Cognitive load: Updating the theory?

Learning and Instruction

Volumn 12, Issue 1, 2002, Pages 147-154

  Valcke, Martin ^a  

^a GHENT UNIVERSITY   (Belgium)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 1542489711     PISSN: 09594752     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0959-4752(01)00022-6     Document Type: Note

References (10)

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2. Buzan, T. (1995). The MindMap book. London: BBC Books.
3. Chi, M., Bassok, M., Lewus, M., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13, 145-182.
4. Dochy, F. (1992). Assessment of prior knowledge as a determinant for future learning. Utrecht: Lemma.
5. Flavell, J. H. (1987). Speculations about the nature and development of metacognition. In F. E. Weinert, & R. Kluwe, Metacognition, motivation and understanding (pp. 20-29). Lawrence Erlbaum: Hillsdale.
6. Gagné, E., Yekovich, C., & Yekovich, F. (1993). The cognitive psychology of school learning. New York: Harper Collins.
7. Stark, R. (1999). Lernen mit Lösungsbeispielen. Einfluss unvollständiger Lösungsbeispiele auf Beispielel-aboration. Lernerfolg und Motivation. Göttingen: Hogrefe.
8. Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257-285.
9. Sweller, van Merriënboer, & Paas (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10 (3), 251-296.
10. Valcke, M. (2000). Onderwijskunde als ontwerpwetenschap [Instructional science as an instructional design science]. Ghent: Academia Press.