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Volumn 26, Issue 6, 2012, Pages 848-853

The transient information effect: Investigating the impact of segmentation on spoken and written text

Author keywords

[No Author keywords available]

Indexed keywords

ADOLESCENT; ARTICLE; COGNITION; FEMALE; HUMAN; LEARNING; MALE; PRIORITY JOURNAL; VERBAL COMMUNICATION; WRITTEN LANGUAGE;

EID: 84870360163     PISSN: 08884080     EISSN: 10990720     Source Type: Journal    
DOI: 10.1002/acp.2885     Document Type: Article
Times cited : (61)

References (17)
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    • Ayres, P.1    Paas, F.2
  • 2
    • 34848926307 scopus 로고    scopus 로고
    • Can the cognitive load approach make instructional animations more effective?
    • Ayres, P., & Paas, F. (2007b). Can the cognitive load approach make instructional animations more effective? Applied Cognitive Psychology, 21, 811-820.
    • (2007) Applied Cognitive Psychology , vol.21 , pp. 811-820
    • Ayres, P.1    Paas, F.2
  • 3
    • 33646069390 scopus 로고    scopus 로고
    • The split-attention principle in multimadiea learning
    • R. E. Mayer (Ed.), New York, NY: Cambridge University Press.
    • Ayres, P., & Sweller, J. (2005). The split-attention principle in multimadiea learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 135-146). New York, NY: Cambridge University Press.
    • (2005) The Cambridge handbook of multimedia learning , pp. 135-146
    • Ayres, P.1    Sweller, J.2
  • 4
    • 80051804091 scopus 로고    scopus 로고
    • Cognitive load theory, modality of presentation and the transient information effect
    • Leahy, W., & Sweller, J. (2011). Cognitive load theory, modality of presentation and the transient information effect. Applied Cognitive Psychology, 25, 943-951.
    • (2011) Applied Cognitive Psychology , vol.25 , pp. 943-951
    • Leahy, W.1    Sweller, J.2
  • 5
    • 33847031441 scopus 로고    scopus 로고
    • The modlaity principle in multimadiea learning
    • R. E. Mayer (Ed.), New York, NY: Cambridge University Press.
    • Low, R., & Sweller, J. (2005). The modlaity principle in multimadiea learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 135-146). New York, NY: Cambridge University Press.
    • (2005) The Cambridge handbook of multimedia learning , pp. 135-146
    • Low, R.1    Sweller, J.2
  • 6
    • 0035354482 scopus 로고    scopus 로고
    • When learning is just a click away: Does simple user interaction foster deeper understanding of multimedia messages?
    • Mayer, R. E., & 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.
    • (2001) Journal of Educational Psychology , vol.93 , pp. 390-397
    • Mayer, R.E.1    Chandler, P.2
  • 7
    • 33845616537 scopus 로고
    • Reducing cognitive load by mixing auditory and visual presentation modes
    • Mousavi, S. Y., Low, R. & Sweller, J. (1995). Reducing cognitive load by mixing auditory and visual presentation modes. Journal of Educational Psychology, 87, 319-334.
    • (1995) Journal of Educational Psychology , vol.87 , pp. 319-334
    • Mousavi, S.Y.1    Low, R.2    Sweller, J.3
  • 8
    • 56549096166 scopus 로고    scopus 로고
    • A unified view of learning from animated and static graphics
    • R. Lowe & W. Schnotz (Eds.), New York: Cambridge University Press.
    • Schnotz, W., & Lowe, R. (2008). A unified view of learning from animated and static graphics. In R. Lowe & W. Schnotz (Eds.), Learning with animations: Research implications for design (pp. 304-356). New York: Cambridge University Press.
    • (2008) Learning with animations: Research implications for design , pp. 304-356
    • Schnotz, W.1    Lowe, R.2
  • 10
    • 0000819688 scopus 로고
    • Cognitive load during problem solving: Effects on learning
    • Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science: A Multidisciplinary Journal, 12(2), 257-285.
    • (1988) Cognitive Science: A Multidisciplinary Journal , vol.12 , Issue.2 , pp. 257-285
    • Sweller, J.1
  • 15
    • 84865585681 scopus 로고    scopus 로고
    • Cognitive load theory, the transient information effect and e-learning
    • Wong, A., Leahy, W., Marcus, N., & Sweller, J. (2012). Cognitive load theory, the transient information effect and e-learning. Learning and Instruction, 22, 449-457.
    • (2012) Learning and Instruction , vol.22 , pp. 449-457
    • Wong, A.1    Leahy, W.2    Marcus, N.3    Sweller, J.4
  • 16
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    • Observational learning from animated models: Effects of modality and reflection on transfer
    • Wouters, P., Paas, F., & Van Merriënboer, J. J. G. (2009). Observational learning from animated models: Effects of modality and reflection on transfer. Contemporary Educational Psychology, 34, 1-8.
    • (2009) Contemporary Educational Psychology , vol.34 , pp. 1-8
    • Wouters, P.1    Paas, F.2    Van Merriënboer, J.J.G.3
  • 17
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    • Observational learning from animated models: Effects of studying practicing alternation and illusion of control on transfer
    • Wouters, P., Paas, F., & Van Merriënboer, J. J. G. (2010). Observational learning from animated models: Effects of studying practicing alternation and illusion of control on transfer. Instructional Science, 38, 89-104.
    • (2010) Instructional Science , vol.38 , pp. 89-104
    • Wouters, P.1    Paas, F.2    Van Merriënboer, J.J.G.3


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.