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presented information but from the learner's characteristics. It does not represent an independent source of working memory load; rather, it is influenced by the relationship between intrinsic and extraneous load. If the intrinsic load is high and the extraneous load is low, the germane load will be high, as the learner can devote more resources to processing the essential material. However, if the extraneous load increases, the germane load decreases, and learning is affected because the learner must use working memory resources to deal with external elements instead of the essential content. This assumes a constant level of motivation, where all available working memory resources are focused on managing both intrinsic and extraneous cognitive load.
202:, by allowing instructional designers to control the conditions of learning within an environment or, more generally, within most instructional materials. Specifically, it provides empirically-based guidelines that help instructional designers decrease extraneous cognitive load during learning and thus refocus the learner's attention toward germane materials, thereby increasing germane (schema related) cognitive load. This theory differentiates between three types of cognitive load: intrinsic cognitive load, and extraneous cognitive load.
93:. Information may only be stored in long term memory after first being attended to, and processed by, working memory. Working memory, however, is extremely limited in both capacity and duration. These limitations will, under some conditions, impede learning. Heavy cognitive load can have negative effects on task completion, and it is important to note that the experience of cognitive load is not the same in everyone. The elderly, students, and children experience different, and more often higher, amounts of cognitive load.
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171:. He suggests problem solving by means-ends analysis requires a relatively large amount of cognitive processing capacity, which may not be devoted to schema construction. Sweller suggested that instructional designers should prevent this unnecessary cognitive load by designing instructional materials which do not involve problem solving. Examples of alternative instructional materials include what are known as worked-examples and goal-free problems.
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explored various physiological parameters like heart rate, facial expression, ocular parameters and so on. In aviation there are numerous simulation studies on analysing pilots' distraction and attention using various physiological parameters. For military fast jet pilots, researchers explored air to ground dive attacks and recorded cardiac, EEG and ocular parameters.
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families often experience even higher cognitive load in learning environments than those in middle-class families. These children do not hear, talk, or learn about schooling concepts because their parents often do not have formal education. When it comes to learning, their lack of experience with numbers, words, and concepts increases their cognitive load.
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see what the instructor is talking about when a learner is shown a square, rather than having one described verbally. In this instance, the efficiency of the visual medium is preferred. This is because it does not unduly load the learner with unnecessary information. This unnecessary cognitive load is described as extraneous.
250:. They found that the format of instructional materials either promoted or limited learning. They proposed that differences in performance were due to higher levels of the cognitive load imposed by the format of instruction. "Extraneous cognitive load" is a term for this unnecessary (artificially induced) cognitive load.
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are heavily correlated in the elderly population. As cognitive load increases, the sway in center of mass in elderly individuals increases. A 2007 study examined the relationship between body sway and cognitive function and their relationship during multitasking and found disturbances in balance led
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There is active research interest in using physiological responses to indirectly estimate cognitive load, particularly by monitoring pupil diameter, eye gaze, respiratory rate, heart rate, or other factors. While some studies have found correlations between physiological factors and cognitive load,
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As of 1993 Paas and Van Merriënboer had developed a construct known as relative condition efficiency, which helps researchers measure perceived mental effort, an index of cognitive load. This construct provides a relatively simple means of comparing instructional conditions, taking into account both
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is generated by the manner in which information is presented to learners and is under the control of instructional designers. This load can be attributed to the design of the instructional materials. Because there is a single limited cognitive resource using resources to process the extraneous load,
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research. As a result, Embodied
Cognitive Load Theory has been suggested as a means to predict the usefulness of interactive features in learning environments. In this framework, the benefits of an interactive feature (such as easier cognitive processing) need to exceed its cognitive costs (such as
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As of 2013 it has been theorized that an impoverished environment can contribute to cognitive load. Regardless of the task at hand, or the processes used in solving the task, people who experience poverty also experience higher cognitive load. A number of factors contribute to the cognitive load in
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An example of extraneous cognitive load occurs when there are two possible ways to describe a square to a student. A square is a figure and should be described using a figural medium. Certainly an instructor can describe a square in a verbal medium, but it takes just a second and far less effort to
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Paas and Van Merriënboer used relative condition efficiency to compare three instructional conditions (worked examples, completion problems, and discovery practice). They found learners who studied worked examples were the most efficient, followed by those who used the problem completion strategy.
