The Research On Cognitive Fatigue And Its Feature In The Processes Of Students’ Learning

In accordance with the cognitive psychology，leaning process is a process of informationprocessing, and reference to cognitive load theory, the cognitive processing capacity is limited,more than the extent of its ability to load will result in the decline of cognitive processingefficiency. Modern research on the result of cognitive overload is relatively less. The existingtheories of learning burnout only give a general description of the external phenomena, anddo not realize the connotation of the fatigue in the process of student learning. We believe thatthe concept of cognitive fatigue can explain the fatigue in the process of students’ learning,better reflect the nature of fatigue, and accord with the development trend of today’s cognitivepsychology.On the basis of Review on the load theory and learning burnout theory, this study putforward the concept of the cognitive fatigue in students’ learning process. By the interviewsand qualitative analysis on elementary, middle and high schools with a total of22teachersand36students, combined with previous similar documents, this study determined thetheoretical dimension of cognitive fatigue and built a cognitive tired theoretical model.Through the open-ended questionnaire collection projects, this study worked out a cognitivefatigue questionnaire, selected the primary, secondary and high school with a total of330students to test, then with the project analysis and confirmatory factor analysis, projectselection, a formal questionnaire was formulated and applied to950students.This study draws the following main conclusions:1. Through interviews and open-ended questionnaire survey, the prevalence of cognitivefatigue phenomenon exists in the process of student learning, cognitive fatigue is the corefactors to cause mental fatigue in the students’ learning process. It was reflected in fourdimensions (cognitive function weakening, negative cognitive emotional, cognitive willweakening and cognitive behavioral withdrawal).Cognitive fatigue questionnaire on thestudent learning process complied with the psychometric indicators.2. There are extremely significant differences of cognitive fatigue for the different stagesof education students in the learning process (P <0.001). In which the higher education stage,the higher the degree of their fatigue, the high school stage was significantly higher than thejunior, the junior was significantly higher than the primary school stage.3. There is extremely significant difference of cognitive fatigue for the different genders (P<0.001). Boys’ fatigue was significantly higher than girls’.4. Different registered permanent residences, the students’ cognitive fatigue difference issignificant (P <0.01), the rural students higher than the urban students, but the cognitivefunctions are not significant between the different registered permanent residences (P>0.05).5. There is no significant difference between the one-child families and the families withmore than one child, but the dimensions of cognitive functions weakening the level of fatigueof the children with sibling is significant higher than the only children(P <0.05).6. There are extremely significant differences among the different self-assessmentperformance levels (P <0.001). LSD post hoc multiple comparisons found that, the lower thescore they get, the higher the burnout they have.7. The research concludes that the overall students’ cognitive fatigue is in thelower-middle level, cognitive fatigue detection rate also increases with grade-increasing. Thedetection rate of cognitive fatigue in primary stage accounted for27.14%, and44.85%injunior school stage,69.28%for high school stage.