-
Cognitive load theory (2010)
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- Abstract
- Cognitive load theory (CLT) is one of the most important theories in educational psychology, a highly effective guide for the design of multimedia and other learning materials. This edited volume brings together the most prolific researchers from around the world who study various aspects of cognitive load to discuss its current theoretical as well as practical issues. The book is divided into three parts. The first part describes the theoretical foundations and assumptions of CLT, the second discusses the empirical findings about the application of CLT to the design of learning environments, and the third part concludes the book with discussions and suggestions for new directions for future research. It aims to become the standard handbook in CLT for researchers and graduate students in psychology, education, and educational technology.
- Content
- Cognitive load theory : historical development and relation to other theories -- Cognitive load theory : recent theoretical advances -- Schema acquisition and courses of cognitive load -- Individual differences and cognitive load theory -- Learning from worked-out examples and problem solving -- Instructional control of cognitive load in the design of complex learning environments -- Techniques that reduce extraneous cognitive load and manage intrinsic cognitive load during multimedia learning -- Techniques that increase generative processing in multimedia learning : open questions for cognitive load research -- Measuring cognitive load -- From neo-behaviorism to neuroscience : perspectives on the origins and future contributions of cognitive load research -- Cognitive load in learning with multiple representations -- Current issues and open questions in cognitive load research
- Date
- 26. 8.2017 11:03:29
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Sweller, J.; Ayres, P.; Kalyuga, S.: Cognitive load theory (2011)
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- Abstract
- Over the last 25 years, cognitive load theory has become one of the world's leading theories of instructional design. It is heavily researched by many educational and psychological researchers and is familiar to most practicing instructional designers, especially designers using computer and related technologies. The theory can be divided into two aspects that closely inter-relate and influence each other: human cognitive architecture and the instructional designs and prescriptions that flow from that architecture. The cognitive architecture is based on biological evolution. The resulting description of human cognitive architecture is novel and accordingly, the instructional designs that flow from the architecture also are novel. All instructional procedures are routinely tested using randomized, controlled experiments. Roughly 1/3 of the book will be devoted to cognitive architecture and its evolutionary base with 2/3 devoted to the instructional implications that follow, including technology-based instruction. Researchers, teachers and instructional designers need the book because of the explosion of interest in cognitive load theory over the last few years. The theory is represented in countless journal articles but a detailed, modern overview presenting the theory and its implications in one location is not available.
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Blackmore, S.J.: Bewusstsein : eine sehr kurze Einführung (2014)
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- Date
- 29. 8.2018 13:48:48
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Favre-Bulle, B.: Information und Zusammenhang : Informationsfluß in Prozessen der Wahrnehmung, des Denkens und der Kommunikation (2001)
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- Date
- 22. 3.2008 14:53:43
