-
1
-
-
0032200945
-
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
-
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
-
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
-
4
-
-
0031142685
-
The change in concepts needed to account for human behaviour in complex dynamic tasks
-
Bainbridge, L. (1997). The change in concepts needed to account for human behaviour in complex dynamic tasks. IEEE Transactions on Systems, Man and Cybernetics, Part A: Systems and Humans, 27, 351–359.
-
(1997)
IEEE Transactions on Systems, Man and Cybernetics, Part A: Systems and Humans
, vol.27
, pp. 351-359
-
-
Bainbridge, L.1
-
5
-
-
0000063732
-
Effects of cognitive feedback on performance
-
Balzer, W. K., Doherty, M. E., & O’Connor, R. (1989). Effects of cognitive feedback on performance. Psychological Bulletin, 106, 410–433.
-
(1989)
Psychological Bulletin
, vol.106
, pp. 410-433
-
-
Balzer, W.K.1
Doherty, M.E.2
O’Connor, R.3
-
6
-
-
23744473533
-
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
-
7
-
-
0000828723
-
Constraining novices to perform expert like problem analyses: Effects on schema acquisition
-
Dufresne, R. J., Gerace, W. J., Thibodeau-Hardiman, P., & Mestre, J. P. (1992). Constraining novices to perform expert like problem analyses: Effects on schema acquisition. The Journal of the Learning Sciences, 2, 307–331.
-
(1992)
The Journal of the Learning Sciences
, vol.2
, pp. 307-331
-
-
Dufresne, R.J.1
Gerace, W.J.2
Thibodeau-Hardiman, P.3
Mestre, J.P.4
-
8
-
-
0032955673
-
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
-
9
-
-
0031540034
-
Analogical reasoning and conceptual change: A case study of johannes kepler
-
Gentner, D., Brem, S., Ferguson, R. W., Markman, A. B., Levidow, B. B., Wolff, P., et al. (1997). Analogical reasoning and conceptual change: A case study of Johannes Kepler. Journal of the Learning Sciences, 6, 3–40.
-
(1997)
Journal of the Learning Sciences
, vol.6
, pp. 3-40
-
-
Gentner, D.1
Brem, S.2
Ferguson, R.W.3
Markman, A.B.4
Levidow, B.B.5
Wolff, P.6
-
10
-
-
3843146186
-
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
-
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
-
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
-
13
-
-
0035438174
-
When problem solving is superior to studying worked examples
-
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.
-
(2001)
Journal of Educational Psychology
, vol.93
, pp. 579-588
-
-
Kalyuga, S.1
Chandler, P.2
Tuovinen, J.3
Sweller, J.4
-
14
-
-
1242344741
-
Information presentation and troubleshooting in electrical circuits
-
Kester, L., Kirschner, P. A., & van Merriënboer, J. J. G. (2004a). Information presentation and troubleshooting in electrical circuits. International Journal of Science Education, 26(2/6), 239–256.
-
(2004)
International Journal of Science Education
, vol.26
, Issue.2-6
, pp. 239-256
-
-
Kester, L.1
Kirschner, P.A.2
Van Merriënboer, J.3
-
15
-
-
3843106848
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
27
-
-
0002655478
-
Assimilating complex information
-
Pollock, E., Chandler, P., & Sweller, J. (2002). Assimilating complex information. Learning and Instruction, 12, 61–86.
-
(2002)
Learning and Instruction
, vol.12
, pp. 61-86
-
-
Pollock, E.1
Chandler, P.2
Sweller, J.3
-
28
-
-
0030550769
-
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
-
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
-
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
-
32
-
-
0002672252
-
The elaboration theory of instruction
-
C. M. Reigeluth, Hillsdale, NJ: Erlbaum
-
Reigeluth, C. M., & Stein, F. S. (1983). The elaboration theory of instruction. In C. M. Reigeluth (Ed.), Instructional design theories and models: An overview of their current status (pp. 335–381). Hillsdale, NJ: Erlbaum.
-
(1983)
Instructional Design Theories and Models: An Overview of Their Current Status
, pp. 335-381
-
-
Reigeluth, C.M.1
Stein, F.S.2
-
33
-
-
0036338029
-
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
-
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
-
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
-
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
-
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
-
39
-
-
85071141189
-
Learning by doing
-
C. M. Reigeluth, Mahwah, NJ: Erlbaum
-
Schank, R. C., Berman, T. R., & Macpherson, K. A. (1999). Learning by doing. In C. M. Reigeluth (Ed.), Instructional design theories and models. A new paradigm of instruction (pp. 161–181). Mahwah, NJ: Erlbaum.
-
(1999)
Instructional Design Theories and Models. a New Paradigm of Instruction
, pp. 161-181
-
-
Schank, R.C.1
Berman, T.R.2
Macpherson, K.A.3
-
40
-
-
0000046493
-
The design of goal-based scenarios
-
Schank, R. C., Fano, A., Bell, B., & Jona, M. (1993/1994). The design of goal-based scenarios. Journal of the Learning Sciences, 3, 305–345.
-
(1993)
Journal of the Learning Sciences
, vol.3
, pp. 305-345
-
-
Schank, R.C.1
Fano, A.2
Bell, B.3
Jona, M.4
-
42
-
-
33144466025
-
Efficiency and innovation in transfer
-
J. Mestre, Greenwich, CT: Information Age Publishing
-
Schwartz, D. L., Bransford, J. D., & Sears, D. (2005). Efficiency and innovation in transfer. In J. Mestre (Ed.), Transfer of learning from a modern multidisciplinary perspective. Greenwich, CT: Information Age Publishing.
-
(2005)
Transfer of Learning from a Modern Multidisciplinary Perspective
-
-
Schwartz, D.L.1
Bransford, J.D.2
Sears, D.3
-
43
-
-
33645235444
-
How mathematics propels the development of physical knowledge
-
Schwartz, D. L., Martin, L., & Pfaffman, J. (2005). How mathematics propels the development of physical knowledge. Journal of Cognition and Development, 6(1), 65–88.
-
(2005)
Journal of Cognition and Development
, vol.6
, Issue.1
, pp. 65-88
-
-
Schwartz, D.L.1
Martin, L.2
Pfaffman, J.3
-
44
-
-
77956789903
-
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
-
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
-
46
-
-
0032395415
-
Cognitive architecture and instructional design
-
Sweller, J., van Merriënboer, J. J. G., & Paas, F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251–296.
-
(1998)
Educational Psychology Review
, vol.10
, Issue.3
, pp. 251-296
-
-
Sweller, J.1
Van Merriënboer, J.2
Paas, F.3
-
47
-
-
33751551663
-
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
-
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
-
50
-
-
0036018588
-
Blueprints for complex learning: The 4c/id-model
-
van Merriënboer, J. J. G., Clark, R. E., & De Croock, M. B.M. (2002). Blueprints for complex learning: The 4C/ID-model. Educational Technology, Research and Development, 50(2), 39–64.
-
(2002)
Educational Technology, Research and Development
, vol.50
, Issue.2
, pp. 39-64
-
-
Van Merriënboer, J.1
Clark, R.E.2
De Croock, M.3
-
51
-
-
0000442605
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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
|