Language and cognitive interference: How using complex scientific language limits cognitive performance

Volume: 103, Issue: 4, Pages: 750 - 769
Published: Mar 13, 2019
Abstract
Language is seen as a gatekeeper to science learning for many students. This randomized experimental study explores how learning science through complex language reduces working memory capacity. A sample of 64 students aged 14–17 years was randomly assigned to two conditions. The control group watched an instructional video about the water cycle taught using complex scientific language. The experimental group watched the same video with simple...
Paper Details
Title
Language and cognitive interference: How using complex scientific language limits cognitive performance
Published Date
Mar 13, 2019
Volume
103
Issue
4
Pages
750 - 769
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