Question About The Impact On Cognitive Load And Analogical Learning

Analogical reasoning is the core of human cognition, is an important element in the field of psychology. Its results can not only reveal the cognitive process of human , but also play an extremely important role in the field of education. Analogical reasoning can help people understand the new situations and solve new problems. Cognitive load theory is one of the theories that develops rapidly in recent years abroad , which inspects learning and problem-solving from the perspective of guiding the allocation of resources mainly, as well as provides psychology theory for the design of teaching. Lots of researches had been done on the aspects of the cognitive load and analogical reasoning respectively by predecessors, but the studies about the cognitive load in problem-solving of analogy is fewer currently. Therefore, to discuss the influence of the presentation of source problems for the cognitive load and analogical learning will have great significance and value for education reform.This study was based on the theories of cognitive load and analogical reasoning and 176 third-year junior high school students were tested using 2×2×2 mixed experimental design on the basis of former researches in order to inspect the presentation of source problems, that is, whether summed up the issue of the source problems, the contents of source problems are similar or not and the structure of the source problems is vivid or not, which affect the analogical learning of the students, and further analysis is carried out to discuss the influence of the the presentation of source problems for the students'cognitive load. The experimental results show that:1. The groups with summary had lower cognitive load than groups without summary; the groups who learned the similar contents of source problems had lower cognitive load than groups who learned the different contents; the groups who learned the vivid structure of source problems had lower cognitive load than groups who learned the disordered structure.2. There were no significant interaction among the method of summary, the similarity of the source problems's contents and the clarity of the source problems's structure on the impact of cognitive load.3. The groups with summary had higher analogical reasoning ability than groups without summary; the groups who learned the similar contents of source problems had lower analogical reasoning ability than groups who learned the different contents; the groups who learned the vivid structure of source problems had higher analogical reasoning ability than groups who learned the disordered structure.4. There were significant interaction among the method of summary, the similarity of the source problems's contents and the clarity of the source problems's structure on the impact of analogical learning.5. The method of summary increases germane cognitive load, but it also reduces the learners' inherent cognitive load.