Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie (EN)
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The role of cognitive basic functions in learning environments with varying degrees of instructional support

Type of project and funding:

Research project, funded by chair

Duration:

May 2014 - February 2015

Contact person:

Dr. Matthias Schwaighofer

Description:

Variability in cognitive basic functions, especially working memory, can partly explain student problems in more open learning environments and in school. However, the role of cognitive basic functions for knowledge akquisition in more open learning environments has hardly been considered. It is also unclear whether cognitive basic functions are not so important in learning environments with a high degree of instructional support (e.g. worked examples). Therefore the current project aims to investigate the role of cognitive basic functions for knowledge akquisition in learning environments with varying degrees of instructional support.

Research question:

Do the cognitive basic functions working memory and shifting play a different role for knowledge akquisition in learning environments with high and low instructional support?

Expected results:

It is expected that working memory and shifting play a more important role for knowledge acquisition in the learning environment with low instructional support compared to the learning environment with high instructional support.

Possible qualification thesis:

Bachelor thesis and maybe master thesis

Cooperation partners:

Prof. Dr. Markus Bühner