Study on the Relationship between Types of English Reading Tasks and Reading Level Based on Cognitive Load Theory

2021 ◽  
Vol 09 (04) ◽  
pp. 990-997
Author(s):  
雨 崔
Author(s):  
Hyun Woong (Daniel) Chang ◽  
Steven Kaszak ◽  
Peter C. Kipp ◽  
Jesse C. Robertson

Following the SEC’s mandate for Inline XBRL (iXBRL) formatted financial filings, we experimentally investigate the effects of iXBRL filings and tag type (matching or non-matching) on managers’ decisions. iXBRL filings facilitate information search and information match by allowing users to view XBRL data in HTML filings, while XBRL filings facilitate information search only because they do not include this integration with human-readable HTML filings. Matching tags consistently tag data across firms and disclosures, which should facilitate inter-firm comparisons and improve decision making relative to non-matching tags. Drawing on cognitive load theory, we find that managers make more (less) effective decisions when presented with financial information formatted in iXBRL (XBRL) and when tags match (do not match). Mediation analysis reveals that managers’ cognitive load mediates the relationship between iXBRL disclosure format and decision effectiveness, but only for non-matching tags, consistent with moderated-mediation. We offer implications for practice and research suggestions.


Author(s):  
Roland Brünken ◽  
Susan Steinbacher ◽  
Jan L. Plass ◽  
Detlev Leutner

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.


2013 ◽  
Author(s):  
Lori B. Stone ◽  
Abigail Lundquist ◽  
Stefan Ganchev ◽  
Nora Ladjahasan

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