Multiple external representations for executive functions: a systematic mapping study
Resumo
Foi identificado e caracterizado o uso de múltiplas representações externas (MRE) na capacitação de funções executivas (FE) através de um mapeamento sistemático. FE fazem parte da tríade da aprendizagem humana, contribuindo para o desenvolvimento de habilidades executivas complexas. Alunos podem ter dificuldade nas FE, beneficiando-se das MRE. Dados de 18 artigos foram extraídos. A maioria dos sistemas MRE utiliza duas representações externas, verbal-textual e visual-gráfica, por meio de aplicativos desktop. Em relação às FE, o componente mais considerado foi memória de trabalho. Há necessidade de pesquisas sobre os efeitos das MRE na flexibilidade cognitiva e inibição e o impacto de dispositivos móveis para a exibição de MRE.
Palavras-chave:
cognitive flexibility, inhibition, working memory, multiple external representations
Referências
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Clark, J. M., & Paivio, A. (1991, September). Dual coding theory and education. Educational Psychology Review, 3(3), 149–210. Doi: 10.1007/bf01320076
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Davis, R. L., Orta Martinez, M., Schneider, O., MacLean, K. E., Okamura, A. M., & Blikstein, P. (2017). The haptic bridge: Towards a theory for haptic-supported learning. In Proceedings of the 2017 conference on interaction design and children(p. 51-–60). New York, NY, USA: Association for Computing Machinery. Doi: 10.1145/3078072.3079755
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Fonseca, V. d. (2014, 00). Papel das funções cognitivas, conativas e executivas na aprendizagem: uma abordagem neuropsicopedagógica. Revista Psicopedagogia, 31, 236–253. Retrieved from [link]
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Hansen, J., & Richland, L. E. (2020). Teaching and learning science through multiple representations: Intuitions and executive functions. CBE—Life Sciences Education, 19(4), 1–15. (PMID: 33259277) Doi: 10.1187/cbe.19-11-0253
Hoskyn, M., Iarocci, G., & Young, A. (2017). Executive functions in children’s everyday lives: A handbook for professionals in applied psychology. Oxford University Press. Retrieved from [link]
Hsu, Y.-S., & Wu, H.-K. (2015, August). Development and evaluation of technology-infused learning environments in taiwan. In Science education research and practices in taiwan (pp. 211–232). Springer Singapore. Doi: 10.1007/978-981-287-472-6_11
Huff, M., Bauhoff, V., & Schwan, S. (2010). A closer look at the split attention effect: Integrated presentation formats for troubleshooting tasks. In Proceedings of the 9th international conference of the learning sciences - volume 1 (p. 174—181). International Society of the Learning Sciences.
Husted, S., Ramirez-Corona, N., Lopez-Malo, A., & Palou, E. (2014). A creative experience for chemical, food, and environmental engineering students in a material balances course. In Asee annual conference and exposition, conference proceedings (pp. 24.40.1–20.40.14). Indianapolis, IN, United states. Doi: 10.18260/1-2--19932
Kitchenham, B. A., & Charters, S. (2007). Guidelines for performing systematic literature reviews in software engineering (Tech. Rep. No. 2.3). Keele and Durham: Software Engineering Group, EBSE Technical Report, Keele University and Department of Computer Science University of Durham.
Krause, K. K. G. (2020, 5). Jogos digitais e funções executivas: funções executivas (2nd ed.) [Computer software manual]. Joinville. (Produto Educacional)
Malone, S., Altmeyer, K., Vogel, M., & Brünken, R. (2020). Homogeneous and heterogeneous multiple representations in equation-solving problems: An eye-tracking study. Journal of Computer Assisted Learning, 36(6), 781–798.
McHugh, M. L. (2012). Interrater reliability: the kappa statistic. Biochemia Medica, 276–282. Doi: 10.11613/bm.2012.031
Meltzer, L., & Krishnan, K. (2007). Executive functions difficulties and learning disabilities: undestandings and misunderstandings. In L. Meltzer (Ed.), Executive function in education: From theory to practice (pp. 77–105). New York: Guilford Press.
