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--- hr:research_results:coherence_principle [2013/12/19 21:36]
amarkolini
+++ hr:research_results:coherence_principle [2014/01/16 21:40]
mblazev [Istraživački status]
@@ Redak 2: / Redak 2: @@
-===== Theory =====
+===== Teorija =====
-The coherence principle (also called //seductive details//(([[http://www.informaworld.com/smpp/content~db=all~content=a783761824~frm=titlelink|Garner, Ruth, Mark G. Gillingham, and C . Stephen White. Effects of ‘Seductive Details’ on Macroprocessing and Microprocessing in Adults and Children. Cognition and Instruction 6, no. 1: 41. 1989.]])) effect) claims that extraneous material that may be interesting or motivating but is irrelevant for learning objectives generally wastes learning resources and **hinders learning of important material**. This assumption is grounded in the fact that human cognitive resources are limited. Still, [[learning_theories:cognitive load theory]] predicts this effect will only occur if the cognitive load imposed by important learning material is high enough.(([[http://www.sciencedirect.com/science/article/pii/S0747563210001263|Park, Babette, Roxana Moreno, Tina Seufert, and Roland Brünken. Does cognitive load moderate the seductive details effect? A multimedia study. Computers in Human Behavior 27, no. 1: 5-10. January 2011.]]))
+Princip povezanosti [također nazivan //efekt privlačnih detalja(([[http://www.informaworld.com/smpp/content~db=all~content=a783761824~frm=titlelink|Garner, Ruth, Mark G. Gillingham, and C . Stephen White. Effects of ‘Seductive Details’ on Macroprocessing and Microprocessing in Adults and Children. Cognition and Instruction 6, no. 1: 41. 1989.]])) (**seductive details effect**)//] tvrdi da nepoznat/strani materijal (**extraneous material**) koji može biti zanimljiv i motivirajući, ali je irelevantan, troši resurse za učenje (**wastes learning resources**) i **ometa učenje važnih materijala**. Ta se pretpostavka temelji na činjenici da su ljudski kognitivni resursi (**cognitive resources**) ograničeni. Ipak, [[learning_theories:cognitive load theory|teorija kognitivnog opterećenja]] (**cognitive load theory**)  predviđa kako će se taj efekt pojaviti samo ako je kognitivno opterećenje (**cognitive load**) važnim materijalom za učenje dovoljno visoko.(([[http://www.sciencedirect.com/science/article/pii/S0747563210001263|Park, Babette, Roxana Moreno, Tina Seufert, and Roland Brünken. Does cognitive load moderate the seductive details effect? A multimedia study. Computers in Human Behavior 27, no. 1: 5-10. January 2011.]]))
-Princip povezanosti (također nazivan //efekt privlačnih detalja (seductive details effect)//) tvrdi da nepoznat/strani materijal (extraneous material) koji može biti zanimljiv i motivirajući, ali je irelevantan, troši resurse za učenje (wastes learning resources) i ometa učenje važnih materijala (hinders learning of important material). Ta se pretpostavka temelji na činjenici da su ljudski kognitivni resursi ograničeni. Ipak, teorija kognitivnog opterećenja (cognitive load theory)  predviđa kako će se taj efekt pojaviti samo ako je kognitivno opterećenje (cognitive load) važnim materijalom za učenje, dovoljno visoko.
-Privlačni detalji (seductive details) mogu biti:
--relevantni ili irelevantni s obzirom na ciljeve učenja,
--suvišan ili nužan
+Privlačni detalji (**seductive details**) mogu biti(([[http://www.sciencedirect.com/science/article/pii/S0747563210001263|Park, Babette, Roxana Moreno, Tina Seufert, and Roland Brünken. Does cognitive load moderate the seductive details effect? A multimedia study. Computers in Human Behavior 27, no. 1: 5-10. January 2011.]])):
+  * relevantni ili irelevantni s obzirom na ciljeve učenja, i
+  * suvišni ili nužni.
+===== Praksa =====
+Privlačni detalji (**seductive details**) mogu se pojaviti gotovo u bilo kojem obliku, ali najčešće u obliku teksta.
+===== Istraživački status =====
+Brojna istraživanja o efektu privlačnih detalja  su pokazala:
+  * **negativan efekt** na učenje važnih materijala((For details see: [[http://www.sciencedirect.com/science/article/pii/S0747563210001263|Park, Babette, Roxana Moreno, Tina Seufert, and Roland Brünken. Does cognitive load moderate the seductive details effect? A multimedia study. Computers in Human Behavior 27, no. 1: 5-10. January 2011.]]))(([[http://www.ncbi.nlm.nih.gov/pubmed/19102616|Mayer, Richard E, Emily Griffith, Ilana T N Jurkowitz, and Daniel Rothman. “Increased Interestingness of Extraneous Details in a Multimedia Science Presentation Leads to Decreased Learning.” Journal of Experimental Psychology. Applied 14, no. 4: 328–339. December 2008.]]))
+  * **nedostatak negativnog efekta** na učenje važnih materijala.((For details see: [[http://www.sciencedirect.com/science/article/pii/S0747563210001263|Park, Babette, Roxana Moreno, Tina Seufert, and Roland Brünken. Does cognitive load moderate the seductive details effect? A multimedia study. Computers in Human Behavior 27, no. 1: 5-10. January 2011.]]))
+Iznenađujuće, nedavno istraživanje je pronašlo veliki **porast u učenju** zahvaljujući privlačnim detaljima.(([[http://www.sciencedirect.com/science/article/pii/S0747563210001263|Park, Babette, Roxana Moreno, Tina Seufert, and Roland Brünken. Does cognitive load moderate the seductive details effect? A multimedia study. Computers in Human Behavior 27, no. 1: 5-10. January 2011.]])) Moguća objašnjenja koja se nude za ovaj fenomen su:
+  * nisko kognitivno opterećenje (**low cognitive load**) nastavnim materijalima [**slobodni kognitivni resursi**  (**free cognitive resources**)] u kombinaciji s
+       * povećanjem **motivacije** i kognitivnog angažmana (**cognitive engagement**) uzrokovano zanimljivim privlačnim detaljima (**seductive details**)
+       * **poboljšanim mentalnim modelom** zahvaljujući dodatnim informacijama koje su uspješno obrađene

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