The Influence Of Pictures Types And Presentation Mode On Children's Cognitive Load In Cooperative Learning

Vocabulary is the basis of foreign interchange and English language learning, especially for the people who are speaking as a second language. The lack of vocabulary will largely be an obstacle to communication with others, so many scholars have done a lot of research, for vocabulary learning and memory. With the popularity of English in primary education and development, in China many educators also carried out on the vocabulary, listening, reading, writing and translation of the English language teaching. Children who are in third grade are in an important period with the psychological development and cognitive development. During this period the children have strong creativity and imagination, social development has also been very good with a strong sense of companions. Therefore, based on the cognitive characteristics of children, the article analyzes vocabulary learning effect from picture types, cooperative types and cognitive load.This article is according to the lower grade elementary student's cognitive development characteristics, it selected the third grade students as subjects and took the two experiments to analyze and discuss.In study 1, we used 2×3 between-subject design. With the different ways of cooperation, we explored the effect that picture teaching had an important effect on children vocabulary learning effect and cognitive load. Based on the study 1,in the study 2,we used 2×2 between-subject design. With the different presentation mode, we discussed Learning material type had an impact upon children's vocabulary recognition and cognitive load.Through the study of these two experiments, we got some conclusions as following: First, with the pictures and sound, vocabulary recognition score was better than the other two groups, and the difference is significant.Second, the cooperative learning group'vocabulary recognition score was better than no cooperative learning groups, and the difference was significant. With the pictures and sound, the group'word recognition results was the best.Third, The group'cognitive load scores with the pictures and sound is better than the one with no pictures and no sound. The former'vocabulary recognition score is better than the latter.Fourth, under the conditions of simultaneous presentation, the group'vocabulary recognition score of meaningful English word-Pairs is better than the meaningless associated English word-Pairs, and The former'cognitive load score was better than the latter.Fifth, in the meaningful associated English word-Pairs condition, the group'vocabulary recognition score of simultaneous presentation was better than the one by Sequentially Presenting Stimuli. In the meaningless associated English word-Pairs condition, the later is better than the former.