메뉴 건너뛰기




Volumn , Issue , 2010, Pages 109-130

Instructional control of cognitive load in the design of complex learning environments

Author keywords

[No Author keywords available]

Indexed keywords


EID: 84874461672     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1017/CBO9780511844744.008     Document Type: Chapter
Times cited : (18)

References (58)
  • 1
    • 0032200945 scopus 로고    scopus 로고
    • Differential effects of task complexity on contextual interference in a drawing task
    • Albaret, J.M., & Thon, B. (1999).Differential effects of task complexity on contextual interference in a drawing task. Acta Psychologica, 100, 9–24.
    • (1999) Acta Psychologica , vol.100 , pp. 9-24
    • Albaret, J.M.1    Thon, B.2
  • 2
    • 0034195057 scopus 로고    scopus 로고
    • Learning from examples: Instructional principles from the worked examples research
    • Atkinson, R. K., Derry, S. J., Renkl, A., & Wortham, D. (2000). Learning from examples: Instructional principles from the worked examples research. Review of Educational Research, 70, 181–214.
    • (2000) Review of Educational Research , vol.70 , pp. 181-214
    • Atkinson, R.K.1    Derry, S.J.2    Renkl, A.3    Wortham, D.4
  • 3
    • 33646395954 scopus 로고    scopus 로고
    • Impact of reducing intrinsic cognitive load on learning in a mathematical domain
    • Ayres, P. (2006). Impact of reducing intrinsic cognitive load on learning in a mathematical domain. Applied Cognitive Psychology, 20, 287–298.
    • (2006) Applied Cognitive Psychology , vol.20 , pp. 287-298
    • Ayres, P.1
  • 6
    • 23744473533 scopus 로고    scopus 로고
    • The impact of sequencing and prior knowledge on learning mathematics through spreadsheet applications
    • Clarke, T., Ayres, P., & Sweller, J. (2005). The impact of sequencing and prior knowledge on learning mathematics through spreadsheet applications. Educational Technology, Research and Development, 53, 15–24.
    • (2005) Educational Technology, Research and Development , vol.53 , pp. 15-24
    • Clarke, T.1    Ayres, P.2    Sweller, J.3
  • 8
    • 0032955673 scopus 로고    scopus 로고
    • Structured teaching methods enhance skill acquisition but not problem-solving abilities: An evaluation of the ‘silent run through’
    • Eaton, D., & Cottrell, D. (1999). Structured teaching methods enhance skill acquisition but not problem-solving abilities: An evaluation of the ‘silent run through’. Medical Education, 33, 19–23.
    • (1999) Medical Education , vol.33 , pp. 19-23
    • Eaton, D.1    Cottrell, D.2
  • 10
    • 3843146186 scopus 로고    scopus 로고
    • Designing instructional examples to reduce intrinsic cognitive load: Molar versus modular presentation of solution procedures
    • Gerjets, P., Scheiter, K., & Catrambone, R. (2004). Designing instructional examples to reduce intrinsic cognitive load: Molar versus modular presentation of solution procedures. Instructional Science, 32, 33–58.
    • (2004) Instructional Science , vol.32 , pp. 33-58
    • Gerjets, P.1    Scheiter, K.2    Catrambone, R.3
  • 11
    • 0030157616 scopus 로고    scopus 로고
    • Optimal length for summary knowledge of results: The influence of task-related experience and complexity
    • Guadagnoli, M. A., Dornier, L., & Tandy, R. D. (1996). Optimal length for summary knowledge of results: The influence of task-related experience and complexity. Research Quarterly for Exercise and Sport, 67, 239–248.
    • (1996) Research Quarterly for Exercise and Sport , vol.67 , pp. 239-248
    • Guadagnoli, M.A.1    Dornier, L.2    Tandy, R.D.3
  • 12
    • 0030099140 scopus 로고    scopus 로고
    • Practice schedule effects on the performance and learning of low- and high-skilled students: An applied study
    • Hebert, E. P., Landin, D., & Solmon, M. A. (1996). Practice schedule effects on the performance and learning of low- and high-skilled students: An applied study. Research Quarterly for Exercise and Sport, 67, 52–58.
    • (1996) Research Quarterly for Exercise and Sport , vol.67 , pp. 52-58
    • Hebert, E.P.1    Landin, D.2    Solmon, M.A.3
  • 15
    • 3843106848 scopus 로고    scopus 로고
