Managing cognitive load - Recent trends in Cognitive Load Theory

Learning and Instruction

Volumn 12, Issue 1, 2002, Pages 139-146

  Bannert, Maria ^a  

^a Rheinland Pfälzische Technische Universität Kaiserslautern Landau   (Germany)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0012814576     PISSN: 09594752     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0959-4752(01)00021-4     Document Type: Note

References (11)

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3. Paas, F. G. W. C., & van Merrienboer, J. J. G. (1994). Variability of worked examples and transfer of geometrical problem solving skills: A cognitive load approach. Journal of Educational Psychology, 86, 122-133.
4. Reigeluth, C. M. (1983). Instructional-design theories and models: An overview of their current status. Hillsdale, NJ: Erlbaum Associates.
5. Reigeluth, C. M. (1987). Instructional theories in action. Lessons illustrating selected theories and models. Hillsdale, NJ: Erlbaum Associates.
6. Reigeluth, C. M. (1999). Instructional-design theories and models: A new paradigm of instructional theory. Mahwah, NJ: Erlbaum Associates.
7. Sweller, J. (1999). Instructional design. Melbourne: ACER Press.
8. Sweller, J., & Chandler, P. (1994). Why some material is difficult to learn. Cognition and Instruction, 12 (3), 185-233.
9. Sweller, J., van Merrienboer, J., & Paas, F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10 (3), 251-296.
10. Tabbers, H., Martens, R., & van Merrienboer, J. (submitted). Multimedia learning and cognitive load theory: effects of modality and cueing.
11. van Merrienboer, J. (1997). Training complex cognitive skills: A four-component instructional design model for technical training. Englewood Cliffs, NJ: Educational Technology Publications.