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are in place at 6 years of age. They found a clear difference between adult and child knowledge. These differences were due to developmental increases in processing efficiency. Children lack general knowledge, and this is what creates increased cognitive load in children. Children in impoverished
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and other social forms of communication, adding multiple tasks jeopardizes students performance in the classroom. When many cognitive resources are available, the probability of switching from one task to another is high and does not lead to optimal switching behavior. In a study from 2013, both
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Some researchers have compared different measures of cognitive load. For example, Deleeuw and Mayer (2008) compared three commonly used measures of cognitive load and found that they responded in different ways to extraneous, intrinsic, and germane load. A 2020 study showed that there may be
221:
Germane load refers to the working memory resources that the learner dedicates to managing the intrinsic cognitive load associated with the essential information for learning. Unlike intrinsic load, which is directly related to the complexity of the material, germane load does not stem from the
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Faulkner, Kimberly A.; Redfern, Mark S.; Cauley, Jane A.; Landsittel, Douglas P.; Studenski, Stephanie A.; Rosano, Caterina; Simonsick, Eleanor M.; Harris, Tamara B.; Shorr, Ronald I.; Ayonayon, Hilsa N.; Newman, Anne B.; Health, Aging, and Body
Composition, Study. (April 2007). "Multitasking:
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The fundamental tenet of cognitive load theory is that the quality of instructional design will be raised if greater consideration is given to the role and limitations of working memory. With increased distractions, particularly from cell phone use, students are more prone to experiencing high
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With increase in secondary tasks inside cockpit, cognitive load estimation became an important problem for both automotive drivers and pilots. The research problem is investigated in various names like drowsiness detection, distraction detection and so on. For automotive drivers, researchers
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is the inherent level of difficulty associated with a specific instructional topic. The term was first used in the early 1990s by
Chandler and Sweller. According to them, all instructions have an inherent difficulty associated with them (e.g., the calculation of 2 + 2, versus solving a
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the number of resources available to process the intrinsic load and germane load (i.e., learning) is reduced. Thus, especially when intrinsic and/or germane load is high (i.e., when a problem is difficult), materials should be designed so as to reduce the extraneous load.
245:
Chandler and
Sweller introduced the concept of extraneous cognitive load. This article was written to report the results of six experiments that they conducted to investigate this working memory load. Many of these experiments involved materials demonstrating the
328:, the patterns of thought and behavior that help us to organize information into categories and identify the relationships between them. Stereotypical associations may be automatically activated by the use of pattern recognition and schemas, producing an
2362:
Skulmowski, Alexander; Pradel, Simon; Kühnert, Tom; Brunnett, Guido; Rey, Günter Daniel (January 2016). "Embodied learning using a tangible user interface: The effects of haptic perception and selective pointing on a spatial learning task".
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218:). This inherent difficulty may not be altered by an instructor. However, many schemas may be broken into individual "subschemas" and taught in isolation, to be later brought back together and described as a combined whole.
369:. Experts have more knowledge or experience with regard to a specific task which reduces the cognitive load associated with the task. Novices do not have this experience or knowledge and thus have heavier cognitive load.
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Bodily activity can both be advantageous and detrimental to learning depending on how this activity is implemented. Cognitive load theorists have asked for updates that makes CLT more compatible with insights from
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113:, in order "to provide guidelines intended to assist in the presentation of information in a manner that encourages learner activities that optimize intellectual performance". Sweller's theory employs aspects of
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435:, which helps them to understand their own cognitive activities. Lastly, they gain greater content knowledge through their experiences. These elements help reduce cognitive load in children as they develop.
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product (RPP) as a measure of both cognitive and physical occupational workload. They believe that it may be possible to use RPP measures to set limits on workloads and for establishing work allowance.
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mental effort ratings and performance scores. Relative condition efficiency is calculated by subtracting standardized mental effort from standardized performance and dividing by the square root of two.
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Fredericks, Tycho K.; Choi, Sang D.; Hart, Jason; Butt, Steven E.; Mital, Anil (December 2005). "An investigation of myocardial aerobic capacity as a measure of both physical and cognitive workloads".
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developed cognitive load theory (CLT) while studying problem solving. Studying learners as they solved problems, he and his associates found that learners often use a problem solving strategy called
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In the 1990s, cognitive load theory was applied in several contexts. The empirical results from these studies led to the demonstration of several learning effects: the completion-problem effect;
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Khawaja, M. Asif; Chen, Fang; Marcus, Nadine (April 2014). "Measuring
Cognitive Load Using Linguistic Features: Implications for Usability Evaluation and Adaptive Interaction Design".
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Paas, Fred G. W. C.; Van Merriënboer, Jeroen J. G. (23 November 2016). "The
Efficiency of Instructional Conditions: An Approach to Combine Mental Effort and Performance Measures".
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for other tasks. Pointing allows a child to use the object they are pointing at as the best representation of it, which means they do not have to hold this representation in their
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70:). However, over the years, the additivity of these types of cognitive load has been investigated and questioned. Now it is believed that they circularly influence each other.
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can be used to reduce cognitive load in learners. Much later, other researchers developed a way to measure perceived mental effort which is indicative of cognitive load.
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1304:"Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching"
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2443:. Proceedings of the 2009 international conference on Multimodal interfaces (ICMI-MLMI '09). New York, NY, USA: Association for Computing Machinery. pp. 193–198.
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ISO 10075-3:2004 Ergonomic
Principles Related To Mental Workload – Part 3: Principles And Requirements Concerning Methods For Measuring And Assessing Mental Workload
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Barrett, H. Clark; Frederick, David A.; Haselton, Martie G.; Kurzban, Robert (2006). "Can manipulations of cognitive load be used to test evolutionary hypotheses?".
