Search (7 results, page 1 of 1)

0.013702433 = product of:
  0.061660945 = sum of:
    0.023125032 = weight(_text_:systems in 1627) [ClassicSimilarity], result of:
      0.023125032 = score(doc=1627,freq=4.0), product of:
        0.12039685 = queryWeight, product of:
          3.0731742 = idf(docFreq=5561, maxDocs=44218)
          0.03917671 = queryNorm
        0.19207339 = fieldWeight in 1627, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          3.0731742 = idf(docFreq=5561, maxDocs=44218)
          0.03125 = fieldNorm(doc=1627)
    0.03853591 = weight(_text_:software in 1627) [ClassicSimilarity], result of:
      0.03853591 = score(doc=1627,freq=4.0), product of:
        0.15541996 = queryWeight, product of:
          3.9671519 = idf(docFreq=2274, maxDocs=44218)
          0.03917671 = queryNorm
        0.24794699 = fieldWeight in 1627, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          3.9671519 = idf(docFreq=2274, maxDocs=44218)
          0.03125 = fieldNorm(doc=1627)
  0.22222222 = coord(2/9)

Abstract

Multimedia wird unser Leben vermutlich ähnlich einschneidend verändern, wie der Buchdruck im 15. Jahrhundert unsere gesamte Kultur revolutioniert hat. Welche Veränderungen die neue Kommunikationstechnologie bringen wird, hängt nicht nur von der Hard- und Software der Multimediasysteme ab, sondern auch von der Hard- und Software des Menschen - von Gehirnprozessen und psychologischen 'Programmen' beim Denken, Wahrnehmen und Fühlen. Die Möglichkeiten, aber auch die Grenzen multimedialer Information werden deutlich, wenn man sich etwa vor Augen führt, wie viel Information wir allein beim Sehen ausblenden, wie wir Information im Gedächtnis abspeichern, wie wir verschiedenen Sinne synchronisieren. Auch für Medien gilt: Weniger ist manchmal mehr. Wenn man das Buch in die Hand nimmt und die Demonstrationsprogramme auf der beiliegenden CD-ROM dazu anschaut, wird man verstehen, warum es immer noch gewinnbringend ist, ein Buch zu lesen, und warum es durch ein elektronisches Medium sinnvoll ergänzt werden kann

LCSH

Multimedia systems

Subject

Multimedia systems

0.010748041 = product of:
  0.04836618 = sum of:
    0.012963352 = weight(_text_:of in 3784) [ClassicSimilarity], result of:
      0.012963352 = score(doc=3784,freq=12.0), product of:
        0.061262865 = queryWeight, product of:
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.03917671 = queryNorm
        0.21160212 = fieldWeight in 3784, product of:
          3.4641016 = tf(freq=12.0), with freq of:
            12.0 = termFreq=12.0
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.0390625 = fieldNorm(doc=3784)
    0.03540283 = weight(_text_:systems in 3784) [ClassicSimilarity], result of:
      0.03540283 = score(doc=3784,freq=6.0), product of:
        0.12039685 = queryWeight, product of:
          3.0731742 = idf(docFreq=5561, maxDocs=44218)
          0.03917671 = queryNorm
        0.29405114 = fieldWeight in 3784, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          3.0731742 = idf(docFreq=5561, maxDocs=44218)
          0.0390625 = fieldNorm(doc=3784)
  0.22222222 = coord(2/9)

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.

LCSH

Instructional systems / Design

Series

Explorations in the Learning Sciences, Instructional Systems and Performance Technologies ; 500

Subject

Instructional systems / Design

0.0055785836 = product of:
  0.025103625 = sum of:
    0.011833867 = weight(_text_:of in 5681) [ClassicSimilarity], result of:
      0.011833867 = score(doc=5681,freq=10.0), product of:
        0.061262865 = queryWeight, product of:
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.03917671 = queryNorm
        0.19316542 = fieldWeight in 5681, product of:
          3.1622777 = tf(freq=10.0), with freq of:
            10.0 = termFreq=10.0
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.0390625 = fieldNorm(doc=5681)
    0.013269759 = product of:
      0.026539518 = sum of:
        0.026539518 = weight(_text_:22 in 5681) [ClassicSimilarity], result of:
          0.026539518 = score(doc=5681,freq=2.0), product of:
            0.13719016 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.03917671 = queryNorm
            0.19345059 = fieldWeight in 5681, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0390625 = fieldNorm(doc=5681)
      0.5 = coord(1/2)
  0.22222222 = coord(2/9)

Abstract

This bold and brilliant book asks the ultimate question of the life sciences: How did the human mind acquire its incomparable power? In seeking the answer, Merlin Donald traces the evolution of human culture and cognition from primitive apes to artificial intelligence, presenting an enterprising and original theory of how the human mind evolved from its presymbolic form.

Date

1. 2.2020 16:21:22

0.0018595128 = product of:
  0.016735615 = sum of:
    0.016735615 = weight(_text_:of in 3785) [ClassicSimilarity], result of:
      0.016735615 = score(doc=3785,freq=20.0), product of:
        0.061262865 = queryWeight, product of:
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.03917671 = queryNorm
        0.27317715 = fieldWeight in 3785, product of:
          4.472136 = tf(freq=20.0), with freq of:
            20.0 = termFreq=20.0
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.0390625 = fieldNorm(doc=3785)
  0.11111111 = coord(1/9)

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

0.0011795341 = product of:
  0.010615807 = sum of:
    0.010615807 = product of:
      0.021231614 = sum of:
        0.021231614 = weight(_text_:22 in 1783) [ClassicSimilarity], result of:
          0.021231614 = score(doc=1783,freq=2.0), product of:
            0.13719016 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.03917671 = queryNorm
            0.15476047 = fieldWeight in 1783, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.03125 = fieldNorm(doc=1783)
      0.5 = coord(1/2)
  0.11111111 = coord(1/9)

Date

22. 3.2008 14:53:43

6.652795E-4 = product of:
  0.0059875157 = sum of:
    0.0059875157 = weight(_text_:of in 3728) [ClassicSimilarity], result of:
      0.0059875157 = score(doc=3728,freq=4.0), product of:
        0.061262865 = queryWeight, product of:
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.03917671 = queryNorm
        0.09773483 = fieldWeight in 3728, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.03125 = fieldNorm(doc=3728)
  0.11111111 = coord(1/9)

LCSH

Learning, Psychology of

Subject

Learning, Psychology of

4.7042366E-4 = product of:
  0.004233813 = sum of:
    0.004233813 = weight(_text_:of in 1620) [ClassicSimilarity], result of:
      0.004233813 = score(doc=1620,freq=2.0), product of:
        0.061262865 = queryWeight, product of:
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.03917671 = queryNorm
        0.06910896 = fieldWeight in 1620, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.03125 = fieldNorm(doc=1620)
  0.11111111 = coord(1/9)

Footnote

Originalausgabe unter: The cultural origins of human cognition, 1999