Format:
Online-Ressource (vii, 275 p.)
,
ill
Edition:
Electronic reproduction; Available via World Wide Web
ISBN:
9780511726347
,
9781282631359
,
9780511728686
Content:
"This edited volume brings together the most prolific researchers from around the world who study various aspects of cognitive load to discuss its current theoretical as well as practical issues"--Provided by publisher
Content:
"Cognitive load theory (CLT) is one of the most important theories in educational psychology, a highly effective guide for the design of multimedia and other learning materials. This edited volume brings together the most prolific researchers from around the world who study various aspects of cognitive load to discuss its current theoretical as well as practical issues. The book is divided into three parts. The first part describes the theoretical foundations and assumptions of CLT, the second discusses the empirical findings about the application of CLT to the design of learning environments, and the third part concludes the book with discussions and suggestions for new directions for future research. It aims to become the standard handbook in CLT for researchers and graduate students in psychology, education, and educational technology"--Provided by publisher
Note:
Includes bibliographical references and index
,
Cover; Half-title; Title; Copyright; Contents; Contributors; Cognitive load theory; Introduction; Part one: Theory; 1 Cognitive Load Theory: Historical Development and Relation to Other Theories; The cognitive load construct; The stages of clt development; Stage I: Extraneous Cognitive Load in Problem Solving; Stage II: Intrinsic Cognitive Load and the First Additivity Hypothesis; Stage III: Germane Cognitive Load and the Second Additivity Hypothesis; Stage IV: The Evolutionary Interpretation of CLT; Where does clt fit in the big picture?; References
,
2 Cognitive Load Theory: Recent Theoretical AdvancesHuman cognition; Long-Term Memory and the Information Store Principle; Schema Theory and the Borrowing and Reorganising Principle; Problem Solving and the Randomness as Genesis Principle; Novice Working Memory and the Narrow Limits of Change Principle; Expert Working Memory and the Environment Organising and Linking Principle; Instructional implications; Categories of cognitive load; Intrinsic Cognitive Load; Extraneous Cognitive Load; Germane Cognitive Load; Interactions among Sources of Cognitive Load; Conclusions; References
,
3 Schema Acquisition and Sources of Cognitive LoadIntroduction; Learning as schema acquisition; Sources of cognitive load in instruction; Schema acquisition and cognitive load; The Direct Initial Instruction Principle; The Expertise Principle; The Small Step-Size of Knowledge Change Principle; Conclusion; References; 4 Individual Differences and Cognitive Load Theory; Prior knowledge (expertise reversal effect); Spatial abilities; Spatial Ability and Extraneous Load; Spatial Ability and Intrinsic Load; Self-regulation skills; Self-Regulation and Intrinsic Cognitive Load
,
Self-Regulation and Extraneous Cognitive LoadSelf-Regulation Scaffolds and Cognitive Load; Optimizing cognitive load in adaptive learning environments; Conclusion; References; Part two: Empirical Evidence; 5 Learning from Worked-Out Examples and Problem Solving; Worked-out examples: a cognitive load perspective on their effectiveness; Learning from examples and problems in the course of skill acquisition: theoretical assumptions; Stages of Cognitive Skill Acquisition; The Knowledge-Gain Reversal Effect; Faded examples: empirical findings; Establishing the Fading Effect
,
The Effects of Different Fading ProceduresCombining Fading with Self-Explanation Prompting; Are Faded Examples Superior to Well-Supported Learning by Problem-Solving?; Adapting Fading to the Individual Learner; Implications for instructional design; Avenues for future research; References; 6 Instructional Control of Cognitive Load in the Design of Complex Learning Environments; Task complexity and cognitive load; Germane-Cognitive-Load-Inducing Instructional Methods and Task Complexity; The Transfer Paradox; Managing intrinsic load and inducing germane load; Managing Intrinsic Load
,
Inducing Germane Load
,
Electronic reproduction; Available via World Wide Web
Additional Edition:
9780511727733
Additional Edition:
9780521860239
Additional Edition:
0521677580
Additional Edition:
0521860237
Additional Edition:
9780521677585
Additional Edition:
9780521860239
Additional Edition:
Erscheint auch als Druck-Ausgabe Cognitive load theory Cambridge [u.a.] : Cambridge University Press, 2010 0521860237
Additional Edition:
0521677580
Additional Edition:
9780521860239
Additional Edition:
9780521677585
Language:
English
Subjects:
Psychology
Keywords:
Kognitive Psychologie
;
Pädagogische Psychologie
;
Aufsatzsammlung
URL:
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