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Calderwood, Charles; Ackerman, Phillip L.; Conklin, Erin Marie (June 2014). "What else do college students 'do' while studying? An investigation of multitasking".
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The ergonomic approach seeks a quantitative neurophysiological expression of cognitive load which can be measured using common instruments, for example using the
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Paas, Fred; Tuovinen, Juhani E.; Tabbers, Huib; Van Gerven, Pascal W. M. (March 2003). "Cognitive Load
Measurement as a Means to Advance Cognitive Load Theory".
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Wilson, GF; Fullenkamp, P; Davis, I (February 1994). "Evoked potential, cardiac, blink, and respiration measures of pilot workload in air-to-ground missions".
449:, thereby reducing their cognitive load. Additionally, gesturing about an object that is absent reduces the difficulty of having to picture it in their mind.
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Frein, Scott T.; Jones, Samantha L.; Gerow, Jennifer E. (November 2013). "When it comes to
Facebook there may be more to bad memory than just multitasking".
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Frein, Scott T.; Jones, Samantha L.; Gerow, Jennifer E. (November 2013). "When it comes to
Facebook there may be more to bad memory than just multitasking".
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Wingfield, Arthur; Stine, Elizabeth A.L.; Lahar, Cindy J.; Aberdeen, John S. (27 September 2007). "Does the capacity of working memory change with age?".
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Andersson, Gerhard; Hagman, Jenni; Talianzadeh, Roya; Svedberg, Alf; Larsen, Hans Christian (May 2002). "Effect of cognitive load on postural control".
348:: in the presence of an audience, subjects tend to perform worse in subjectively complex tasks (whereas they tend to excel in subjectively easy tasks).
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Since this early study many other researchers have used this and other constructs to measure cognitive load as it relates to learning and instruction.
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2321:"An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks"
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Gathercole, Susan E.; Pickering, Susan J.; Ambridge, Benjamin; Wearing, Hannah (2004). "The Structure of Working Memory From 4 to 15 Years of Age".
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Murphy, Gregory L.; Wright, Jack C. (1984). "Changes in conceptual structure with expertise: Differences between real-world experts and novices".
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Granholm, Eric; Asarnow, Robert F.; Sarkin, Andrew J.; Dykes, Karen L. (July 1996). "Pupillary responses index cognitive resource limitations".
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students who were heavy Facebook users and students who sat nearby those who were heavy Facebook users performed poorly and resulted in lower
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Babu, Mohan Dilli; JeevithaShree, D. V.; Prabhakar, Gowdham; Saluja, Kamal Preet Singh; Pashilkar, Abhay; Biswas, Pradipta (30 July 2019).
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Sweller, John; Cooper, Graham A. (14 December 2009). "The Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra".
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For those wishing to learn more about cognitive load theory, please consider reading these journals and special issues of those journals:
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various demand components that together form extraneous cognitive load, but that may need to be measured using different questionnaires.
146:
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Mousavi, Seyed Yaghoub; Low, Renae; Sweller, John (1995). "Reducing cognitive load by mixing auditory and visual presentation modes".
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Paas, Fred G. (1992). "Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach".
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Extraneous cognitive load may have different components, such as the clarity of texts or interactive demands of educational software.
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Cooper, Graham; Sweller, John (1987). "Effects of schema acquisition and rule automation on mathematical problem-solving transfer".
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Ginns, Paul (December 2006). "Integrating information: A meta-analysis of the spatial contiguity and temporal contiguity effects".
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Miller, George A. (1956). "The magical number seven, plus or minus two: some limits on our capacity for processing information".
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Prabhakar, Gowdham; Mukhopadhyay, Abhishek; Murthy, Lrd; Modiksha, Madan; Sachin, Deshmukh; Biswas, Pradipta (1 December 2020).
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to a decrease in performance on the cognitive task. Conversely, an increasing demand for balance can increase cognitive load.
1547:"A comparison of three measures of cognitive load: Evidence for separable measures of intrinsic, extraneous, and germane load"
1514:"A comparison of three measures of cognitive load: Evidence for separable measures of intrinsic, extraneous, and germane load"
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Moreno, Roxana; Mayer, Richard E. (1999). "Cognitive principles of multimedia learning: The role of modality and contiguity".
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Healey, J.A.; Picard, R.W. (June 2005). "Detecting stress during real-world driving tasks using physiological sensors".
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Kramer, Arthur F. (2020). "Physiological metrics of mental workload: A review of recent progress". In Damos, D. (ed.).
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The history of cognitive load theory can be traced to the beginning of cognitive science in the 1950s and the work of
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554:"The Evolution of Cognitive Load Theory and the Measurement of Its Intrinsic, Extraneous and Germane Loads: A Review"
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As of 2014, an increasing cognitive load for students using a laptop in school has become a concern. With the use of
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The danger of heavy cognitive load is seen in the elderly population. Aging can cause declines in the efficiency of
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In 1973 Simon and Chase were the first to use the term "chunk" to describe how people might organize information in
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As of 1984 it was established for example, that there were individual differences in processing capacities between
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or Mental Workload (MWL), which is studied widely in many disciplines. According to work conducted in the field of
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Chandler, Paul; Sweller, John (June 1992). "The split-attention effect as a factor in the design of instruction".
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Mani, A.; Mullainathan, S.; Shafir, E.; Zhao, J. (29 August 2013). "Poverty Impedes Cognitive Function".
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ISO 10075-1:1991 Ergonomic Principles Related to Mental Workload – Part 1: General Terms and Definitions
2105:; Pook, Polly K.; Rao, Rajesh P. N. (1 December 1997). "Deictic codes for the embodiment of cognition".
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Sweller, John (January 1994). "Cognitive load theory, learning difficulty, and instructional design".
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has inherent limits. His experimental results suggested that humans are generally able to hold only
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is a technique children use to reduce cognitive load while speaking. By gesturing, they can free up
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which also increases in frequency with heavier cognitive load. The notions of cognitive load and
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motor coordination) in order for an embodied mode of interaction to increase learning outcomes.
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As children grow older they develop superior basic processes and capacities. They also develop
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or some kind of interference in the task at hand. A heavy cognitive load can also increase
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Sweller, John (April 1988). "Cognitive Load During Problem Solving: Effects on Learning".
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resources used. However, it is essential to distinguish it from the actual construct of
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560:. Communications in Computer and Information Science. Vol. 1012. pp. 23–48.
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is a reliable and sensitive measurement of cognitive load that is directly related to
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cognitive load refers to the work put into creating a permanent store of knowledge (a
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cognitive load refers to the way information or tasks are presented to a learner; and
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812:
773:
733:
723:
681:
653:
641:
561:
2372:
1952:
1935:
1893:
916:
497: – Branch of psychology concerned with the scientific study of human learning
198:
Cognitive load theory provides a general framework and has broad implications for
3818:
3813:
3695:
3690:
3612:
3607:
3602:
3582:
3542:
3004:
2963:
2750:
303:
175:
110:
74:
2490:
2473:
1936:"Laptop multitasking hinders classroom learning for both users and nearby peers"
1596:"Stereotypes and Shifting Standards: Some Paradoxical Effects of Cognitive Load"
1565:
1498:
565:
385:
in elderly people. The relationship between heavy cognitive load and control of
381:
which can contribute to higher cognitive load. Heavy cognitive load can disturb
5997:
4038:
3268:
3228:
3213:
2958:
2943:
2650:
2236:
1993:
1730:
1174:
1106:
1066:
1026:
799:
Xu, Chaoer; Qian, Yingzhu; Chen, Hui; Shen, Mowei; Zhou, Jifan (October 2023).
685:
645:
446:
442:
424:
386:
378:
287:
274:
118:
90:
39:
3916:
2337:
2320:
2286:
2128:
1920:
1757:
1530:
1513:
1463:
1322:
1280:
1238:
1216:
1214:
1204:
908:
871:
6033:
5016:
4113:
3715:
3652:
3517:
3390:
3243:
2978:
2953:
2948:
2514:
2417:
1678:
1669:
1652:
826:
728:
432:
416:
3926:
2458:
2189:
983:
Chase, William G.; Simon, Herbert A. (January 1973). "Perception in chess".
290:, with studies finding that pupil dilation occurs with high cognitive load.
223:
4011:
3941:
3803:
2988:
2658:
2610:
2305:
2254:
2197:
2136:
2087:
2054:"Gesturing Saves Cognitive Resources When Talking About Nonpresent Objects"
2001:
1844:
1800:
1211:
961:
844:
747:
526:
522:
420:
321:
307:
224:
Element interactivity and intrinsic, extraneous, and germane cognitive load
164:
106:
78:
3936:
2726:"UNSW Cognitive Load Theory Conference- Sydney Australia 24-26 March 2007"
2559:
1823:
Association Between Poorer Performance and a History of Recurrent Falls".
1765:
1381:
Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load
888:
Sweller, John; van Merrienboer, Jeroen J. G.; Paas, Fred G. W. C. (1998).
785:
5026:
3793:
2983:
2973:
2591:
2102:
1221:
Kalyuga, Slava; Ayres, Paul; Chandler, Paul; Sweller, John (March 2003).
73:
Cognitive load theory was developed in the late 1980s out of a study of
320:. This is because a heavy cognitive load pushes excess information into
3766:
3108:
2684:
2667:
817:
333:
317:
282:
the findings have not held outside controlled laboratory environments.
270:
2799:. Camberwell, Australia: Australian Council for Educational Research.
2695:"Research into Cognitive Load Theory and Instructional Design at UNSW"
2347:
1330:
674:
Human Factors: The Journal of the Human Factors and Ergonomics Society
4004:
3567:
3310:
1425:
1408:
953:
1594:
Biernat, Monica; Kobrynowicz, Diane; Weber, Dara L. (October 2003).
