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Cognitive load theory : A special issue of educational psychologist / Fred Paas; Alexander Renkl; John Sweller

By: Contributor(s): Material type: TextTextLanguage: English Series: ; Vol. 38Publication details: Florence : Taylor and Francis, 2003.Description: 76 p.: 210 x 280 x 5.08 mmISBN:
  • 9780805896107
Subject(s): DDC classification:
  • 23 153 PAA
Contents:
Volume 38, Number 1, 2003 Contents: F. Paas, A. Renkl, J. Sweller, Cognitive Load Theory and Instructional Design: Recent Developments. J.J.G. van Merrienboer, P.A. Kirschner, L. Kester, Taking the Load off a Learner's Mind: Instructional Design for Complex Learning. A. Renkl, R.K. Atkinson, Structuring the Transition From Example Study to Problem Solving in Cognitive Skill Acquisition: A Cognitive Load Perspective. S. Kalyuga, P. Ayres, P. Chandler, J. Sweller, The Expertise Reversal Effect. P. Gerjets, K. Scheiter, Goal Configurations and Processing Strategies as Moderators Between Instructional Design and Cognitive Load: Evidence From Hypertext-Based Instruction. R.E. Mayer, R. Moreno, Nine Ways to reduce Cognitive Lad in Multimedia Learning. R. Brunken, J.L. Plass, D. Leutner, Direct Measurement of Cognitive Load in Multimedia Learning. F. Paas, J.E. Tuovine, H. Tabbers, P.W.M. Van Gerven, Cognitive Load Measurement as a Means to Advance Cognitive Load Theory.
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Item type Current library Collection Call number Status Date due Barcode
Reference Books Reference Books CUTN Central Library Philosophy & psychology Non-fiction 153 PAA (Browse shelf(Opens below)) Not for loan 43721

PBK

Volume 38, Number 1, 2003 Contents: F. Paas, A. Renkl, J. Sweller, Cognitive Load Theory and Instructional Design: Recent Developments. J.J.G. van Merrienboer, P.A. Kirschner, L. Kester, Taking the Load off a Learner's Mind: Instructional Design for Complex Learning. A. Renkl, R.K. Atkinson, Structuring the Transition From Example Study to Problem Solving in Cognitive Skill Acquisition: A Cognitive Load Perspective. S. Kalyuga, P. Ayres, P. Chandler, J. Sweller, The Expertise Reversal Effect. P. Gerjets, K. Scheiter, Goal Configurations and Processing Strategies as Moderators Between Instructional Design and Cognitive Load: Evidence From Hypertext-Based Instruction. R.E. Mayer, R. Moreno, Nine Ways to reduce Cognitive Lad in Multimedia Learning. R. Brunken, J.L. Plass, D. Leutner, Direct Measurement of Cognitive Load in Multimedia Learning. F. Paas, J.E. Tuovine, H. Tabbers, P.W.M. Van Gerven, Cognitive Load Measurement as a Means to Advance Cognitive Load Theory.

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