Miyake, A., & Friedman, N. P. (2012). The nature and organization of individual differences in executive functions: Four general conclusions. Current Directions in Psychological Science, 21(1), 8–14. (PMID: 22773897) Doi: 10.1177/0963721411429458
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41(1), 49–100. Doi: https://doi.org/10.1006/cogp.1999.0734
Moritz, J. (2019). The influence of representation control on task performance and learning (Doctoral dissertation, Eberhard Karls Universität Tübingen, Tübingen). Doi: 10.15496/publikation-35237
Neuwirth, C. M., & Kaufer, D. S. (1989). The role of external representation in the writing process: Implications for the design of hypertext-based writing tools. In Proceedings of the second annual acm conference on hypertext (p. 319–341). New York, NY, USA: Association for Computing Machinery. Doi: 10.1145/74224.74250
Pande, P. (2020). Learning and expertise with scientific external representations: an embodied and extended cognition model. Phenomenology and the Cognitive Sciences, 1–20.
Pande, P., & Chandrasekharan, S. (2014). Integration of multiple external representations in chemistry: A requirements gathering study. In Proceedings of the 22nd international conference on computers in education (pp. 732–737). Nara, Japan.
Pande, P., & Chandrasekharan, S. (2017). Representational competence: towards a distributed and embodied cognition account. Studies in Science Education, 53(1), 1–43. Doi: 10.1080/03057267.2017.1248627
Plass, J. L., Chun, D. M., Mayer, R. E., & Leutner, D. (2003). Cognitive load in reading a foreign language text with multimedia aids and the influence of verbal and spatial abilities. Computers in Human Behavior, 19(2), 221–243. Doi: https://doi.org/10.1016/S0747-5632(02)00015-8
Prain, V., & Waldrip, B. (2006). An exploratory study of teachers’ and students’ use of multi-modal representations of concepts in primary science. International Journal of Science Education, 28(15), 1843–1866. Doi: 10.1080/09500690600718294
Renkl, A., & Scheiter, K. (2017). Studying visual displays: How to instructionally support learning. Educational Psychology Review, 29(3), 599–621.
Robinson, D. H. (2002). Spatial text adjuncts and learning: An introduction to the special issue. Educational Psychology Review, 14(1), 1–3. Doi: 10.1023/a:1013135325190
Schank, P., & Hamel, L. (2004). Collaborative modeling: Hiding uml and promotingdata examples in nemo. In Proceedings of the 2004 acm conference on computer supported cooperative work (p. 574—577). New York, NY, USA: Association for Computing Machinery. Doi: 10.1145/1031607.1031704
Shakouri, M., & Hashemi-Razini, H. (2019). Is there any difference in executive function and social adequacy between the children with dyslexia or dyscalculia disorder? Chronic Diseases Journal, 7(3), 214–218. Retrieved from http://78.39.227.18/index.php/cdj/article/view/456
Tomlinson, B. J., Walker, B. N., & Moore, E. B. (2020). Auditory display in interactive science simulations: Description and sonification support interaction and enhance opportunities for learning. In Proceedings of the 2020 CHI conference on human factors in computing systems (pp. 1–12). New York, NY, USA: Association for Computing Machinery. Doi: 10.1145/3313831.3376886
Tytler, R., Prain, V., & Peterson, S. (2007). Representational issues in students learning about evaporation. Research in Science Education, 37(3), 313–331.
Vainio, T., Hakkarainen, K., & Levonen, J. (2005). Visualizing complex medical phenomena for medical students. In Chi ’05 extended abstracts on human factors in computing systems (p. 1857–1860). New York, NY, USA: Association for Computing Machinery. Doi: 10.1145/1056808.1057040
Vieira, C., Magana, A. J., Falk, M. L., & Garcia, R. E. (2017, August). Writing incode comments to self-explain in computational science and engineering education. ACM Trans. Comput. Educ., 17(4). Doi: 10.1145/3058751
Wu, H.-K., Lin, Y.-F., & Hsu, Y.-S. (2012, May). Effects of representation sequences and spatial ability on students’ scientific understandings about the mechanism of breathing. Instructional Science, 41(3), 555–573. Doi: 10.1007/s11251-012-9244-3
Wu, H.-K., & Puntambekar, S. (2012). Pedagogical affordances of multiple external representations in scientific processes. Journal of Science Education and Technology, 21(6), 754–767.
Ampatzoglou, A., Bibi, S., Avgeriou, P., Verbeek, M., & Chatzigeorgiou, A. (2019). Identifying, categorizing and mitigating threats to validity in software engineering secondary studies. Information and Software Technology, 106, 201-230. Doi: https://doi.org/10.1016/j.infsof.2018.10.006
Archambeau, K., & Gevers, W. (2018). (how) are executive functions actually related to arithmetic abilities? In A. Henik & W. Fias (Eds.), Heterogeneity of function in numerical cognition (pp. 337–357). Academic Press. Doi: https://doi.org/10.1016/B978-0-12-811529-9.00016-9
Basili, V. R., & Rombach, H. D. (1988). The tame project: Towards improvement-oriented software environments. IEEE Transactions on software engineering, 14(6), 758–773.
Begolli, K. N., Richland, L. E., Jaeggi, S. M., Lyons, E. M., Klostermann, E. C., & Matlen, B. J. (2018). Executive function in learning mathematics by comparison: incorporating everyday classrooms into the science of learning. Thinking & Reasoning, 24(2), 280–313. Doi: 10.1080/13546783.2018.1429306
Blanchard, J., Gardner-McCune, C., & Anthony, L. (2020). Dual-modality instruction and learning: A case study in cs1. In Proceedings of the 51st acm technical symposium on computer science education (p. 818-–824). New York, NY, USA: Association for Computing Machinery. Doi: 10.1145/3328778.3366865
Bodemer, D., & Faust, U. (2006). External and mental referencing of multiple representations. Computers in Human Behavior, 22(1), 27–42. (Instructional Design for Effective and Enjoyable Computer-Supported Learning) Doi: https://doi.org/10.1016/j.chb.2005.01.005
Carlson, R. A., Khoo, B. H., Yaure, R. G., & Schneider, W. (1990). Acquisition of a problem-solving skill: Levels of organization and use of working memory. Journal of Experimental Psychology: General, 119(2), 193–214.
Clark, J. M., & Paivio, A. (1991, September). Dual coding theory and education. Educational Psychology Review, 3(3), 149–210. Doi: 10.1007/bf01320076
Cook, M. P. (2006). Visual representations in science education: The influence of prior knowledge and cognitive load theory on instructional design principles. Science Education, 90(6), 1073–1091. Doi: https://doi.org/10.1002/sce.20164
Corso, H. V., Sperb, T. M., de Jou, G. I., & Salles, J. F. (2013, March). Metacognição e funções executivas: relações entre os conceitos e implicações para a aprendizagem. Psicologia: Teoria e Pesquisa, 29(1), 21–29. Doi: 10.1590/s0102-37722013000100004
Coste, C., Agar, N., Petitfour, E., Quinette, P., Guillery-Girard, B., Azouvi, P., & Piolino, P. (2011). Exploring the roles of the executive and short-term feature-binding functions in retrieval of retrograde autobiographical memories in severe traumatic brain injury. Cortex, 47(7), 771–786. Doi: https://doi.org/10.1016/j.cortex.2010.07.004
Davis, R. L., Orta Martinez, M., Schneider, O., MacLean, K. E., Okamura, A. M., & Blikstein, P. (2017). The haptic bridge: Towards a theory for haptic-supported learning. In Proceedings of the 2017 conference on interaction design and children(p. 51-–60). New York, NY, USA: Association for Computing Machinery. Doi: 10.1145/3078072.3079755
de Vries, E. (2012). Learning with external representations. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (pp. 2016–2019). Boston: Springer. Doi: 10.1007/978-1-4419-1428-6_675
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64(1), 135–168. Doi: 10.1146/annurev-psych-113011-143750
Fan, M., Antle, A. N., & Cramer, E. S. (2016). Design rationale: Opportunities and recommendations for tangible reading systems for children. In Proceedings of the the 15th international conference on interaction design and children (p. 101—112). New York, NY, USA: Association for Computing Machinery. Doi: 10.1145/2930674.2930690
Fitó, A. S. (2012). Por que é tão difı́cil aprender?: o que são e como lidar com os transtornos de aprendizagem. São Paulo: Paulinas.
