The Effect of Types of Dictionary Presentation on the Retention of Metaphorical Collocations: Involvement Load Hypothesis vs. Cognitive Load Theory

Abstract Although conceptual metaphor boxes were introduced in Macmillan English Dictionary over a decade ago, the effect of this innovative presentation on the retention of metaphorical collocations remains unclear. To fill this gap, this paper reports on a study involving 70 Chinese EFL learners, who were randomly assigned into three groups. They were exposed to three types of collocation presentation, varying in terms of availability and salience of conceptual metaphor information. The results show that the learners who were exposed to the accessible and salient presentation of metaphor information had the best retention of metaphorical collocations and the shortest lookup time. Two competing theoretical accounts, Involvement Load Hypothesis (ILH) and Cognitive Load Theory (CLT), were compared. It was found that CLT had greater explanatory power in predicting the research results, accounting for why conceptually grouping collocations facilitated the retention of metaphorical collocations.

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To have, or not to have: that is not the Question!

Central and Eastern European eDem and eGov Days ◽

10.24989/ocg.v325.5 ◽

2018 ◽

Vol 325 ◽

pp. 57-67

Author(s):

Hiroko Kudo

Keyword(s):

Literature Review ◽

Negative Affect ◽

Cognitive Load ◽

Digital Divide ◽

Cognitive Load Theory ◽

Access To Information ◽

Research Results ◽

Load Theory ◽

The Difference ◽

The Way

The paper examines the difference between citizens’ access to information and their levels of understanding it, in relation to transparency and cognitive issues, in order to understand the issues of digital divide. Research suggests that the effects of transparency on understanding depend upon the way information is presented. Indeed, more detailed content will negatively affect understanding and this negative affect will be stronger when the information is structurally fluent. The results of both literature review and experiments demonstrate that effects of transparency on information understanding are heavily dependent upon presentation – citizens exposed to more detailed information understand the information worse than those exposed to less detailed information. This relationship is strengthened when the information is structurally fluent. The research results suggest that guaranteeing citizen the access to information does not necessary mean that they understand it, because of cognitive constrains, according to the cognitive load theory [38]. Digital divide, thus, would not be overcome just because information would be provided. The paper investigates the gap between having information and understanding it, especially when the information is presented in different ways, in order to reconsider its implications for digital divide issues.

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Cognitive Load Theory

10.1017/cbo9780511844744 ◽

2009 ◽

Cited By ~ 150

Keyword(s):

Cognitive Load ◽

Cognitive Load Theory ◽

Load Theory

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Assessment of Cognitive Load in Multimedia Learning Using Dual-Task Methodology

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027//1618-3169.49.2.109 ◽

2002 ◽

Vol 49 (2) ◽

pp. 109-119 ◽

Cited By ~ 120

Author(s):

Roland Brünken ◽

Susan Steinbacher ◽

Jan L. Plass ◽

Detlev Leutner

Keyword(s):

Cognitive Load ◽

Dual Task ◽

Cognitive Load Theory ◽

Multimedia Learning ◽

Learning Systems ◽

Learning Materials ◽

New Approach ◽

Direct Assessment ◽

Load Theory ◽

Audiovisual Presentation

Abstract. In two pilot experiments, a new approach for the direct assessment of cognitive load during multimedia learning was tested that uses dual-task methodology. Using this approach, we obtained the same pattern of cognitive load as predicted by cognitive load theory when applied to multimedia learning: The audiovisual presentation of text-based and picture-based learning materials induced less cognitive load than the visual-only presentation of the same material. The findings confirm the utility of dual-task methodology as a promising approach for the assessment of cognitive load induced by complex multimedia learning systems.

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