Under the high cognitive pressure of a translation task, secondary school Classics students often make dictionary mistakes. Research indicates that successful students use a lemma's meta-information to engage in a feedback loop between text and dictionary. Using eye-tracking data of expert learners, this study examined how successful students employ the different types of lemma information while limiting their cognitive load. We found that students primarily manage their cognitive load by using boldface definitions as stepping-stones, but navigate through meta-information when it (1) can effectively reduce the amount of definitions and (2) refers to (morphological) features directly visible in the text. Alternatively, they use meta-information as a backup plan, when they are stuck or want to confirm a hypothesis.

在翻译任务的高认知压力下，中学经典学生经常出现字典错误。研究表明，成功的学生使用引理的元信息来参与文本和字典之间的反馈循环。使用专家学习者的眼动追踪数据，本研究检验了成功的学生如何在限制认知负荷的同时使用不同类型的引理信息。我们发现学生主要通过使用粗体定义作为踏脚石来管理他们的认知负荷，但是当元信息（1）可以有效减少定义的数量和（2）指的是（形态）特征在文本。或者，当他们陷入困境或想要确认假设时，他们使用元信息作为备用计划。