Cognitive load during problem solving: Effects on learning

Cognitive Science

Volumn 12, Issue 2, 1988, Pages 257-285

  Sweller, John ^a  

^a UNIVERSITY OF NEW SOUTH WALES   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0000819688     PISSN: 03640213     EISSN: None     Source Type: Journal    
DOI: 10.1016/0364-0213(88)90023-7     Document Type: Article

References (33)

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3. Effects of text structure on use of cognitive capacity during reading
4. Use of cognitive capacity in reading identical texts with different amounts of discourse level meaning
5. Effects of prior knowledge on use of cognitive capacity in three complex cognitive tasks
6. The act of discovery
7. Perception in chess
8. The mind's eye in chess
9. Expertise in problem solving
10. Effects of schema acquisition and rule induction on mathematical problem-solving transfer
11. Perception and memory versus thought: Some old ideas and recent findings
12. Method in science teaching
13. Chunking in recall of symbolic drawings
14. Memory as a function of attention, level of processing, and Automatization
15. Natures of problem solving abilities
16. From words to equations: Meaning and representation in algebra word problems
17. Processes involved in designing software
18. SOAR: An architecture for general intelligence
19. Individual differences in secondary task performance
20. Models of competence in solving physics problems
21. Discrimination of operator schemata in problem solving: Learning from examples
22. Acquisition of locational information about reference points during locomotion: The role of central information processing
23. The effects of subgoal density and location on learning during problem solving
24. What do students learn while solving mathematics problems?
25. Individual differences in solving physics problems
26. Control mechanisms in problem solving
27. The use of worked examples as a substitute for problem solving in learning algebra
28. Effects of goal specificity on means-ends analysis and learning
29. Consequences of history-cued and means-ends strategies in problem solving
30. Development of expertise in mathematical problem solving
31. Text generation and recall by high-knowledge and low-knowledge individuals