title: Stroop-like effects in a new-code learning task: A cognitive load theory perspective.
abstract: To determine whether and how learning is biased by competing task-irrelevant information that creates extraneous cognitive load, we assessed the efficiency of university students with a learning paradigm in two experiments. The paradigm asked participants to learn associations between eight words and eight digits. We manipulated congruity of the digits' ink colour with the words' semantics. In Experiment 1 word stimuli were colour words (e.g., blue, yellow) and in Experiment 2 colour-related word concepts (e.g., sky, banana). Marked benefits and costs on learning due to variation in extraneous cognitive load originating from processing task-irrelevant information were evident. Implications for cognitive load theory and schooling are discussed.
authors.affiliation: a Faculty of Education, Department of Special Education , University of Haifa , Haifa , Israel.
authors.forename: Batel
authors.initials: B
authors.lastname: Hazan-Liran
authors.affiliation: a Faculty of Education, Department of Special Education , University of Haifa , Haifa , Israel.
authors.forename: Paul
authors.initials: P
authors.lastname: Miller
mesh_terms: D001288:Attention / Q000502:physiology*; D003071:Cognition; D003118:Color Perception / Q000502:physiology*; D004193:Discrimination Learning / Q000502:physiology*; D005260:Female; D006801:Humans; D008297:Male; D010775:Photic Stimulation; D011930:Reaction Time / Q000502:physiology; D012660:Semantics; D057190:Stroop Test; D013334:Students; D014495:Universities
keywords: Cognitive load theory; Learning; Stroop effect; Task-irrelevant information; Working memory