    • Just in time presentation of different types of information in learning statistics
    • Kester, L., Kirschner, P. A., & van Merriënboer, J. J. G. (2004b). Just in time presentation of different types of information in learning statistics. Instructional Science, 32, 233–252.
    • (2004) Instructional Science , vol.32 , pp. 233-252
    • Kester, L.1    Kirschner, P.A.2    Van Merriënboer, J.3
  • 16
    • 33645023683 scopus 로고    scopus 로고
    • Just-in-time information presentation: Improving learning and troubleshooting skill
    • Kester, L., Kirschner, P. A., & van Merriënboer, J. J. G. (2006). Just-in-time information presentation: Improving learning and troubleshooting skill. Contemporary Educational Psychology, 31, 167–185.
    • (2006) Contemporary Educational Psychology , vol.31 , pp. 167-185
    • Kester, L.1    Kirschner, P.A.2    Van Merriënboer, J.3
  • 17
    • 77956743731 scopus 로고
    • Can forgetting facilitate skill acquisition?
    • D. Goodman, R. B. Wilberg, & I.M. Franks, Amsterdam, The Netherlands: Elsevier North Holland
    • Lee, T. D., & Magill, R. A. (1985). Can forgetting facilitate skill acquisition? In D. Goodman, R. B. Wilberg, & I.M. Franks (Eds.), Differing perspectives on memory, learning and control (pp. 3–22). Amsterdam, The Netherlands: Elsevier North Holland.
    • (1985) Differing Perspectives on Memory, Learning and Control , pp. 3-22
    • Lee, T.D.1    Magill, R.A.2
  • 18
    • 0242533940 scopus 로고    scopus 로고
    • Planning, managing, and optimizing transfer of training
    • K. Kraiger, San Francisco, CA: Jossey-Bass
    • Machin, M. A. (2002). Planning, managing, and optimizing transfer of training. In K. Kraiger (Ed.), Creating, implementing, and managing effective training and development (pp. 263–301). San Francisco, CA: Jossey-Bass.
    • (2002) Creating, Implementing, and Managing Effective Training and Development , pp. 263-301
    • Machin, M.A.1
  • 19
    • 0000942822 scopus 로고
    • A review of the contextual interference effect in motor skill acquisition
    • Magill, R. A., & Hall, K. G. (1990). A review of the contextual interference effect in motor skill acquisition. Human Movement Science, 9, 241–289.
    • (1990) Human Movement Science , vol.9 , pp. 241-289
    • Magill, R.A.1    Hall, K.G.2
  • 21
    • 0037412644 scopus 로고    scopus 로고
    • Nine ways to reduce cognitive load in multimedia learning
    • Mayer, R. E., & Moreno, R. (2003).Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38, 43–52.
    • (2003) Educational Psychologist , vol.38 , pp. 43-52
    • Mayer, R.E.1    Moreno, R.2
  • 23
    • 0035581983 scopus 로고    scopus 로고
    • Instructional compensation for age-related cognitive declines: Effects of goal specificity in maze learning
    • 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.
    • (2001) Journal of Educational Psychology , vol.93 , pp. 181-186
    • Paas, F.1    Camp, G.2    Rikers, R.3
  • 24
    • 0037412682 scopus 로고    scopus 로고
    • Cognitive load theory and instructional design: Recent developments
    • Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38, 1–4.
    • (2003) Educational Psychologist , vol.38 , pp. 1-4
    • Paas, F.1    Renkl, A.2    Sweller, J.3
  • 25
    • 0037412693 scopus 로고    scopus 로고
    • Cognitive load measurement as a means to advance cognitive load theory
    • Paas, F., Tuovinen, J., Tabbers, H., & Van Gerven, P. W. M. (2003). Cognitive load measurement as a means to advance cognitive load theory. Educational Psychologist, 38, 63–71.
    • (2003) Educational Psychologist , vol.38 , pp. 63-71
    • Paas, F.1    Tuovinen, J.2    Tabbers, H.3    Van Gerven, P.4
  • 26
    • 33846580222 scopus 로고
    • Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive load approach
    • Paas, F., & van Merriënboer, 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.
    • (1994) Journal of Educational Psychology , vol.86 , pp. 122-133
    • Paas, F.1    Van Merriënboer, J.2
  • 28
    • 0030550769 scopus 로고    scopus 로고
    • Role of examples in how students learn to categorize statistics word problems
