Cognitive load theory:
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
New York [u.a.]
Springer
2011
|
| Series: | Explorations in the learning sciences, instructional systems and performance technologies
|
| Subjects: | |
| Online Access: | Inhaltstext Inhaltsverzeichnis Klappentext |
| Physical Description: | XVI, 274 S. graph. Darst. |
| ISBN: | 9781441981257 9781441981264 |
Staff View
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Contents
Part I Preliminaries to Cognitive Load Theory
1
Categories of Knowledge: An Evolutionary Approach
. 3
Why Instructional Design Needs to Distinguish
Between Biologically Primary and Secondary Knowledge
. 4
Biologically Primary Knowledge
. 5
Biologically Secondary Knowledge
. 6
Instructional Consequences
. 8
Instructional Consequences Associated
with Biologically Primary Knowledge
. 8
Instructional Consequences of Biologically
Secondary Knowledge
. 11
Conclusions
. 13
Part II Human Cognitive Architecture
2
Amassing Information: The Information Store Principle
. 17
How Natural Information Processing Systems Store Information
. 17
Evolutionary Biology
. 17
Human Cognition: Long-Term Memory
. 18
Instructional Implications
. 24
Conclusions
. 25
3
Acquiring Information: The Borrowing and Reorganising
Principle and the Randomness as Genesis Principle
. 27
The Borrowing and Reorganising Principle
. 27
Biological Evolution
. 27
Human Cognition
. 28
Instructional Implications
. 31
Conclusions
. 31
Randomness as Genesis Principle
. 32
Biological Evolution
. 32
xii Contents
Human
Cognition.
33
Instructional Implications
. 36
Conclusions
. 37
4
Interacting with the External Environment: The Narrow
Limits of Change Principle and the Environmental
Organising and Linking Principle
. 39
Narrow Limits of Change Principle
. 40
Biological Evolution
. 40
Human Cognition
. 41
Instructional Implications
. 44
Conclusions
. 45
The Environmental Organising and Linking Principle
. 46
Biological Evolution
. 46
Human Cognition
. 48
Instructional Implications
. 50
Conclusions
. 50
Summary of Structures and Functions
of Human Cognitive Architecture
. 51
Part III Categories of Cognitive Load
5
Intrinsic and Extraneous Cognitive Load
. 57
Additivity of Intrinsic and Extraneous Cognitive Load
. 58
Element Interactivity
. 58
Element Interactivity and Intrinsic Cognitive Load
. 59
Task Difficulty
. 61
Understanding
. 62
Altering Intrinsic Cognitive Load
. 64
Relations of Intrinsic Cognitive Load to Human
Cognitive Architecture
. 65
Element Interactivity and Extraneous Cognitive Load
. 66
Instructional Implications
. 67
Conclusions
. 68
6
Measuring Cognitive Load
. 71
Indirect Measures of Cognitive Load
. 71
Computational Models
. 71
Performance During Acquisition
. 72
Error Profiles Between Problems
. 72
Subjective Measures of Cognitive Load
. 73
A Subjective Measure of Mental Effort
. 73
A Subjective Measure of Difficulty
. 73
Contents xiii
Variations
in
Subjective
Ratings. 74
Consistency of the Subjective Measures
. 74
Efficiency Measures
. 75
Issues with Calculating Efficiency
. 77
Measuring Cognitive Load Through a Secondary Task
. 77
Physiological Measures of Cognitive Load
. 80
Measuring the Different Types of Cognitive Load
. 81
Summary
. 85
Part IV Cognitive Load Effects
7
The Goal-Free Effect
. 89
Empirical Evidence for the Goal-Free Effect
. 91
Alternative Explanations of the Goal-Free Effect
. 93
A Dual-Space Explanation
. 93
An Attentional Focus Explanation
. 96
A Subjective Measure of Cognitive Load and the Goal-Free Effect
. 97
Conditions of Applicability
. 97
Instructional Implications
. 98
Conclusions
. 98
8
The Worked Example and Problem Completion Effects
. 99
Basic Empirical Evidence
.
I(X)
Worked Examples in Mathematics and Related Domains
.
ИХ)
Worked Examples and Ill-Structured Learning Domains
. 102
Worked Examples in Non-Laboratory-Based Experiments
. 104
Worked Examples and the Alternation Strategy
.
