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Language and cognitive interference: How using complex scientific language limits cognitive performance
Author(s) -
Brown Bryan A.,
Donovan Brian,
Wild Andrew
Publication year - 2019
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/sce.21509
Subject(s) - cognition , stroop effect , psychology , test (biology) , science education , mathematics education , cognitive psychology , paleontology , neuroscience , biology
Language is seen as a gatekeeper to science learning for many students. This randomized experimental study explores how learning science through complex language reduces working memory capacity. A sample of 64 students aged 14–17 years was randomly assigned to two conditions. The control group watched an instructional video about the water cycle taught using complex scientific language. The experimental group watched the same video with simple scientific language replacing the more complex alternatives. After instruction, students were asked to complete a Stroop test and a Flanker test measuring cognitive capacity. There were no significant differences across the treatment groups in students’ ability to answer questions correctly. However, the results revealed statistically significant differences in the rate of students’ responses to complicated items. When students needed to answer questions with increased cognitive difficulty, the experimental group ( everyday language condition ) answered significantly faster than the control group. These results suggest that complex scientific language is a potential inhibitor of cognitive capacity for students.