Cognitive Load Theory and the Format of Instruction

Cognition and Instruction

Volumn 8, Issue 4, 1991, Pages 293-332

  Chandler, Paul ^a   Sweller, John ^a  

^a UNIVERSITY OF NEW SOUTH WALES   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84948512218     PISSN: 07370008     EISSN: 1532690X     Source Type: Journal    
DOI: 10.1207/s1532690xci0804_2     Document Type: Article

References (14)

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3. Cooper, G., & Sweller, J. (1987). The effects of schema acquisition and rule automation on mathematical problem-solving transfer. Journal of Educational Psychology, 79, 347–362.
4. Larkin, J., & Simon, H. (1987). Why a diagram is (sometimes) worth ten thousand words. Cognitive Science, 11, 65–99.
5. Owen, E., & Sweller, J. (1985). What do students learn while solving mathematics problems. Journal of Educational Psychology, 77, 272–284.
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7. Sweller, J. (1989). Cognitive technology: Some procedures for facilitating learning and problem solving in mathematics and science. Journal of Educational Psychology, 81, 457–466.
8. Sweller, J., Chandler, P., Tierney, P., & Cooper, M. (1990). Cognitive load and selective attention as factors in the structuring of technical material. Journal of Experimental Psychology: General, 119, 176–192.
9. Sweller, J., & Cooper, G. A. (1985). The use of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction, 2, 59–89.
10. Sweller, J., Mawer, R., & Howe, W. (1982). Consequences of history-cued and means-ends strategies in problem solving. American Journal of Psychology, 95, 455–483.
11. Sweller, J., Mawer, R., & Ward, M. (1983). Development of expertise in mathematical problem solving. Journal of Experimental Psychology: General, 112, 639–661.
12. Tarmizi, R., & Sweller, J. (1988). Guidance during mathematical problem solving. Journal of Educational Psychology, 80, 424–436.
13. Ward, M., & Sweller, J. (1990). Structuring effective worked examples. Cognition and Instruction, 7, 1–39.
14. Zhu, X., & Simon, H. (1987). Learning mathematics from examples and by doing. Cognition and Instruction, 4, 137–166.