, Vancouver, ISO, and other styles
4

梁, 志鋭. "仮名漢字変換入力における認知的負荷について ： ｆNIRS による脳血流計測を中心に." 名古屋大学言語文化研究会, 2009. http://hdl.handle.net/2237/14656.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

林倫甲. "認知負荷量與知覺負荷量對記憶的情境相似性效果的影響." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/13188373339219937439.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

許淑蘭. "星座教學圖像來源對國小中年級學生在星座學習成效與認知負荷的影響." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/00542745134127086351.

Full text
Abstract:
碩士
佛光大學
學習與數位科技學系
99
According to Grade 1-9 Curriculum Guidelines, the ability to observe astronomical phenomena, such as stars, the Sun, the Moon, are required scientific and technical cognition for elementary school students in the domain of nature and life. Many studies in Taiwan suggest that elementary school students are highly interested and motivated to learn about astronomical observations. However, teachers find it difficult to deliver. This is partly due to their lack of scientific knowledge and partly due to an insufficiency of teaching resources. Based on the cognitive load theory, this study designed learning activities for the lessons of “ Learning about Constellations of Summertime” as part of the curriculum “Constellations of Four Seasons”. The aim was to manage the intrinsic cognitive load in the learning processes and explore the effects of different constellation picture sources on students’ learning performance and cognitive load. Two independent variables were examined: constellation picture sources (self-generated and material provided) and grades (grade 3 and 4). A total of 84 elementary students in the third and fourth grades ( 42 grade 3 and 42grade 4) participated in this study. For the self-generated group, the participants were given abstract constellation pictures formed by dotted lines that joined the main stars of the constellations. For the control group, concrete pictures which showed the images of the constellations were directly given by the material. The results indicated that the learning outcomes of the experimental group were superior to the control group in terms of performance in the worksheet performance during the learning processes, the post-test and the retention tests. Besides, the fourth graders outperformed the third graders in terms of worksheet performances, post-test, and the first retention test, but not the second retention test. As for the cognitive load measures, the results showed that there was a reverse pattern of cognitive load perception in the fourth graders; that is, the experimental group in the fourth grade perceived higher cognitive load in the beginning (the treatment period), but lower cognitive load than the control group as the development of the learning processes. However, there were no differences in cognitive load for the third graders throughout the learning processes.
APA, Harvard, Vancouver, ISO, and other styles
7

Chuang, Chun-Hao, and 莊濬豪. "橢圓概念教學影片不同的呈現方式對學生的學習成效與認知負荷感受之影響研究." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/ecw636.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic '認知的負荷' for particular source types:
Journal articles
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography