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Memory-related cognitive load effects in an interrupted learning task: A model-based explanation
2020
Trends in Neuroscience and Education
The Cognitive Load Theory provides a well-established framework for investigating aspects of learning situations that demand learners' working memory resources. However, the interplay of these aspects at the cognitive and neural level is still not fully understood. We developed four computational models in the cognitive architecture ACT-R to clarify underlying memory-related strategies and mechanisms. Our models account for human data of an experiment that required participants to perform a
doi:10.1016/j.tine.2020.100139
pmid:32917302
fatcat:jojc45wv7ngj7p3rpeltginzma