Cognitive Load Theory
A Special Issue of educational Psychologist
Published on 1. February 2003
Book
Paperback/Softback
78 pages
978-0-8058-9610-7 (ISBN)
Description
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.
More details
Language
English
Place of publication
New York
United States
Publishing group
Taylor & Francis Inc
Target group
College/higher education
Professional and scholarly
Dimensions
Height: 280 mm
Width: 210 mm
Thickness: 5 mm
Weight
221 gr
ISBN-13
978-0-8058-9610-7 (9780805896107)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Fred Paas | Alexander Renkl | John Sweller
Cognitive Load Theory
A Special Issue of educational Psychologist
Book
12/2016
1st Edition
Routledge
€230.27
Shipment within 10-20 days
Fred Paas | Alexander Renkl | John Sweller
Cognitive Load Theory
A Special Issue of educational Psychologist
E-Book
02/2016
Routledge
€76.49
Available for download
Fred Paas | Alexander Renkl | John Sweller
Cognitive Load Theory
A Special Issue of educational Psychologist
E-Book
02/2016
Routledge
€76.49
Available for download
Persons
Fred Pass
Content
Volume 38, Number 1, 2003Contents: F. Paas, A. Renkl, J. Sweller, Cognitive Load Theory and Instructional Design: Recent Developments. J.J.G. van Merrienboer, 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. Bruenken, 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.