Fonseca, V. d. (2014, 00). Papel das funções cognitivas, conativas e executivas na aprendizagem: uma abordagem neuropsicopedagógica. Revista Psicopedagogia, 31, 236–253. Retrieved from [link]
Giordani, P., Cipriani, E., Fabiano, S., Moroni, C., Ravazzani, S., Di Renzo, M. R., & Mormino, S. (2012). Multimedia educational pills (meps) for corporate training: Methodology and cases. In 2012 ieee 12th international conference on advanced learning technologies (pp. 427–429). Doi: 10.1109/ICALT.2012.141
Hansen, J., & Richland, L. E. (2020). Teaching and learning science through multiple representations: Intuitions and executive functions. CBE—Life Sciences Education, 19(4), 1–15. (PMID: 33259277) Doi: 10.1187/cbe.19-11-0253
Hoskyn, M., Iarocci, G., & Young, A. (2017). Executive functions in children’s everyday lives: A handbook for professionals in applied psychology. Oxford University Press. Retrieved from [link]
Hsu, Y.-S., & Wu, H.-K. (2015, August). Development and evaluation of technology-infused learning environments in taiwan. In Science education research and practices in taiwan (pp. 211–232). Springer Singapore. Doi: 10.1007/978-981-287-472-6_11
Huff, M., Bauhoff, V., & Schwan, S. (2010). A closer look at the split attention effect: Integrated presentation formats for troubleshooting tasks. In Proceedings of the 9th international conference of the learning sciences - volume 1 (p. 174—181). International Society of the Learning Sciences.
Husted, S., Ramirez-Corona, N., Lopez-Malo, A., & Palou, E. (2014). A creative experience for chemical, food, and environmental engineering students in a material balances course. In Asee annual conference and exposition, conference proceedings (pp. 24.40.1–20.40.14). Indianapolis, IN, United states. Doi: 10.18260/1-2--19932
Kitchenham, B. A., & Charters, S. (2007). Guidelines for performing systematic literature reviews in software engineering (Tech. Rep. No. 2.3). Keele and Durham: Software Engineering Group, EBSE Technical Report, Keele University and Department of Computer Science University of Durham.
Krause, K. K. G. (2020, 5). Jogos digitais e funções executivas: funções executivas (2nd ed.) [Computer software manual]. Joinville. (Produto Educacional)
Malone, S., Altmeyer, K., Vogel, M., & Brünken, R. (2020). Homogeneous and heterogeneous multiple representations in equation-solving problems: An eye-tracking study. Journal of Computer Assisted Learning, 36(6), 781–798.
McHugh, M. L. (2012). Interrater reliability: the kappa statistic. Biochemia Medica, 276–282. Doi: 10.11613/bm.2012.031
Meltzer, L., & Krishnan, K. (2007). Executive functions difficulties and learning disabilities: undestandings and misunderstandings. In L. Meltzer (Ed.), Executive function in education: From theory to practice (pp. 77–105). New York: Guilford Press.
Miyake, A., & Friedman, N. P. (2012). The nature and organization of individual differences in executive functions: Four general conclusions. Current Directions in Psychological Science, 21(1), 8–14. (PMID: 22773897) Doi: 10.1177/0963721411429458
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41(1), 49–100. Doi: https://doi.org/10.1006/cogp.1999.0734
Moritz, J. (2019). The influence of representation control on task performance and learning (Doctoral dissertation, Eberhard Karls Universität Tübingen, Tübingen). Doi: 10.15496/publikation-35237
Neuwirth, C. M., & Kaufer, D. S. (1989). The role of external representation in the writing process: Implications for the design of hypertext-based writing tools. In Proceedings of the second annual acm conference on hypertext (p. 319–341). New York, NY, USA: Association for Computing Machinery. Doi: 10.1145/74224.74250
Pande, P. (2020). Learning and expertise with scientific external representations: an embodied and extended cognition model. Phenomenology and the Cognitive Sciences, 1–20.
