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Intrinsic and extraneous cognitive loads compete for limited cognitive resources during reasoning tasks, potentially impairing reasoning performance. It is still unclear how these two cognitive loads interact to influence inductive reasoning. In this study, the event-related potentials (ERPs) technique was used to investigate how numerical inductive reasoning was affected by intrinsic and extraneous cognitive loads, which were manipulated through relational complexity (simple vs. hierarchical rules) and the dot memory task (low vs. high executive load), respectively. Participants were required to identify hidden rules from three-digit sequences and judge whether a probe was congruent with the rules. Behavioral results showed that reasoning performance on probes was affected by intrinsic and extraneous cognitive loads independently. The ERP results locked to the third numbers further revealed that intrinsic cognitive load modulated the N200, LPC, and LNC components, which reflected pattern detection, working memory updating, and relational integration processes, respectively. However, extraneous cognitive load enhanced P200 amplitudes, indicating attentional allocation to task-irrelevant stimuli. Most importantly, the interaction between intrinsic and extraneous cognitive loads on N400 suggested that semantic integration resources competed when processing hierarchical rules under high extraneous cognitive load. Our findings provide psychophysiological evidence that intrinsic and extraneous cognitive loads affect numerical inductive reasoning through distinct yet interacting neural mechanisms, advancing our understanding of cognitive load theory with implications for educational practices.
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http://dx.doi.org/10.1111/psyp.70129 | DOI Listing |
Anat Sci Educ
September 2025
Division of Clinical Anatomy, Department of Biomedical Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa.
Although ultrasound (US) appears to complement traditional anatomy teaching, limited objective data exist on its efficacy. Existing literature often relies on student perceptions rather than performance-based outcomes. Additionally, the role of spatial understanding (SU)-the ability to mentally manipulate and interpret 3D anatomical relationships-and cognitive load (CL)-the mental effort required to learn-remains underexplored in the context of US-based instruction.
View Article and Find Full Text PDFNurse Educ Today
August 2025
Department of Nursing, College of Nursing, HungKuang University, Taiwan. Electronic address:
Background: Nursing research courses can be challenging due to the complex terminology, causing some undergraduates to be overwhelmed and have low motivation to engage in the course content. Theory-based animated instructional materials can enhance students' interest and learning outcomes, potentially becoming an effective teaching strategy for nursing research courses.
Aims: To develop animated instructional materials based on the cognitive theory of multimedia learning and four-component instructional design model, integrate collaborative learning strategies, and evaluate students' cognitive load and learning experiences.
Behav Sci (Basel)
August 2025
Department of Psychology, Towson University, Towson, MD 21252, USA.
Cognitive bias can prompt inconsistency and error in visual comparisons of forensic patterns. We tested whether bias can likewise impede attempts to identify unknown criminal perpetrators via facial recognition technology (FRT). Participants ( = 149) completed two simulated FRT tasks.
View Article and Find Full Text PDFFront Psychol
August 2025
College of Education, United Arab Emirates University, Al Ain, United Arab Emirates.
This study examines how prior knowledge and pre-training relate to cognitive load during problem-solving. Grounded in cognitive load theory, it investigates whether pre-training facilitates learning by reducing cognitive load or imposes redundant information for learners with higher prior knowledge. In an experiment with 136 university students, pre-training was implemented through concept maps and a glossary introducing essential terms and procedures before problem-solving.
View Article and Find Full Text PDFPsychophysiology
August 2025
College of Psychology, Shenzhen University, Shenzhen, China.
Intrinsic and extraneous cognitive loads compete for limited cognitive resources during reasoning tasks, potentially impairing reasoning performance. It is still unclear how these two cognitive loads interact to influence inductive reasoning. In this study, the event-related potentials (ERPs) technique was used to investigate how numerical inductive reasoning was affected by intrinsic and extraneous cognitive loads, which were manipulated through relational complexity (simple vs.
View Article and Find Full Text PDF