The Study Of Cognitive Load Factors In The Formation Of The Concept Of Lower Grade Scores

The formation of concept is the main form of establishing the initial concepts for the low grades. It requires children with previous life experience, the establishment of representation through observation, operation and other activities. In this study, the formation process of the concept formation of the lower grade children need to work through interaction, combined with the visual channel and the auditory channel processing information, so the interaction and channel effects are the factors that affect the cognitive load. We realize the control of cognitive load through interaction and channel effects, and explore the effect of cognitive load on the formation of fraction concept. The goal of the study is to make the lower grades to learn the correct classification by operating activities, and obtain the primary fraction concept.There are two experiments in present study.Participants were the first grade students in JiuLong primary school,which is in Luhe District of Nanjing City.The purpose of experiment 1 was to study the influencing factors of cognitive load: whether the interaction and the channel effect can be promoted the formation of low grade children's fraction concept.The purpose of experiment 2 was to study Which feedback form is more able to promote the formation of low grade children's fraction concept, whether different material difficulty will affect the effect of the feedback form.In experiment 1 we employed a between-subjects design,2(factor 1:interacti ve,non-interactive) X 2(factor 2:single channel,dual channel).In experiment 2,we also employed a between-subjects design,2(factor 1:System feedback,learners' fe edback) X 2(factor 2:learning materials difficulty:easy vs. complex).The experimental results are given as follows:Firstly, when the learning material is presented in a two channel form, the effect of low grade children's fraction concept is better.In that case, the channel effect still exists for the low grade children.The presentation of the dual channel (animation vs. sound) is more conducive to the promotion of the formation of low grade children's fraction concept than the single channel presentation of the animation.Secondly, the interaction is conducive to promote the formation of low grade children' fraction concepts.The experimental results show that there is a better performance of memory and transfer test in the interactive group than in the non interactive group.Thirdly, the interaction between interaction and channel form, Interaction-dual channel group is better than no interaction-dual channel group scores. Therefore, under the interactive condition, the channel effect is still effective for the lower grade children.Fourthly, under the interactive condition, the different forms of feedback have different effects on the formation of low grade children's fraction concept.The formation of the concept of learner feedback group is better than that of the system feedback group.Finally, in the condition of interactivity and low material difficulty, there were significant differences in the memory test and transfer test results between learners' feedback and system feedback groups.So for the low grade children, the learners' feedback form is more suitable for low grade children.