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Date

22. 3.2008 14:53:43

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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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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.

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Abstract

In the past fifty years scientists have begun to discover how the human brain functions. In this book Wilder Penfield, whose work has been at the forefront of such research, describes the current state of knowledge about the brain and asks to what extent recent findings explain the action of the mind. He offers the general reader a glimpse of exciting discoveries usually accessible to only a few scientists. He writes: "Throughout my own scientific career I, like other scientists, have struggled to prove that the brain accounts for the mind. But perhaps the time has come when we may profitably consider the evidence as it stands, and ask the question . . . Can the mind be explained by what is now known about the brain?" The central question, he points out, is whether man's being is determined by his body alone or by mind and body as separate elements. Before suggesting an answer, he gives a fascinating account of his experience as a neurosurgeon and scientist observing the brain in conscious patients.