Cognitive Load TheoryJan L. Plass, Roxana Moreno, Roland Brünken Cambridge University Press, 26. tra 2010. 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. |
Sadržaj
1 | |
7 | |
Recent Theoretical Advances | 29 |
3 Schema Acquisition and Sources of Cognitive Load | 48 |
4 Individual Differences and Cognitive Load Theory | 65 |
part two Empirical Evidence | 89 |
6 Instructional Control of Cognitive Load in the Design of Complex Learning Environments | 109 |
7 Techniques That Reduce Extraneous Cognitive Load and Manage Intrinsic Cognitive Load during Multimedia Learning | 131 |
Open Questions for Cognitive Load Research | 153 |
part three Discussion | 179 |
Perspectives on the Origins and Future Contributions of Cognitive Load Research | 203 |
11 Cognitive Load in Learning with Multiple Representations | 229 |
12 Current Issues and Open Questions in Cognitive Load Research | 253 |
273 | |
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Uobičajeni izrazi i fraze
assumptions auditory automated benefits Br¨unken Chandler Chapter cognitive activities cognitive architecture cognitive load effects cognitive load measurement cognitive load research cognitive load theory cognitive processing Cognitive Psychology cognitive resources Cognitive Science construct definition difficulty domain Educational Psychology efficiency element interactivity Experiment experimental extraneous cognitive load extraneous load fading feedback findings first germane cognitive load germane load goal handbook of multimedia individual differences influence information processing instructional design instructional methods integrated intrinsic cognitive load intrinsic load John Sweller Journal of Educational Kalyuga knowledge structures learning environments learning outcomes learning tasks Leutner limited long-term memory material mental effort mental model Merri¨enboer metacognitive modality Moreno & Mayer multimedia learning narration Paas performance pictorial Plass presented principle prior knowledge problem solving redundancy reflection Renkl representations result schema acquisition Schnotz self-explanation Self-regulated learning self-regulation Seufert solution steps spatial abilities specific studies Sweller tion transfer test verbal visual worked-out examples