The Contiguity Effect/ Split-Attention Effect
The Contiguity Effect –
Theoretical Implications and
Empirical Data
Mareike Florax,
Shah Jamal Alam,
Joaquim Silva
Tübingen, 21/22.04.2005
VGK- VDS
workshop
The Contiguity Effect/ Split-Attention Effect
 Overview
• The basic idea of the principle;
• Theoretical explanation,
- Cognitive Load Theory (Sweller, 1999)
- Model of Working Memory (Baddley, 2003)
- Theory of Multimedial Learning (Mayer, 2001)
• Empirical Findings;
• Discussion.
VGK- VDS
workshop
The Contiguity Effect/ Split-Attention Effect
 The basic idea of the principle
• Realm:
- different sources of information,
- e.g. written text and/or mathematical equation
and/or pictures and/or spoken word ... (Ayres &
Sweller, in press; Mayer, 2001),
- that are intelligible in isolation.
VGK- VDS
workshop
The Contiguity Effect/ Split-Attention Effect
 The basic idea of the principle
• Phenomenon:
Learning with integrated sources of information
leads to better learning results than learning with
seperated sources of information (Ayres &
Sweller, in press; Mayer, 2001).
VGK- VDS
workshop
The Contiguity Effect/ Split-Attention Effect
 The basic idea of the principle
• Integrated format,
Chandler & Sweller (1991)
VGK- VDS
workshop
The Contiguity Effect/ Split-Attention Effect
 The basic idea of the principle
• Seperated format,
To test insulation resistance from
conductors to earth: i) Disconnect
appliances and busways during these tests.
Make sure mainswitch is "on" and all fuses
are "in". Remove main earth from neutral
bar and set meter to read insulation.
Connect one lead to earth wire at MEN bar
and take first measure by connecting the
other lead to the active. Take next measure
by connecting the lead to the neutral. ii) If
resistance is not high enough in either of the
two tests in i) then measure each circuit
separately. Results required: i) at least one
megaohm, ii) same result as i) above.
Chandler & Sweller (1991)
VGK- VDS
workshop
The Contiguity Effect/ Split-Attention Effect
 Different version of the principle
• Split-attention effect (e.g. Tarmizi & Sweller, 1988);
• Temporal contiguity (e.g. Moreno & Mayer, 1999);
• Intra-representation split-attention effect (Lowe, 2003).
VGK- VDS
workshop
The Contiguity Effect/ Split-Attention Effect
VGK- VDS
workshop
 Cognitive Load Theory (e.g. Sweller, 1999)
• Limited working memory (→ Baddely´s working memory
model, 2003);
• Unlimited long term memory (→ Chi, Glaser & Rees, 1982);
• Intrinsic cognitive load: learning content,
• Germane cognitive load: acquisition/elaboration of
knowledge,
• Extraneous cognitive load: format of learning material,

DANGER of cognitive overload !!!
The Contiguity Effect/ Split-Attention Effect
VGK- VDS
workshop
 „Cognitive Load -Explanation“
To test insulation resistance from
conductors to earth: i) Disconnect
appliances and busways during these
tests. Make sure mainswitch is "on" and
all fuses are "in". Remove main earth
from neutral bar and set meter to read
insulation. Connect one lead to earth
wire at MEN bar and take first measure
by connecting the other lead to the
active. Take next measure by connecting
the lead to the neutral. ii) If resistance is
not high enough in either of the two tests
in i) then measure each circuit
separately. Results required: i) at least
one megaohm, ii) same result as i)
above.
intrinsic CL
=
intrinsic CL
extraneous CL
>
extraneous CL
split of attention and
“search-and-match processes”
(Kalyuga, Ayres, Chandler &
Sweller, 2003, p.25)
<
germane CL
Learning results
<
“eliminates the need to mentally
integrate multiple sources of
information” (Ayres & Sweller,
in press, p.2)
germane CL
learning results
The Contiguity Effect/ Split-Attention Effect
VGK- VDS
workshop
 Model of Working Memory (Baddeley, 2003)
• Phonological loop (processes verbal and acoustic information);
• Visuospatial sketchpad (processes visual and spatial information);
• Central executive,
- focuses attention on input,
- divides attention to the subsystems,
- switches attention between the subsystems;
• Episodic buffer ,
- interface between the loop, the sketchpad and the long-term
memory,
- multimodal code,
- controlled by the central executive .
The Contiguity Effect/ Split-Attention Effect
 Theory of Multimedia Learning (Mayer, 2001)
• Limited capacity;
• Dual channels;
• Active processing.
• Three kinds of cognitive learning demands,
• essential processing,
• incidential processing,
• representational holding.
VGK- VDS
workshop
The Contiguity Effect/ Split-Attention Effect
VGK- VDS
workshop
 „Theory of Multimedia Learning-Explanation“
To test insulation resistance from
conductors to earth: i) Disconnect
appliances and busways during these
tests. Make sure mainswitch is "on" and
all fuses are "in". Remove main earth
from neutral bar and set meter to read
insulation. Connect one lead to earth
wire at MEN bar and take first measure
by connecting the other lead to the
active. Take next measure by connecting
the lead to the neutral. ii) If resistance is
not high enough in either of the two tests
in i) then measure each circuit
separately. Results required: i) at least
one megaohm, ii) same result as i)
above.
incidential processing
>
incidential processing
representational holding >
representational holding
more demanding to hold
text and illustration in
working memory
guides cognitive processes
and encourages to
integrate mental
representations
The Contiguity Effect/ Split-Attention Effect
 Different reasons for the contiguity effect
• Split of attention;
• Memory demands;
• Visual search processes;
• mental integration processes;
• Time loss.
VGK- VDS
workshop
The Contiguity Effect/ Split-Attention Effect
 Modality-specific processing (Paivio1986 ; Schnotz et
al. 2002 )
•Dual Coding Theory
•Representational units:
• `imagens‘
• `logogens'
•Types of processing:
•Representational
•Referential
•Associative processing
•Build connections
•Processing theory (Kulhavy, Stock, & Kealy, 1993)
VGK- VDS
workshop
The Contiguity Effect/ Split-Attention Effect
Integrative Model of Text and Picture Comprehension
Schnotz and Bannert (1999).
• Descriptive (left side) and Depictive (right side),
Interaction based on symbol processing;
•Mental Representations;
•Individual Differences;
•Instructional Design;
•Processing Strategies.
VGK- VDS
workshop
The Contiguity Effect/ Split-Attention Effect
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 Empirical Support
• Learning results from learning with spatial/ temporal separated
material are compared to results from learning with integrated
material;
• Domains such as mathematics, physics, technical skills (car
brakes, pumps), meteorology (lightning formation) or biology
(human respiratory system), language acquisition.
The Contiguity Effect/ Split-Attention Effect
VGK- VDS
workshop
 Points of criticism
• Definition separated vs. integrated material;
• No objective measures of cognitive load, element interactivity,
prior knowledge…
• Visualizer/verbalizer the omnipotenz of the principles (if it is not
split-attention, it is redundancy, or modality...
The Contiguity Effect/ Split-Attention Effect
 New helpful developments
• Cognitive load measurement helpful ;
• Eye tracking methods;
• Investigation of the central executive.
VGK- VDS
workshop