TY - JOUR
T1 - The effect of illustrations in arithmetic problem-solving: Effects of increased cognitive load
AU - Berends, I.E.
AU - van Lieshout, E.C.D.M.
PY - 2009
Y1 - 2009
N2 - Arithmetic word problems are often presented accompanied by illustrations. The present study examined how different types of illustrations influence the speed and accuracy of performance of both good (n = 67) and poor arithmeticians (n = 63). Twenty-four arithmetic word problems were presented with four types of illustrations with increasing information value. The results show that illustrations can have a detrimental effect on performance on arithmetic word problems, produced by irrelevant, redundant or interacting sources of information. Principles from cognitive load theory are used to explain the results, in particular in relation to (poor) working memory ability. © 2008 Elsevier Ltd. All rights reserved.
AB - Arithmetic word problems are often presented accompanied by illustrations. The present study examined how different types of illustrations influence the speed and accuracy of performance of both good (n = 67) and poor arithmeticians (n = 63). Twenty-four arithmetic word problems were presented with four types of illustrations with increasing information value. The results show that illustrations can have a detrimental effect on performance on arithmetic word problems, produced by irrelevant, redundant or interacting sources of information. Principles from cognitive load theory are used to explain the results, in particular in relation to (poor) working memory ability. © 2008 Elsevier Ltd. All rights reserved.
U2 - 10.1016/j.learninstruc.2008.06.012
DO - 10.1016/j.learninstruc.2008.06.012
M3 - Article
SN - 0959-4752
VL - 19
SP - 345
EP - 353
JO - Learning and Instruction
JF - Learning and Instruction
ER -