Publication: The distorting influence of primacy effects on reporting cognitive load in learning materials of varying complexity
The distorting influence of primacy effects on reporting cognitive load in learning materials of varying complexity
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Krieglstein, F., Beege, M., Wesenberg, L., Rey, G. D., & Schneider, S. (2025). The distorting influence of primacy effects on reporting cognitive load in learning materials of varying complexity. Educational Psychology Review, 37, 2. https://doi.org/10.1007/s10648-024-09980-0
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In research practice, it is common to measure cognitive load after learning using self-report scales. This approach can be considered risky because it is unclear on what basis learners assess cognitive load, particularly when the learning material contains varying levels of complexity. This raises questions that have yet to be answered by educational psychology research: Does measuring cognitive load during and after learning lead to comparable assessments of cognitive load depending on the sequence of complexity? Do learners rely on
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- Krieglstein, Felix
- Beege, Maik
- Wesenberg, Lukas
- Rey, Günter Daniel
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Krieglstein, F., Beege, M., Wesenberg, L., Rey, G. D., & Schneider, S. (2025). The distorting influence of primacy effects on reporting cognitive load in learning materials of varying complexity. Educational Psychology Review, 37, 2. https://doi.org/10.1007/s10648-024-09980-0
