Behavioral and fMRI evidence of the differing cognitive load of domain-specific assessments

Highlights • Behaviorally, students differ in performance as a function of the method of assessment. • This may be explained by tests placing differing cognitive load on test-takers. • In this study, performance similarly differed as a function of assessment method. • In brain regions associated wit...

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Bibliographic Details
Published in:Neuroscience 2015-06, Vol.297, p.38-46
Main Authors: Howard, S.J, Burianová, H, Ehrich, J, Kervin, L, Calleia, A, Barkus, E, Carmody, J, Humphry, S
Format: Article
Language:English
Subjects:
Adolescent
Adult
Analysis of Variance
assessment
Brain - blood supply
Brain - physiology
Brain Mapping
Cognition - physiology
cognitive load
educational neuroscience
Female
fMRI
Humans
Image Processing, Computer-Assisted
Magnetic Resonance Imaging
Male
Neurology
Neuropsychological Tests
Oxygen - blood
spelling
standardized testing
Verbal Behavior - physiology
Young Adult
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Summary:Highlights • Behaviorally, students differ in performance as a function of the method of assessment. • This may be explained by tests placing differing cognitive load on test-takers. • In this study, performance similarly differed as a function of assessment method. • In brain regions associated with WM, patterns of activation also differed by assessment method. • WM demands appear to differ across assessments, with implications for test results.
ISSN:0306-4522
1873-7544
DOI:10.1016/j.neuroscience.2015.03.047