    • Quilici, J. L., & Mayer, R. E. (1996). Role of examples in how students learn to categorize statistics word problems. Journal of Educational Psychology, 88, 144–161.
    • (1996) Journal of Educational Psychology , vol.88 , pp. 144-161
    • Quilici, J.L.1    Mayer, R.E.2
  • 30
    • 85071125134 scopus 로고    scopus 로고
    • The elaboration theory: Guidance for scope and sequence decisions
    • C. M. Reigeluth, 1st ed., Mahwah, NJ: Erlbaum
    • Reigeluth, C. M. (1999). The elaboration theory: Guidance for scope and sequence decisions. In C. M. Reigeluth (Ed.), Instructional design theories and models. A new paradigm of instruction (1st ed., pp. 425–453). Mahwah, NJ: Erlbaum.
    • (1999) Instructional Design Theories and Models. a New Paradigm of Instruction , pp. 425-453
    • Reigeluth, C.M.1
  • 31
    • 0005437716 scopus 로고
    • The elaboration theory of instruction: A model for sequencing and synthesizing instruction
    • Reigeluth, C. M., Merrill, M. D., Wilson, B.G., & Spiller, R. T. (1980). The elaboration theory of instruction: A model for sequencing and synthesizing instruction. Instructional Science, 9, 195–219.
    • (1980) Instructional Science , vol.9 , pp. 195-219
    • Reigeluth, C.M.1    Merrill, M.D.2    Wilson, B.G.3    Spiller, R.T.4
  • 33
    • 0036338029 scopus 로고    scopus 로고
    • Worked-out examples: Instructional explanations support learning by self-explanation
    • Renkl, A. (2002). Worked-out examples: Instructional explanations support learning by self-explanation. Learning and Instruction, 12, 529–556.
    • (2002) Learning and Instruction , vol.12 , pp. 529-556
    • Renkl, A.1
  • 34
    • 0037412702 scopus 로고    scopus 로고
    • Structuring the transition from example study to problem solving in cognitive skill acquisition: A cognitive load perspective
    • Renkl, A., & Atkinson, R. K. (2003). Structuring the transition from example study to problem solving in cognitive skill acquisition: A cognitive load perspective. Educational Psychologist, 38, 15–22.
    • (2003) Educational Psychologist , vol.38 , pp. 15-22
    • Renkl, A.1    Atkinson, R.K.2
  • 36
    • 0031531736 scopus 로고    scopus 로고
    • Effects of principle explanation and superficial similarity on analogical mapping in problem solving
    • Ross, B. H., & Kilbane, M. C. (1997). Effects of principle explanation and superficial similarity on analogical mapping in problem solving. Journal of Experimental Psychology – Learning, Memory & Cognition, 23, 427–440.
    • (1997) Journal of Experimental Psychology – Learning, Memory & Cognition , vol.23 , pp. 427-440
    • Ross, B.H.1    Kilbane, M.C.2
  • 37
    • 84935187534 scopus 로고
    • Rocky road to transfer: Rethinking mechanisms of a neglected phenomenon
    • Salomon, G., & Perkins, D. N. (1989). Rocky road to transfer: Rethinking mechanisms of a neglected phenomenon. Educational Psychologist, 24, 113–142.
    • (1989) Educational Psychologist , vol.24 , pp. 113-142
    • Salomon, G.1    Perkins, D.N.2
  • 38
    • 0038363291 scopus 로고
    • Goal-based scenarios: A radical look at education
    • Schank, R. C. (1993/1994). Goal-based scenarios: A radical look at education. Journal of the Learning Sciences, 3, 429–453.
    • (1993) Journal of the Learning Sciences , vol.3 , pp. 429-453
    • Schank, R.C.1
  • 44
    • 77956789903 scopus 로고
    • Context effects in learning movement information
    • R. A. Magill, Amsterdam, The Netherlands: Elsevier North Holland
    • Shea, J. B., & Zimny, S. T. (1983). Context effects in learning movement information. In R. A. Magill (Ed.), Memory and the control of action (pp. 345–366). Amsterdam, The Netherlands: Elsevier North Holland.
    • (1983) Memory and the Control of Action , pp. 345-366
    • Shea, J.B.1    Zimny, S.T.2
  • 45
    • 0000819688 scopus 로고
    • Cognitive load during problem solving: Effects on learning
    • Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257–285.
    • (1988) Cognitive Science , vol.12 , pp. 257-285
    • Sweller, J.1
  • 47
    • 33751551663 scopus 로고
    • The influence of improvement in one mental function upon the efficiency of other functions
