Effects of Learning Item Difficulty and Value on Cognitive Offloading during Middle Childhood

Autor/inn/en	Dong, Xiaoxiao; Liu, Yan; Lu, Hui Jing
Titel	Effects of Learning Item Difficulty and Value on Cognitive Offloading during Middle Childhood
Quelle	In: Metacognition and Learning, 17 (2022) 3, S.1097-1115 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Yan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1623
DOI	10.1007/s11409-022-09309-8
Schlagwörter	Metacognition; Cognitive Ability; Age Differences; Cues; Difficulty Level; Learning Strategies; Learning Processes; Elementary School Students; Comparative Analysis; Goal Orientation + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Denkfähigkeit; Age; Difference; Age difference; Altersunterschied; Stichwort; Schwierigkeitsgrad; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Learning process; Lernprozess; Zielorientierung; Zielvorstellung
Abstract	The storage of information in external tools (e.g., notebook, cellphone) has become increasingly common. Some researchers have defined this behavior as cognitive offloading, which is a type of learning strategy. Studies have indicated that as age increases, children become increasingly capable of calibrating their learning strategies according to the difficulty of learning items. The value of items is also essential in people's daily learning. However, how children apply both cues of item difficulty and item value for cognitive offloading to regulate their learning process remains unclear. In three studies, we investigated children's offloading of learning items by manipulating these items' difficulty and value (Study 1), value alone with difficulty being unvaried (Study 2), and difficulty and value with an emphasis on value (Study 3). The results indicate that children aged 11 years used difficulty cues alone for cognitive offloading when both difficulty and value cues were presented. However, when difficulty was controlled and value was emphasized, the 11-year-old children adopted cognitive offloading strategies based on value cues. The three studies revealed the conditions under which children in middle childhood apply cues of the item value, which are goal-driven cues, for cognitive offloading and provided methods for encouraging children to simultaneously apply item difficulty cues, which are data-driven cues, and item value cues. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01