ISBN: 9781441981264
Over the last 25 years, cognitive load theory has become one of the world's leading theories of instructional design. It is heavily researched by many educational and psychological resear… More...
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ISBN: 9781441981264
*Cognitive Load Theory* / pdf eBook für 160.49 € / Aus dem Bereich: eBooks, Fachthemen & Wissenschaft, Psychologie & Psychiatrie Medien > Bücher nein eBook als pdf eBooks > Fachthemen & W… More...
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ISBN: 9781441981264
Over the last 25 years, cognitive load theory has become one of the world's leading theories of instructional design. It is heavily researched by many educational and psychological resear… More...
ISBN: 9781441981264
Over the last 25 years, cognitive load theory has become one of the world's leading theories of instructional design. It is heavily researched by many educational and psychological resear… More...
ISBN: 9781441981264
Over the last 25 years, cognitive load theory has become one of the world’s leading theories of instructional design. It is heavily researched by many educational and psychological resear… More...
ISBN: 9781441981264
A digital copy of "Cognitive Load Theory" by Sweller. Download is immediately available upon purchase! 9781441981264,1441981268,cognitive,load,theory,sweller eBook, Vitalsource Technolog… More...
ISBN: 9781441981264
*Cognitive Load Theory* / pdf eBook für 160.49 € / Aus dem Bereich: eBooks, Fachthemen & Wissenschaft, Psychologie & Psychiatrie Medien > Bücher nein eBook als pdf eBooks > Fachthemen & W… More...
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Details of the book - Cognitive Load Theory
EAN (ISBN-13): 9781441981264
ISBN (ISBN-10): 1441981268
Publishing year: 2011
Publisher: Springer-Verlag GmbH
274 Pages
Language: eng/Englisch
Book in our database since 2011-08-14T10:53:00-04:00 (New York)
Detail page last modified on 2023-09-02T18:00:24-04:00 (New York)
ISBN/EAN: 9781441981264
ISBN - alternate spelling:
1-4419-8126-8, 978-1-4419-8126-4
Alternate spelling and related search-keywords:
Book author: kalyuga sweller ayres slava john paul
Book title: cognitive theory load
Information from Publisher
Author: John Sweller; Paul Ayres; Slava Kalyuga
Title: Explorations in the Learning Sciences, Instructional Systems and Performance Technologies; Cognitive Load Theory
Publisher: Springer; Springer US
274 Pages
Publishing year: 2011-04-07
New York; NY; US
Printed / Made in
Language: English
160,49 € (DE)
165,00 € (AT)
189,00 CHF (CH)
Available
XVI, 274 p. 20 illus.
EA; E107; eBook; Nonbooks, PBS / Psychologie/Angewandte Psychologie; Pädagogische Psychologie; Verstehen; categories of information; cognitive load theory; extraneous cognitive load; human cognitive architecture; human creativity; instructional design; instructional formatting; long-term memory; measuring cognitive load; modality effect; redundancy effect; split-attention effect; learning and instruction; B; Educational Psychology; Cognitive Psychology; Learning & Instruction; Educational Psychology; Cognitive Psychology; Instructional Psychology; Education; Kognitive Psychologie; BB
Over the last 25 years, cognitive load theory has become one of the world’s leading theories of instructional design. It is heavily researched by many educational and psychological researchers and is familiar to most practicing instructional designers, especially designers using computer and related technologies.
The theory can be divided into two aspects that closely inter-relate and influence each other: human cognitive architecture and the instructional designs and prescriptions that flow from that architecture. The cognitive architecture is based on biological evolution. The resulting description of human cognitive architecture is novel and accordingly, the instructional designs that flow from the architecture also are novel. All instructional procedures are routinely tested using randomized, controlled experiments.
Roughly 1/3 of the book will be devoted to cognitive architecture and its evolutionary base with 2/3 devoted to the instructional implications that follow, including technology-based instruction. Researchers, teachers and instructional designers need the book because of the explosion of interest in cognitive load theory over the last few years. The theory is represented in countless journal articles but a detailed, modern overview presenting the theory and its implications in one location is not available.
Over the last 25 years, cognitive load theory has become one of the world’s leading theories of instructional design. It is heavily researched by many educational and psychological researchers and is familiar to most practicing instructional designers, especially designers using computer and related technologies.
The theory can be divided into two aspects that closely inter-relate and influence each other: human cognitive architecture and the instructional designs and prescriptions that flow from that architecture. The cognitive architecture is based on biological evolution. The resulting description of human cognitive architecture is novel and accordingly, the instructional designs that flow from the architecture also are novel. All instructional procedures are routinely tested using randomized, controlled experiments.
Roughly 1/3 of the book will be devoted to cognitive architecture and its evolutionary base with 2/3 devoted to the instructional implications that follow, including technology-based instruction. Researchers, teachers and instructional designers need the book because of the explosion of interest in cognitive load theory over the last few years. The theory is represented in countless journal articles but a detailed, modern overview presenting the theory and its implications in one location is not available.
Introduction to the issues addressed by cognitive load theory.- Categories of information: What is learned based on an evolutionary perspective.- Human cognitive architecture.- Categories of cognitive load and measuring cognitive load.- Instructional effects associated with intrinsic cognitive load. -Instructional effects associated with extraneous cognitive load.- The consequences of cognitive load theory for debates on the advantages and disadvantages of minimal guidance during instruction.- Future directions and unresolved issues.
Provides definitive statement of unique cognitive architecture and novel instructional design principles generated by cognitive load theory
Contains the most inclusive and comprehensive review of the literature on cognitive load theory conducted
Includes supplementary material: sn.pub/extras
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