    • Thorndike, E. L., & Woodworth, R. S. (1901). The influence of improvement in one mental function upon the efficiency of other functions. Psychological Review, 8, 247–261.
    • (1901) Psychological Review , vol.8 , pp. 247-261
    • Thorndike, E.L.1    Woodworth, R.S.2
  • 48
    • 0000663822 scopus 로고
    • Strategies for programming instruction in high school: Program completion vs. program generation
    • van Merriënboer, J. J. G. (1990). Strategies for programming instruction in high school: Program completion vs. program generation. Journal of Educational Computing Research, 6, 265–285.
    • (1990) Journal of Educational Computing Research , vol.6 , pp. 265-285
    • Van Merriënboer, J.1
  • 51
    • 0000442605 scopus 로고    scopus 로고
    • The transfer paradox: Effects of contextual interference on retention and transfer performance of a complex cognitive skill
    • van Merriënboer, J. J. G., De Croock, M. B. M., & Jelsma, O. (1997). The transfer paradox: Effects of contextual interference on retention and transfer performance of a complex cognitive skill. Perceptual and Motor Skills, 84, 784–786.
    • (1997) Perceptual and Motor Skills , vol.84 , pp. 784-786
    • Van Merriënboer, J.1    De Croock, M.2    Jelsma, O.3
  • 52
    • 0035618257 scopus 로고    scopus 로고
    • Three worlds of instructional design: State of the art and future directions
    • van Merriënboer, J. J. G., & Kirschner, P. A. (2001). Three worlds of instructional design: State of the art and future directions. Instructional Science, 29, 429–441.
    • (2001) Instructional Science , vol.29 , pp. 429-441
    • Van Merriënboer, J.1    Kirschner, P.A.2
  • 53
    • 0037412645 scopus 로고    scopus 로고
    • Taking the load off a learners’ mind: Instructional design for complex learning
    • Van Merriënboer, J. J. G., Kirschner, P. A., & Kester, L. (2003). Taking the load off a learners’ mind: Instructional design for complex learning. Educational Psychologist, 38, 5–13.
    • (2003) Educational Psychologist , vol.38 , pp. 5-13
    • Van Merriënboer, J.1    Kirschner, P.A.2    Kester, L.3
  • 54
    • 0002926013 scopus 로고    scopus 로고
    • Redirecting learners’ attention during training: Effects on cognitive load, transfer test performance, and training efficiency
    • 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 efficiency. Learning and Instruction, 12, 11–37.
    • (2002) Learning and Instruction , vol.12 , pp. 11-37
    • Van Merriënboer, J.1    Schuurman, J.G.2    De Croock, M.3    Paas, F.4
  • 55
    • 18844441224 scopus 로고    scopus 로고
    • Cognitive load theory and complex learning: Recent developments and future directions
    • van Merriënboer, J. J. G., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17, 147–177.
    • (2005) Educational Psychology Review , vol.17 , pp. 147-177
    • Van Merriënboer, J.1    Sweller, J.2
  • 56
    • 84970382140 scopus 로고
    • A review of strategies for sequencing and synthesizing instruction
    • Van Patten, J., Chao, C., & Reigeluth, C. M. (1986). A review of strategies for sequencing and synthesizing instruction. Review of Educational Research, 56, 437–471.
    • (1986) Review of Educational Research , vol.56 , pp. 437-471
    • Van Patten, J.1    Chao, C.2    Reigeluth, C.M.3
  • 57
    • 0036616617 scopus 로고    scopus 로고
    • Principles derived from the study of simple skills do not generalize to complex skill learning
    • Wulf, G., & Shea, C. H. (2002). Principles derived from the study of simple skills do not generalize to complex skill learning. Psychonomic Bulletin & Review, 9, 185–211.
    • (2002) Psychonomic Bulletin & Review , vol.9 , pp. 185-211
    • Wulf, G.1    Shea, C.H.2
  • 58
    • 0031703655 scopus 로고    scopus 로고
    • Physical guidance benefits in learning a complex motor skill
    • Wulf, G., Shea, C. H., & Whitacre, C. A. (1998). Physical guidance benefits in learning a complex motor skill. Journal of Motor Behavior, 30, 367–380.
    • (1998) Journal of Motor Behavior , vol.30 , pp. 367-380
    • Wulf, G.1    Shea, C.H.2    Whitacre, C.A.3


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.