1078:
1076:
141:. In his classic paper, Miller was perhaps the first to suggest our
3442:
2892:
2471:
1719:
Journal of Experimental Psychology: Learning, Memory, and Cognition
399:
51:
43:
1969:
1778:
1302:
Kirschner, Paul A.; Sweller, John; Clark, Richard E. (June 2006).
3637:
3238:
3233:
2474:"Cognitive load estimation using ocular parameters in automotive"
1073:
438:
341:
2705:
2572:
1505:
156:. This chunking of memory components has also been described as
2626:
2361:
1821:
1258:
1256:
366:
362:
58:
cognitive load is the effort associated with a specific topic;
1512:
Heard, Jamison; Harriet, Caroline E.; Adams, Julie A. (2018).
1934:
Sana, Faria; Weston, Tina; Cepeda, Nicholas J. (March 2013).
1439:
1402:
1400:
1186:
1184:
1156:
1154:
1118:
1116:
313:
3279:
1253:
2439:
Sezgin, Tevfik Metin; Davies, Ian; Robinson, Peter (2009).
1743:
1220:
1038:
1036:
710:
Skulmowski, Alexander; Rey, Günter Daniel (2 August 2017).
705:
703:
117:
theory to emphasize the inherent limitations of concurrent
2668:"Cognitive load theory as an aid for instructional design"
2268:
Skulmowski, Alexander; Rey, Günter Daniel (7 March 2018).
2157:
1397:
1181:
1151:
1113:
887:
763:
1879:
404:
121:
load on learning during instruction. It makes use of the
1538:
1033:
712:"Measuring Cognitive Load in Embodied Learning Settings"
700:
286:
is one such physiological response of cognitive load on
2396:
IEEE Transactions on Intelligent Transportation Systems
2355:
1593:
1478:
462:
that are not present in middle and upper-class people.
344:
contribute to the "Overload Hypothesis" explanation of
2219:
Hackman, Daniel A.; Farah, Martha J. (February 2009).
2017:
2015:
2013:
2011:
1710:
1484:
883:
881:
759:
757:
479:
2545:
1737:
1379:
Clark, Ruth C.; Nguyen, Frank; Sweller, John (2005).
1301:
1265:"Cognitive Load Theory and the Format of Instruction"
976:
2928:
2438:
2261:
2100:
54:, broadly, there are three types of cognitive load:
2739:
International Journal of Human-Computer Interaction
2706:Plass, J.L.; Moreno, R.; Brünken, R., eds. (2010).
2441:
Multimodal inference for driver-vehicle interaction
2022:Siegler, Robert S.; Alibali, Martha Wagner (2005).
2008:
1587:
878:
754:
671:
1433:
1407:Skulmowski, Alexander; Rey, Günter Daniel (2020).
1378:
297:
109:developed cognitive load theory out of a study of
97:cognitive load which can reduce academic success.
2736:
2212:
2051:
1511:
1082:
890:"Cognitive Architecture and Instructional Design"
551:
535: – Decision making with too much information
6031:
2151:
1933:
3189:List of standardized tests in the United States
3134:Principles and Standards for School Mathematics
2274:Cognitive Research: Principles and Implications
2221:"Socioeconomic status and the developing brain"
1906:
1263:Chandler, Paul; Sweller, John (December 1991).
1262:
1122:
857:
617:
615:
613:
465:
5863:
5413:
2672:Australasian Journal of Educational Technology
2319:Paas, Fred; Sweller, John (6 September 2011).
2052:Ping, Raedy; Goldin-Meadow, Susan (May 2010).
2021:
1545:DeLeeuw, Krista E.; Mayer, Richard E. (2008).
1487:International Journal of Industrial Ergonomics
798:
558:Human Mental Workload: Models and Applications
125:as primary unit of analysis for the design of
3295:
2914:
2267:
2047:
2045:
2043:
1406:
1190:
1160:
1008:
1006:
709:
508: – Designing systems to suit their users
5968:South Georgia and the South Sandwich Islands
2629:Journal of Personality and Social Psychology
2393:
2218:
1865:: CS1 maint: multiple names: authors list (
1716:
1703:. In J. S. Uleman & J. A. Bargh (Eds.),
1544:
610:
2548:Aviation, Space, and Environmental Medicine
2318:
1965:
1963:
1693:
1345:
1042:
923:
3302:
3288:
2921:
2907:
2040:
1825:Journal of the American Geriatrics Society
1518:IEEE Transactions on Human-Machine Systems
1003:
982:
667:
665:
663:
2814:
2683:
2640:
2600:
2590:
2489:
2448:
2407:
2346:
2336:
2295:
2285:
2244:
2179:
2118:
2077:
1983:
1951:
1668:
1611:
1529:
1453:
1424:
1125:British Journal of Educational Psychology
1096:
1056:
943:
834:
816:
737:
727:
635:
545:
356:
351:
312:A heavy cognitive load typically creates
5665:
2710:. New York: Cambridge University Press.
