Cognitive Load Theory: A Special Issue of educational PsychologistFred Paas, Alexander Renkl, John Sweller 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. |
Contents
Recent Developments | 1 |
Instructional Design for Complex Learning | 5 |
A Cognitive Load Perspective | 15 |
The Expertise Reversal Effect | 23 |
Evidence From HypertextBased Instruction | 33 |
Nine Ways to Reduce Cognitive Load in Multimedia Learning | 43 |
Direct Measurement of Cognitive Load in Multimedia Learning | 53 |
Cognitive Load Measurement as a Means to Advance Cognitive Load Theory | 63 |
List of Reviewers for Volume 38 Number 1 | 73 |
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Common terms and phrases
activities auditory Brünken Chandler cognitive architecture cognitive capacity cognitive load theory cognitive overload cognitive processes cognitive resources condition domain dual-coding theory dual-task Educational Psychology essential processing experience experienced learners expertise reversal effect extraneous cognitive load extraneous load fading procedure format Gerjets germane cognitive load germane load Gerven hypertext incidental processing instructional design instructional theory integrated intrinsic cognitive load intrinsic load John Sweller Journal of Educational Kalyuga Lawrence Erlbaum Associates Learning and Instruction learning outcomes learning tasks Leutner load in multimedia long-term memory material Mayer measurement of cognitive memory load mental effort Merriënboer methods modality effect Moreno multimedia instruction multimedia learning narrated animation nitive load novices on-screen text Paas presented primary task problem solving reducing cognitive load redundant relevant Renkl schema construction secondary task self-explanations skill acquisition Sweller task class task performance teacher goals techniques tion tional tive load transfer Tuovinen van Merriënboer verbal visual worked-out examples