Cognitive load measurement as a means to advance cognitive load theory

Educational Psychologist

Volumn 38, Issue 1, 2003, Pages 63-71

  Paas, Fred ^a   Tuovinen, Juhani E ^b   Tabbers, Huib ^a   Van Gerven, Pascal W M ^c  

^a OPEN UNIVERSITY OF THE NETHERLANDS   (Netherlands)

^b CHARLES STURT UNIVERSITY   (Australia)

^c ERASMUS UNIVERSITY ROTTERDAM   (Netherlands)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0037412693     PISSN: 00461520     EISSN: None     Source Type: Journal    
DOI: 10.1207/S15326985EP3801_8     Document Type: Article

References (47)

1. Beatty, J., Lucer-Wagoner, B. (2000). The pupillary system. In J. T. Cacioppo, L. G. Tassinary, & G. G. Berntson (Eds.), Handbook of psychophysiology (2nd ed., pp. 142-162). Cambride, MA: Cambridge University Press.
2. Borg, G., Bratfisch, O., & Dornic, S. (1971). On the problem of perceived difficulty. Scandinavian Journal of Psychology, 12, 249-260.
3. Brünken, R., Plass, J. L., & Leutner, D. (2003). Direct measurement of cognitive load in multimedia learning. Educational Psychologist, 38, 53-61.
4. Callicot, J. H., Mattay, V. S., Bertolini, A., Finn, K., Coppola, R., Frank, J. A., et al. (1999). Physiological characteristics of capacity constraints in working memory as revealed by functional MRI. Cerebral Cortex, 9, 20-26.
5. Camp, G., Paas, F., Rikers, R., & van Merriënboer J. J. G (2001). Dynamic problem selection in air traffic control training: A comparison between performance, mental effort and mental efficiency. Computers in Human Behavior, 17, 575-595.
6. Cerpa, N., Chandler, P., & Sweller, J. (1996). Some conditions under which integrated computer-based training software can facilitate learning. Journal of Educational Computing Research, 15, 345-367.
7. Chandler, P., & Sweller, J. (1996). Cognitive load while learning to use a computer program. Applied Cognitive Psychology, 10, 151-170.
8. de Croock, M. B. M., van Merriënboer, J. J. G., & Paas, F. (1998). High versus low contextual interference in simulation-based training of trouble-shooting skills: Effects on transfer performance and invested mental effort. Computers in Human Behavior, 14, 249-267.
9. Fink, A., & Neubauer, A. C. (2001). Speed of information processing, psychometric intelligence, and time estimation as an index of cognitive load. Personality & Individual Differences, 30, 1009-1021.
10. Gimino, A. (2002, April). Students' investment of mental effort. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
11. Gopher, D., & Braune, R. (1984). On the psychophysics of workload: Why bother with subjective measures? Human Factors, 26, 519-532.
12. Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003). The expertise reversal effect. Educational Psychologist, 38, 23-31.
13. Kalyuga, S., Chandler, P., & Sweller, J. (1998). Levels of expertise and instructional design. Human Factors, 40, 1-17.
14. Kalyuga, S., Chandler, P., & Sweller, J. (1999). Managing split-attention and redundancy in multimedia instruction. Applied Cognitive Psychology, 13, 351-371.
15. Kalyuga, S., Chandler, P., & Sweller, J. (2000). Incorporating learner experience into the design of multimedia instruction. Journal of Educational Psychology, 92, 126-136.
16. Kalyuga, S., Chandler, P., & Sweller, J. (2001). Learner experience and efficiency of instructional guidance. Educational Psychology, 21, 5-23.
17. Kalyuga, S., Chandler, P., Tuovinen, J., & Sweller, J. (2001). When problem solving is superior to studying worked examples. Journal of Educational Psychology, 93, 579-588.
18. Linton, P. M., Plamondon, B. D., & Dick, A. O. (1989). Operator workload for military system acquisition. In G. R. McMillan, D. Beevis, E. Salas, M. H. Strub, R. Sutton, & L. van Breda (Eds.), Applications of human performance models to system design (pp. 21-46). New York: Plenum.
19. Marcus, N., Cooper, M., & Sweller, J. (1996). Understanding instructions. Journal of Educational Psychology, 88, 49-63.
20. Mayer, R., Bove, W., Bryman, A., Mars, R., & Tapangco, L. (1996). When less is more: Meaningful learning from visual and verbal summaries of science textbook lessons. Journal of Educational Psychology, 88, 64-73.
21. Mayer, R., & Chandler, P. (2001). When learning is just a click away: Does simple user interaction foster deeper understanding of multimedia messages? Journal of Educational Psychology, 93, 390-397.
22. Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38, 43-52.
23. Nygren, T. E. (1991). Psychometric properties of subjective workload measurement techniques: Implications for their use in the assessment of perceived mental workload. Human Factors, 33, 17-33.
24. Paas, F. (1992). Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach. Journal of Educational Psychology, 84, 429-434.
25. Paas, F., Camp, G., & Rikers, R. (2001). Instructional compensation for age-related cognitive declines: Effects of goal specificity in maze learning. Journal of Educational Psychology, 93, 181-186.
26. Paas, F., & van Merriënboer, J. J. G. (1993). The efficiency of instructional conditions: An approach to combine mental effort and performance measures. Human Factors, 35, 737-743.
27. Paas, F., & van Merriënboer, J. J. G. (1994a). Instructional control of cognitive load in the training of complex cognitive tasks. Educational Psychology Review, 6, 51-71.
28. Paas, F., & van Merriënboer, J. J. G. (1994b). Variability of worked examples and transfer of geometrical problem solving skills: A cognitive-load approach. Journal of Educational Psychology, 86, 122-133.
29. Paas, F., van Merriënboer, J. J. G., & Adam, J. J. (1994). Measurement of cognitive load in instructional research. Perceptual and Motor Skills, 79, 419-430.
30. Pollock, E., Chandler, P., & Sweller, J. (2002). Assimilating complex information. Learning and Instruction, 12, 61-86.
31. Smith, E. E., Jonides, J., & Koeppe, R. A. (1996). Dissociating verbal and spatial working memory using PET. Cerebral Cortex, 6, 11-20.
32. Stark, R., Mandl, H., Gruber, H., & Renkl, A. (2002). Conditions and effects of example generation. Learning and Instruction, 12, 39-60.
33. Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257-285.
34. Sweller, J., van Merriënboer, J. J. G., & Paas, F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251-296.
35. Jabbers, H. K., Martens, R. L., & van Merriënboer, J. J. G. (2002). A closer look at the modality effect in multimedia learning. Manuscript submitted for publication.
36. Tabbers, H. K., Martens, R. L., & van Merriënboer, J. J. G. (in press). Multimedia instructions and cognitive load theory: Effects of modality and cueing. British Journal of Educational Psychology.
37. Tindall-Ford, S., Chandler, P., & Sweller, J. (1997). When two sensory modes are better than one. Journal of Experimental Psychology: Applied, 3, 257-287.
38. Tuovinen, J., & Paas, F. (2002). Measurement and computation of 2 and 3 factor instructional condition efficiency. Manuscript in preparation.
39. Tuovinen, J. E., & Sweller, J. (1999). A comparison of cognitive load associated with discovery learning and worked examples. Journal of Educational Psychology, 91, 334-341.
40. Van Gerven, P. W. M., Paas, F., van Merriënboer, J. J. G., Hendriks, M., & Schmidt, H. G. (2002). The efficiency of multimedia training into old age. Manuscript submitted for publication.
41. Van Gerven, P. W. M., Paas, F., van Merriënboer, J. J. G., & Schmidt, H. G. (2002a). Cognitive load theory and aging: Effects of worked examples on training efficiency. Learning and Instruction, 12, 87-105.
42. Van Gerven, P. W. M., Paas, F., van Merriënboer, J. J. G., & Schmidt, H. G. (2002b). Memory load and task-evoked pupillary responses in aging. Manuscript submitted for publication.
43. Van Gerven, P. W. M., Paas, F., van Merriënboer, J. J. G., & Schmidt, H. G. (2002c). Modality and variability as factors in training the elderly. Manuscript submitted for publication.
44. van Merriënboer, J. J. G, Schuurman, J. G., de Croock, M. B. M., & Paas, F. (2002). Redirecting learners' attention during training: Effects on cognitive load, transfer test performance and training. Learning and Instruction, 12, 11-39.
45. Xie, B., & Salvendy, G. (2000). Prediction of mental workload in single and multiple task environments. International Journal of Cognitive Ergonomics, 4, 213-242.
46. Yeung, A. S. (1999). Cognitive load and learner expertise: Split-attention and redundancy effects in reading comprehension tasks with vocabulary definitions. The Journal of Experimental Education, 67, 197-217.
47. Yeung, A. S., Jin, P., & Sweller, J. (1997). Cognitive load and learner expertise: Split-attention and redundancy effects in reading with explanatory notes. Contemporary Educational Psychology, 23, 1-21.