1960:
1707:(pp. 189–211). New York, Guilford Press.
1413:Human Behavior and Emerging Technologies
5040:
4268:
4257:
2797:Instructional design in technical areas
2794:
2765:
660:
621:
27:Effort being used in the working memory
14:
6032:
3194:Standardized testing and public policy
2895:Ergonomics of Human System Interaction
2692:
2665:
2504:
1650:
929:
324:processing, which involves the use of
5862:
5664:
5412:
5039:
4660:
4659:
4267:
4256:
3958:
3321:
3283:
2902:
1351:
149:of information in short-term memory.
3119:National Science Education Standards
3025:Developmentally appropriate practice
1600:Journal of Applied Social Psychology
1012:
6014:
2026:. Pearson Education/Prentice Hall.
480:Application in driving and piloting
393:
24:
3171:High school graduation examination
2666:Cooper, Graham (1 December 1990).
2620:
1613:10.1111/j.1559-1816.2003.tb01875.x
1366:10.1016/j.learninstruc.2006.10.001
1137:10.1111/j.2044-8279.1992.tb01017.x
778:10.1111/j.1469-8986.1996.tb01071.x
25:
6081:
1554:Journal of Educational Psychology
1163:Journal of Educational Psychology
1085:Journal of Educational Psychology
1045:Journal of Educational Psychology
1015:Journal of Educational Psychology
6013:
6004:
6003:
5991:
5527:Saint Vincent and the Grenadines
5021:
5012:
5011:
4569:Sahrawi Arab Democratic Republic
4339:Democratic Republic of the Congo
4233:
2930:Standards-based education reform
2579:Journal of Eye Movement Research
2070:10.1111/j.1551-6709.2010.01102.x
1837:10.1111/j.1532-5415.2007.01147.x
514: – Tensions related to work
423:proposed that the components of
415:In 2004, British psychologists,
2566:
2539:
2509:. CRC Press. pp. 279–328.
2498:
2465:
2432:
2387:
2312:
2094:
1927:
1900:
1873:
1815:
1772:
1644:
1620:
1372:
1295:
1223:"The Expertise Reversal Effect"
518:Task-invoked pupillary response
298:Effects of heavy cognitive load
284:Task-invoked pupillary response
87:Task-invoked pupillary response
5684:Federated States of Micronesia
4979:British Indian Ocean Territory
3124:National Skill Standards Board
3104:Certificate of Initial Mastery
2879:For ergonomics standards see:
851:
792:
256:
13:
1:
3309:
2373:10.1016/j.compedu.2015.10.011
2325:Educational Psychology Review
2107:Behavioral and Brain Sciences
1953:10.1016/j.compedu.2012.10.003
1894:10.1016/j.compedu.2014.02.004
1793:10.1016/s0361-9230(02)00770-0
897:Educational Psychology Review
539:
338:Fundamental Attribution Error
229:
193:
147:seven plus or minus two units
5652:United States Virgin Islands
3322:
2843:Applied Cognitive Psychology
2837:Applied Cognitive Psychology
2780:10.1016/0959-4752(94)90003-5
2751:10.1080/10447318.2013.860579
2225:Trends in Cognitive Sciences
1651:Hinton, Perry (2017-09-01).
997:10.1016/0010-0285(73)90004-2
506:Human factors and ergonomics
466:Embodiment and interactivity
205:
7:
5414:Education in North America
2873:Computers in Human Behavior
2491:10.1016/j.treng.2020.100008
1909:Computers in Human Behavior
1746:Experimental Aging Research
1566:10.1037/0022-0663.100.1.223
1499:10.1016/j.ergon.2005.06.002
860:Computers in Human Behavior
566:10.1007/978-3-030-14273-5_3
488:
410:
10:
6086:
5864:Education in South America
3959:
2651:10.1037/0022-3514.91.3.513
2478:Transportation Engineering
2237:10.1016/j.tics.2008.11.003
1994:10.1037/0012-1649.40.2.177
1731:10.1037/0278-7393.10.1.144
1175:10.1037/0022-0663.79.4.347
1107:10.1037/0022-0663.87.2.319
1067:10.1037/0022-0663.91.2.358
1027:10.1037/0022-0663.84.4.429
686:10.1177/001872089303500412
646:10.1207/s15516709cog1202_4
552:Orru G., Longo L. (2019).
