Cognitive Capacity, Representation, and Instruction

Frontiers in Psychology

article

Thomas Kleinsorge¹ 

[1] Department Psychology and Neurosciences, Leibniz Research Centre for Working Environment and Human Factors at the TU Dortmund (IfADo)

关键词: cognitive capacity;    representation;    instruction;    task space;    cognitive resource;   

DOI  :  10.3389/fpsyg.2021.701687

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

The central argument of the present article is that Cognitive Psychology’s problems in dealing with the concept of “cognitive capacity” is intimately linked with Cognitive Psychology’s long-lasting failure of coming to terms with the concept of “representation” in general, and “task representation” in particular. From this perspective, the role of instructions in psychological experiments is emphasised. It is argued that both a careful conceptual analysis of instruction-induced task representations as well as an experimental variation of instructions promises to broaden our understanding of the role of task representations as a determinant of limited cognitive capacity.

【 授权许可】

CC BY