KM
The Problem Completion Effect
. 105
Critiques of the Use of Worked Examples
. 106
Conditions of Applicability
. 107
Instructional Implications
. 108
Conclusions
. 108
9
The Split-Attention Effect
. 111
Various Categories of the Split-Attention Effect
.
I
13
Worked Examples and the Split-Attention Effect
. 114
Diagrams and Written Explanations
.
1
16
Multiple Sources of Text
. 119
More Than Two Sources
ofinformation
. 119
Split-Attention While Learning to Use a Computer
. 120
Split-Attention and Other Cognitive Load Theory Effects
. 122
Temporal Split-Attention
. '22
Alternative Methods to Overcome Split-Attention
.
1
24
xiv Contents
Directing Attention and the Split-Attention Effect
. 124
The Pop-Up Alternative to Text Integration
. 125
Procedural Information and the Split-Attention Effect
. 126
Learner Integration of Split-Source Materials
. 126
A Meta-
Analysis of the Split-Attention Effect
. 127
Conditions of Applicability
. 127
Instructional Implications
. 128
Conclusions
. 128
10
The Modality Effect
. 129
The Effect of Replacing Written with Spoken Text
. 130
The Modality Effect in Interactive Learning Environments
. 132
Factors Moderating the Modality Effect
. 134
Levels of Element Interactivity
. 135
Pacing of Presentations
. 135
An Alternative Explanation for the Reverse Modality Effect
. 136
Reducing Visual Search
. 137
Summary of Conditions of Applicability
. 138
Instructional Implications
. 139
Conclusion
. 140
11
The Redundancy Effect
. 141
Some Empirical Evidence for the Redundancy Effect
. 142
The Effect of Simultaneously Presented Written and Spoken Text
. 144
The Redundancy Effect in Second/Foreign Language Learning
. 146
Evidence for the Redundancy Effect in Pre-Cognitive
Load Theory Research
. 148
Factors Moderating the Redundancy Effect
. 149
Independence
ofinformation
Sources
. 149
Levels of Element Interactivity
. 150
Pacing of Presentations
. 150
The Length of Instructional Segments
. 151
Summary of Conditions of Applicability
. 152
Instructional Implications
. 153
Conclusions
. 154
12
The Expertise Reversal Effect
. 155
Some Empirical Evidence for the Expertise Reversal Effect
. 156
Longitudinal Studies
. 157
Cross-Sectional Studies Using Worked Examples
and Other Forms of Guidance
. 159
Expertise Reversal and the Isolated Elements Effect
. 162
Expertise Reversal and the Variability Effect
. 163
Contents xv
Pre-Training
and the
Expertise
Reversal Effect.
164
Expertise
Reversal for
Multimedia
and Hypermedia Representations
. 165
The Expertise Reversal Effect and Aptitude-Treatment Interactions
. 167
Conditions of Applicability of the Expertise Reversal Effect
. 167
Instructional Implications
. 168
Conclusions
. 169
13
The Guidance Fading Effect
. 171
Empirical Evidence for the Guidance Fading Effect
. 172
Effects of Fading Worked-Out Solution Steps
. 173
Knowledge-Dependent Dynamic Provision of Guidance
. 174
The Effect of a Gradual Change in Levels
of Support Using Computer-Based Tutors
. 176
Applying Rapid Assessment Techniques to the Design
of Adaptive Fading Procedures
. 177
Conditions of Applicability of the Fading Effect
. 181
Instructional Implications
. 182
Conclusions
. 182
14
Facilitating Effective Mental Processes: The Imagination
and Self-Explanation Effects
. 183
The Imagination Effect
. 183
The Imagination Effect Prior to Cognitive Load Theory Research
. 185
Empirical Evidence for the Imagination Effect
Within a Cognitive Load Theory Context
. 186
The Self-Explanation Effect
. 187
Conditions of Applicability
. 190
Instructional Implications
. 192
Conclusions
. 192
15
The Element Interactivity Effect
. 193
Empirical Evidence for the Element Interactivity Effect
. 194
Element Interactivity and the Split-Attention
and Redundancy Effects
. 194
Element Interactivity and Understanding Instructions
. 196
Element Interactivity and the Modality Effect
. 197
Element Interactivity and the Expertise Reversal Effect
. 198
Element Interactivity and the Imagination Effect
. 199
Conditions of Applicability
. '99
Instructional Implications
. 200
Conclusion
. 201
xvi Contents
16 Altering Element
Interactivity and Intrinsic Cognitive load
. 203
Pre-training
. 204
Focusing on Subgoals
. 205
Presenting Declarative and Procedural Information Separately