452:
372:
301:
132:
6070:Psychological methodology
5985:
5942:
5869:
5775:
5752:
5671:
5627:Saint Pierre and Miquelon
5545:
5419:
5392:
5344:
5306:
5048:
5007:
4966:
4926:
4668:
4582:
4557:
4276:
4263:
4252:
4228:
4182:
4148:
4107:
4089:
4050:
4032:
3998:
3974:Early childhood education
3967:
3954:
3904:
3734:
3681:
3503:
3356:
3328:
3317:
3202:
3179:
3161:Criterion-referenced test
3142:
3089:
3068:
2997:
2936:
2507:Multiple Task Performance
2365:Computers & Education
2338:10.1007/s10648-011-9179-2
2287:10.1186/s41235-018-0092-9
2129:10.1017/s0140525x97001611
1940:Computers & Education
1921:10.1016/j.chb.2013.04.031
1882:Computers & Education
1758:10.1080/03610738808259731
1531:10.1109/THMS.2017.2782483
1464:10.1207/S15326985EP3801_8
1323:10.1207/s15326985ep4102_1
1281:10.1207/s1532690xci0804_2
1269:Cognition and Instruction
1239:10.1207/S15326985EP3801_4
1205:10.1207/s1532690xci0201_3
1193:Cognition and Instruction
872:10.1016/j.chb.2013.04.031
235:Extraneous cognitive load
188:expertise reversal effect
100:
5835:Northern Mariana Islands
5647:Turks and Caicos Islands
4728:East Timor (Timor-Leste)
4324:Central African Republic
3129:No Child Left Behind Act
3099:Adequate Yearly Progress
2867:Learning and Instruction
2861:Educational Psychologist
2824:Educational Psychologist
2768:Learning and Instruction
2515:10.1201/9781003069447-14
2418:10.1109/TITS.2005.848368
1972:Developmental Psychology
1670:10.1057/palcomms.2017.86
1442:Educational Psychologist
1354:Learning and Instruction
1311:Educational Psychologist
1227:Educational Psychologist
729:10.3389/fpsyg.2017.01191
211:Intrinsic cognitive load
38:refers to the amount of
5800:Cocos (Keeling) Islands
4989:Cocos (Keeling) Islands
3264:Traditional mathematics
3050:Outcome-based education
2693:Cooper, Graham (1998).
2459:10.1145/1647314.1647348
2190:10.1126/science.1238041
1781:Brain Research Bulletin
1699:Gilbert, D. T. (1989).
1657:Palgrave Communications
1628:"Cognitive Load Theory"
909:10.1023/A:1022193728205
716:Frontiers in Psychology
336:is an extension of the
143:working memory capacity
127:instructional materials
6055:Educational technology
6050:Educational psychology
5577:British Virgin Islands
5091:Bosnia and Herzegovina
3114:National Reading Panel
3060:Small schools movement
3055:Problem-based learning
3040:Inquiry-based learning
2815:Journal special issues
501:Energy (psychological)
495:Educational psychology
357:Individual differences
352:Sub-population studies
248:split attention effect
180:split-attention effect
115:information processing
81:. Sweller argued that
5778:and other territories
5517:Saint Kitts and Nevis
4484:São Tomé and Príncipe
4344:Republic of the Congo
3259:Traditional education
2855:Instructional Science
2708:Cognitive Load Theory
216:differential equation
184:worked-example effect
6045:Cognitive psychology
5666:Education in Oceania
5042:Education in Europe
4903:United Arab Emirates
4270:Education in Africa
3493:Instructional design
3254:Tracking (education)
3166:Norm-referenced test
3156:Authentic assessment
2795:Sweller, J. (1999).
2592:10.16910/jemr.12.3.3
985:Cognitive Psychology
932:Psychological Review
533:Information overload
460:socioeconomic status
200:instructional design
83:instructional design
48:instructional design
32:cognitive psychology
5532:Trinidad and Tobago
5427:Antigua and Barbuda
5307:States with limited
4930:limited recognition
4559:States with limited
4258:Education by region
3984:Secondary education
3896:Teaching philosophy
3799:Pedagogical pattern
3742:21st century skills
3721:Religious education
3364:Aims and objectives
3249:Standard algorithms
2172:2013Sci...341..976M
2024:Children's Thinking
1632:www.cs.virginia.edu
805:Behavioral Sciences
512:Occupational stress
346:social facilitation
330:implicit stereotype
169:means-ends analysis
105:In the late 1980s,
44:Cognitive Load (CL)
5998:Schools portal
5467:Dominican Republic
4662:Education in Asia
3989:Tertiary education
3927:Learning resources
3418:Education sciences
3219:Direct instruction
3181:Standardized tests
3091:Learning standards
3081:Educational equity
3030:Discovery learning
2875:vol. 25 (2) (2009)
2701:on 30 August 2007.
