Cognitive Load Theory: A Special Issue of educational PsychologistFred Paas, Alexander Renkl, John Sweller 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. |
Contents
Structuring the Transition From Example Study to Problem Solving in Cognitive | |
The Expertise Reversal Effect | |
Goal Configurations and Processing Strategies as Moderators Between | |
Nine Ways to Reduce Cognitive Load in Multimedia Leaming | |
Direct Measurement of Cognitive Load in Multimedia Leaming | |
Cognitive Load Measurement as a Means to Advance Cognitive Load Theory | |
List of Reviewers for Volume 38 Number 1 | |
Other editions - View all
Cognitive Load Theory: A Special Issue of Educational Psychologist Fred Paas,Alexander Renkl,John Sweller No preview available - 2016 |
Common terms and phrases
auditory Brünken Chandler cognitive architecture cognitive capacity cognitive load measurement cognitive load theory cognitive overload cognitive processes cognitive resources configuration of teacher domain dual-coding theory dual-task Educational Psychology element interactivity essential processing experienced learners experiments expertise reversal effect extraneous cognitive load extraneous load fading procedure Gerjets germane cognitive load germane load Gerven hypertext incidental processing instructional design instructional theories integrated interacting elements intrinsic cognitive load Journal of Educational Kalyuga Lawrence Erlbaum Associates learning outcomes learning tasks Leutner load in multimedia long-term memory Mayer measurement of cognitive memory load mental effort mental models Merriënbeor methods modality effect Moreno multimedia instruction multimedia learning narrated animation on-screen text Paas presented primary task problem categories problem solving procedural information processing strategies reducing cognitive load relevant Renkl representations schema construction secondary task self-explanations skill acquisition Sweller task class task performance teacher goals techniques Tuovinen van Merriënbeor verbal visual worked-out examples