When feedback is cognitively-demanding: the importance of working memory capacity

Instructional Science

Volumn 43, Issue 1, 2015, Pages 73-91

  Fyfe, Emily R ^a   DeCaro, Marci S ^b   Rittle Johnson, Bethany ^a  

^a VANDERBILT UNIVERSITY   (United States)

^b UNIVERSITY OF LOUISVILLE   (United States)

Author keywords

Cognitive load; Feedback; Mathematics learning; Problem solving; Working memory

Indexed keywords

EID: 84939874737     PISSN: 00204277     EISSN: None     Source Type: Journal    
DOI: 10.1007/s11251-014-9323-8     Document Type: Article

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