- Bobby HoffmanAffiliated withFaculty of Economics and Behavioral Sciences, Department of Education, University of FreiburgDepartment of Educational Studies, University of Central Florida
- , Gregory SchrawAffiliated withDepartment of Educational Psychology, University of Nevada-Las Vegas Email author
- , Matthew T. McCruddenAffiliated withSchool of Educational Psychology and Pedagogy, Victoria University
Cognitive efficiency (CE) is a multifaceted construct that describes the ability to reach learning, problem solving, or instructional goals through optimal use of mental resources. CE can be defined as optimal effort needed to perform a task, optimal performance on a task, or as the relationship between maximum performances on a task while exerting minimum effort (Hoffman and Schraw 2010).
In general, all views construe CE as the tradeoff between benefits such as increases in the rate, amount, or conceptual clarity of knowledge versus costs such as time, effort, or the cognitive resources expended to complete a task. Three main criteria influence the understanding and utility of CE: the discipline of application, measurement of the construct, and individual differences among learners.
Beginning in the late nineteenth century, experimental and beha ...
- Cognitive Efficiency
- Reference Work Title
- Encyclopedia of the Sciences of Learning
- pp 590-593
- Print ISBN
- Online ISBN
- Springer US
- Copyright Holder
- Springer Science+Business Media, LLC
- Additional Links
- eBook Packages
- Editor Affiliations
- 1. Faculty of Economics and Behavioral Sciences, Department of Education, University of Freiburg
- Author Affiliations
- 1. Department of Educational Studies, University of Central Florida, Orlando, FL, USA
- 2. Department of Educational Psychology, University of Nevada-Las Vegas, 4505 Maryland Parkway, Box 453003, 89154-3003, Las Vegas, NV, USA
- 3. School of Educational Psychology and Pedagogy, Victoria University, Wellington, New Zealand
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