Cognitive processes and strategies employed by children to learn spatial representations

Learning and Instruction

Volumn 8, Issue 1, 1998, Pages 1-18

  Pillay, Hitendra ^a  

^a QUEENSLAND UNIVERSITY OF TECHNOLOGY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0031994861     PISSN: 09594752     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0959-4752(97)00030-3     Document Type: Article

References (14)

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3. Chandler, P., & Sweller, J. (1992). Split attention effects as a factor in the design of instruction. British Journal of Educational Psychology, 62, 233-246.
4. Cooper, L. A. (1988). The role of spatial representations in complex problem solving. In S. Schiffer & S. Steele (Eds.), Cognition and representation (pp. 53-86). Boulder, CO: Westview.
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8. Kosslyn, S. M., & Pomerantz, J. R. (1977). Imagery, proposition, and the form of internal representation. Cognitive Psychology, 9, 52-76.
9. Owen, E., & Sweller, J. (1985). What do students learn while solving mathematics problems? Journal of Educational Psychology, 77, 272-284.
10. Pillay, H. (1994). Cognitive load and mental rotation: Structuring orthographic projection for learning and problem solving. Instructional Science, 22(2), 91-113.
11. Raghavan, K., & Glasser, R. (1994). Studying and teaching model-based reasoning in science. In S. Vosniadou, E. De Corte & H. Mandl (Eds.), Technology-based learning environment (pp. 104-112). Springer: New York.
12. Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257-285.
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14. Sweller, J., & Chandler, P. (1994). Why some material is difficult to learn. Cognition and Instruction, 12, 185-223.