Cognitive Load Theory A Special Issue of educational Psychologist
Coordonnateurs : Paas Fred, Renkl Alexander, Sweller John
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.
Volume 38, Number 1, 2003Contents: 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.
Date de parution : 03-2003
21x28 cm
Date de parution : 12-2016
21x28 cm
Thème de Cognitive Load Theory :
Mots-clés :
CLT Perspective; High Extraneous Cognitive Load; Extraneous Cognitive Load; Dual Channel Assumption; Cognitive Load; Germane Cognitive Load; Cognitive Load Perspective; Intrinsic Cognitive Load; Germane Load; Cognitive Load Measurement; Part-task Practice; Knowledge Acquisition; Multimedia Learning; High Element Interactivity; Split Attention Effect; Cognitive Load Research; CLT; Dual Task Approach; Specific Instructional Design; Recurrent Task Aspects; Van Gerven; Working Memory; Goal Configuration; Cognitive Skill Acquisition; Extraneous Load