Pande, P., & Chandrasekharan, S. (2014). Integration of multiple external representations in chemistry: A requirements gathering study. In Proceedings of the 22nd international conference on computers in education (pp. 732–737). Nara, Japan.
Pande, P., & Chandrasekharan, S. (2017). Representational competence: towards a distributed and embodied cognition account. Studies in Science Education, 53(1), 1–43. Doi: 10.1080/03057267.2017.1248627
Plass, J. L., Chun, D. M., Mayer, R. E., & Leutner, D. (2003). Cognitive load in reading a foreign language text with multimedia aids and the influence of verbal and spatial abilities. Computers in Human Behavior, 19(2), 221–243. Doi: https://doi.org/10.1016/S0747-5632(02)00015-8
Prain, V., & Waldrip, B. (2006). An exploratory study of teachers’ and students’ use of multi-modal representations of concepts in primary science. International Journal of Science Education, 28(15), 1843–1866. Doi: 10.1080/09500690600718294
Renkl, A., & Scheiter, K. (2017). Studying visual displays: How to instructionally support learning. Educational Psychology Review, 29(3), 599–621.
Robinson, D. H. (2002). Spatial text adjuncts and learning: An introduction to the special issue. Educational Psychology Review, 14(1), 1–3. Doi: 10.1023/a:1013135325190
Schank, P., & Hamel, L. (2004). Collaborative modeling: Hiding uml and promotingdata examples in nemo. In Proceedings of the 2004 acm conference on computer supported cooperative work (p. 574—577). New York, NY, USA: Association for Computing Machinery. Doi: 10.1145/1031607.1031704
Shakouri, M., & Hashemi-Razini, H. (2019). Is there any difference in executive function and social adequacy between the children with dyslexia or dyscalculia disorder? Chronic Diseases Journal, 7(3), 214–218. Retrieved from http://78.39.227.18/index.php/cdj/article/view/456
Tomlinson, B. J., Walker, B. N., & Moore, E. B. (2020). Auditory display in interactive science simulations: Description and sonification support interaction and enhance opportunities for learning. In Proceedings of the 2020 CHI conference on human factors in computing systems (pp. 1–12). New York, NY, USA: Association for Computing Machinery. Doi: 10.1145/3313831.3376886
Tytler, R., Prain, V., & Peterson, S. (2007). Representational issues in students learning about evaporation. Research in Science Education, 37(3), 313–331.
Vainio, T., Hakkarainen, K., & Levonen, J. (2005). Visualizing complex medical phenomena for medical students. In Chi ’05 extended abstracts on human factors in computing systems (p. 1857–1860). New York, NY, USA: Association for Computing Machinery. Doi: 10.1145/1056808.1057040
Vieira, C., Magana, A. J., Falk, M. L., & Garcia, R. E. (2017, August). Writing incode comments to self-explain in computational science and engineering education. ACM Trans. Comput. Educ., 17(4). Doi: 10.1145/3058751
Wu, H.-K., Lin, Y.-F., & Hsu, Y.-S. (2012, May). Effects of representation sequences and spatial ability on students’ scientific understandings about the mechanism of breathing. Instructional Science, 41(3), 555–573. Doi: 10.1007/s11251-012-9244-3
Wu, H.-K., & Puntambekar, S. (2012). Pedagogical affordances of multiple external representations in scientific processes. Journal of Science Education and Technology, 21(6), 754–767.
Publicado
16/11/2022
Como Citar
SANTIAGO JUNIOR, Robertino M.; DE OLIVEIRA, Leonam C.; PIMENTEL, Andrey R..
Multiple external representations for executive functions: a systematic mapping study. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 33. , 2022, Manaus.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2022
.
p. 634-647.
DOI: https://doi.org/10.5753/sbie.2022.224711.
