Applying the Coherence Principle: Adding Extra Material Can Hurt Learning

Abstract. Coherence, which is an interpretative principle utilised by cooperative speakers/writers and hearers/readers, should not be confused with cohesion. Cohesion markers are not strictly necessary for the achievement of a coherent interpretation of a fragment of text, relative to some context, and overt incohesion does not necessarily point to an incoherent interpretation of the co-text. Anaphor resolution is a crucial part of the process of integration by which hearers/readers guided by the coherence principle integrate their interpretation of the current incoming clause into the current discourse model. A detailed study of the interdependencies holding between discourse model, antecedent-trigger predication, and anaphoric predication, shows that the anaphoric predication, just as much as the particular type of anaphor selected, plays a more fundamental role than the current discourse context in real discourse understanding.

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Coherence or interest: Which is most important in online multimedia learning?

Australasian Journal of Educational Technology ◽

10.14742/ajet.1223 ◽

2008 ◽

Vol 24 (2) ◽

Cited By ~ 7

Author(s):

Derek A. Muller ◽

Kester J. Lee ◽

Manjula D. Sharma

Keyword(s):

Transfer Test ◽

Cognitive Resources ◽

First Year ◽

Laboratory Studies ◽

Essential Information ◽

Stellar Spectra ◽

Treatment Groups ◽

Coherence Principle ◽

First Year University ◽

Galaxy Collisions

<span>The coherence principle states that all non-essential information in multimedia messages should be eliminated to minimise demands on cognitive resources. This assertion has been empirically verified in controlled laboratory studies with learners who have little prior knowledge and limited interest in the domain of instruction. It has not been investigated, however, whether the coherence principle generalises to real learning environments. In this study, 104 students from year 10, year 11, and first year university viewed either a concise or an extended online multimedia treatment on stellar spectra. The extended treatment included additional interesting information about the formation of black holes, galaxy collisions and the observation of dark matter. Following the multimedia, participants completed a retention and transfer test that covered only the material common to both treatments. Results showed students in both treatment groups achieved similar performance. This suggests that in authentic learning settings, interest may mitigate the effects of the coherence principle. Difficulties involved in measuring differences in learning within the constraints of a real learning environment are also addressed.</span>

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