Cognitive architecture and instructional design

Cognitive architecture and instructional design (1998)

by John Sweller , Jeroen J. G. Van Merrienboer , Fred G. W. C. Paas

Venue:	Educational Psychology Review
Citations:	101 - 5 self

Datum	Value	Source
TITLE	Cognitive architecture and instructional design	INFERENCE
AUTHOR NAME	John Sweller	SVM HeaderParse 0.2
AUTHOR NAME	Jeroen J. G. Van Merrienboer	SVM HeaderParse 0.2
AUTHOR NAME	Fred G. W. C. Paas	SVM HeaderParse 0.2
ABSTRACT	Cognitive load theory has been designed to provide guidelines intended to assist in the presentation of information in a manner that encourages learner activities that optimize intellectual performance. The theory assumes a limited capacity working memory that includes partially independent subcomponents to deal with auditory/verbal material and visual/2- or 3-dimensional information as well as an effectively unlimited long-term memory, holding schemas that vary in their degree of automation. These structures and functions of human cognitive architecture have been used to design a variety of novel instructional procedures based on the assumption that working memory load should be reduced and schema construction encouraged. This paper reviews the theory and the instructional designs generated by it. KEY WORDS: cognition; instructional design; learning; problem solving.	SVM HeaderParse 0.2
YEAR	1998	INFERENCE
VENUE	Educational Psychology Review	INFERENCE
VENUE TYPE	JOURNAL	INFERENCE
PAGES	251--296	INFERENCE
VOLUME	10	INFERENCE
CITATIONS	90 found	ParsCit 1.0