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Book Cover

Title Cognitive Load Theory : a Special Issue of educational Psychologist / Fred Paas, Alexander Renkl, John Sweller
Published Routledge, 2016
Online access available from:
ProQuest Ebook Central    View Resource Record  


Description 1 online resource (80 pages)
Contents Volume 38, Number 1, 2003 Contents: F. Paas, A. Renkl, J. Sweller, -- Cognitive Load Theory and Instructional Design: Recent Developments. J.J.G. van Merriënboer, P.A. Kirschner, L. Kester, -- Taking the Load off a Learner's Mind: Instructional Design for Complex Learning. A. Renkl, R.K. Atkinson, -- Structuring the Transition From Example Study to Problem Solving in Cognitive Skill Acquisition: A Cognitive Load Perspective. S. Kalyuga, P. Ayres, P. Chandler, J. Sweller, -- The Expertise Reversal Effect. P. Gerjets, K. Scheiter, -- Goal Configurations and Processing Strategies as Moderators Between Instructional Design and Cognitive Load: Evidence From Hypertext-Based Instruction. R.E. Mayer, R. Moreno, -- Nine Ways to reduce Cognitive Lad in Multimedia Learning. R. Brünken, J.L. Plass, D. Leutner, -- Direct Measurement of Cognitive Load in Multimedia Learning. F. Paas, J.E. Tuovine, H. Tabbers, P.W.M. Van Gerven, -- Cognitive Load Measurement as a Means to Advance Cognitive Load Theory
Summary The papers of this special issue demonstrate that cognitive load theory provides the framework for investigations into cognitive processes and instructional design. The genesis of Cognitive Load Theory emerged from an international symposium organized at the bi-annual conference of the European Association for Research on Learning and Instruction in 2001 in Fribourg, Switzerland. Most of the papers are based on contributions to that symposium and discuss the most recent work carried out within the cognitive load framework. As a whole, this issue is demonstrating that cognitive load theory is continuing its role of using cognitive psychology principles to generate novel instructional design procedures
Subject Cognitivescience
Educational psychology.
Instructional systems -- Design.
Psychology -- CognitivePsychology
Science -- CognitiveScience
Sciences humaines
Sciences sociales
EDUCATION -- Educational Psychology.
Educational psychology.
Instructional systems -- Design.
Form Electronic book
Author Paas, Fred, editor.
Renkl, Alexander, 1958- editor.
Sweller, John, editor.
ISBN 1135065802