. 206
Reducing Intrinsic Load in Worked Examples
. 206
Isolated Elements Effect
. 208
4C/ID Model for Complex Learning
. 2)1
The Variability Effect
. 212
Variability and Increased Intrinsic Cognitive Load
. 215
Conditions of Applicability
. 216
Instructional Implications
. 216
Conclusions
. 217
17
Emerging Themes in Cognitive Load Theory: The Transient
Information and the Collective Working Memory Effects
. 219
The Transient Information Effect
. 219
The Modality Effect and Transient Information
. 220
Instructional Animations and Transient Information
. 222
Animation Versus Static Presentations
. 223
Some Conditions Under Which Animations Can Be Effective
. 224
Learning Human Movement or Motor Skills: A Special Case
. 226
The Role of Biologically Primary Knowledge
. 227
Conditions of Applicability
. 229
Instructional Implications
. 229
Conclusions
. 229
The Collective Working Memory Effect
. 230
Conditions of Applicability
. 232
Instructional Implications
. 233
Conclusions
. 233
Part V Conclusions
18
Cognitive Load Theory in Perspective
. 237
References
. 243
Index
. 263
Explorations
in the Learning Sciences,
Instructional Systems and Performance Technologies
John Sweller
■
Paul Ayres
·
Slava
Kalyuga
Cognitive Load Theory
Cognitive Load Theory
utters
a novel, evolutionary-based perspective on the cognitive
architecture that informs instructional design. By conceptualizing biological evolution
as an information processing system and relating it to human cognitive processes, cog¬
nitive load theory bypasses many core assumptions of traditional learning theories. Its
focus on the aspects of human cognitive architecture that are relevant to learning and
instruction
(particulari}'
regarding the functions of long-term and working memory)
puts the emphasis on domain-specific rather than general learning, resulting in a clearer
understanding of educational design and a basis for more effective instructional meth¬
ods. Coverage includes:
•
The analogy between evolution by natural selection and human cognition.
•
Categories of cognitive load and their interactions in learning.
•
Strategies for measuring cognitive load.
•
Cognitive load effects and how they lead to educational innovation.
•
Instructional design principles resulting from cognitive load theory.
Academics, researchers, instructional designers, cognitive and educational psycholo¬
gists, and students of cognition and education, especially those concerned with educa¬
tion technology, will look to Cognitive Load Theory as a vital addition to their libraries. |
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| spelling | Sweller, John Verfasser aut Cognitive load theory John Sweller ; Paul Ayres ; Slava Kalyuga New York [u.a.] Springer 2011 XVI, 274 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Explorations in the learning sciences, instructional systems and performance technologies Pädagogische Psychologie (DE-588)4044321-8 gnd rswk-swf Kognitive Psychologie (DE-588)4073586-2 gnd rswk-swf Kognitive Psychologie (DE-588)4073586-2 s Pädagogische Psychologie (DE-588)4044321-8 s DE-604 Ayres, Paul Verfasser aut Kalyuga, Slava Verfasser aut X:MVB text/html http://deposit.dnb.de/cgi-bin/dokserv?id=3552192&prov=M&dok_var=1&dok_ext=htm Inhaltstext Digitalisierung UB Bayreuth application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=021195810&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Bayreuth application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=021195810&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Klappentext |
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| title | Cognitive load theory |
| title_auth | Cognitive load theory |
| title_exact_search | Cognitive load theory |
| title_full | Cognitive load theory John Sweller ; Paul Ayres ; Slava Kalyuga |
| title_fullStr | Cognitive load theory John Sweller ; Paul Ayres ; Slava Kalyuga |
| title_full_unstemmed | Cognitive load theory John Sweller ; Paul Ayres ; Slava Kalyuga |
| title_short | Cognitive load theory |
| title_sort | cognitive load theory |
| topic | Pädagogische Psychologie (DE-588)4044321-8 gnd Kognitive Psychologie (DE-588)4073586-2 gnd |
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