2685:10.14742/ajet.2322
2101:Ballard, Dana H.;
1705:Unintended thought
818:10.3390/bs13100856
473:embodied cognition
458:people with lower
163:In the late 1980s
18:Cognitive overload
6027:
6026:
5981:
5980:
5977:
5976:
5949:other territories
5858:
5857:
5850:Wallis and Futuna
5795:Clipperton Island
5753:Associated states
5660:
5659:
5549:other territories
5408:
5407:
5035:
5034:
4972:other territories
4655:
4654:
4586:other territories
4359:Equatorial Guinea
4248:
4247:
4223:
4222:
4219:
4218:
4214:
4213:
4210:
4209:
4205:
4204:
4142:
4141:
4137:
4136:
4133:
4132:
4128:
4127:
4083:
4082:
4078:
4077:
4074:
4073:
4069:
4068:
4026:
4025:
4021:
4020:
3979:Primary education
3950:
3949:
3839:Dialogic learning
3809:Teacher retention
3762:Critical thinking
3757:Class arrangement
3726:Special education
3401:Standardized test
3384:Course evaluation
3277:
3276:
3045:Open-space school
2863:vol. 38(1) (2003)
2857:vol. 32(1) (2004)
2845:vol. 21(6) (2007)
2839:vol. 20(3) (2006)
2806:978-0-86431-312-6
2717:978-0-521-67758-5
2524:978-1-003-06944-7
2166:(6149): 976–980.
2058:Cognitive Science
2033:978-0-13-111384-8
1606:(10): 2060–2079.
1493:(12): 1097–1107.
1390:978-0-7879-7728-3
624:Cognitive Science
575:978-3-030-14272-8
154:short-term memory
16:(Redirected from
6077:
6017:
6016:
6007:
6006:
5996:
5995:
5994:
5969:
5957:Falkland Islands
5871:Sovereign states
5860:
5859:
5840:Pitcairn Islands
5810:French Polynesia
5790:Christmas Island
5719:Papua New Guinea
5699:Marshall Islands
5672:Sovereign states
5662:
5661:
5617:Saint Barthélemy
5547:Dependencies and
5420:Sovereign states
5410:
5409:
5345:Dependencies and
5049:Sovereign states
5037:
5036:
5025:
5015:
5014:
4984:Christmas Island
4670:Sovereign states
4657:
4656:
4647:
4646:(United Kingdom)
4642:Tristan da Cunha
4638:Ascension Island
4630:
4617:
4608:
4584:Dependencies and
4277:Sovereign states
4265:
4264:
4254:
4253:
4237:
4185:
4184:
4180:
4179:
4155:Higher education
4151:
4150:
4146:
4145:
4110:
4109:
4105:
4104:
4096:Secondary school
4092:
4091:
4087:
4086:
4053:
4052:
4048:
4047:
4035:
4034:
4030:
4029:
4001:
4000:
3996:
3995:
3970:
3969:
3956:
3955:
3884:Student-centered
3869:Phenomenon-based
3859:Peer instruction
3824:Blended learning
3747:Bloom's taxonomy
3711:Gifted education
3706:Education reform
3538:Computer science
3319:
3318:
3304:
3297:
3290:
3281:
3280:
3010:Block scheduling
2969:Maria Montessori
2923:
2916:
2909:
2900:
2899:
2810:
2791:
2762:
2733:
2732:on 9 April 2007.
2728:. Archived from
2721:
2702:
2697:. Archived from
2689:
2687:
2662:
2644:
2615:
2614:
2604:
2594:
2570:
2564:
2563:
2543:
2537:
2536:
2502:
2496:
2495:
2493:
2469:
2463:
2462:
2452:
2436:
2430:
2429:
2411:
2391:
2385:
2384:
2367:. 92–93: 64–75.
2359:
2353:
2352:
2350:
2340:
2316:
2310:
2309:
2299:
2289:
2265:
2259:
2258:
2248:
2216:
2210:
2209:
2183:
2155:
2149:
2148:
2122:
2098:
2092:
2091:
2081:
2049:
2038:
2037:
2019:
2006:
2005:
1987:
1967:
1958:
1957:
1955:
1931:
1925:
1924:
1915:(6): 2179–2182.
1904:
1898:
1897:
1877:
1871:
1870:
1864:
1856:
1819:
1813:
1812:
1776:
1770:
1769:
1741:
1735:
1734:
1714:
1708:
1697:
1691:
1690:
1672:
1648:
1642:
1641:
1639:
1638:
1624:
1618:
1617:
1615:
1591:
1585:
1584:
1582:
1576:. Archived from
1551:
1542:
1536:
1535:
1533:
1509:
1503:
1502:
1482:
1476:
1475:
1457:
1437:
1431:
1430:
1428:
1426:10.1002/hbe2.184
1404:
1395:
1394:
1376:
1370:
1369:
1349:
1343:
1342:
1308:
1299:
1293:
1292:
1260:
1251:
1250:
1218:
1209:
1208:
1188:
1179:
1178:
1158:
1149:
1148:
1120:
1111:
1110:
1100:
1080:
1071:
1070:
1060:
1040:
1031:
1030:
1010:
1001:
1000:
980:
974:
973:
954:10.1037/h0043158
947:
927:
921:
920:
894:
885:
876:
875:
866:(6): 2179–2182.
855:
849:
848:
838:
820:
796:
790:
789:
766:Psychophysiology
761:
752:
751:
741:
731:
707:
698:
697:
669:
658:
657:
639:
619:
608:
607:
601:
597:
595:
587:
549:
394:College students
21:
6085:
6084:
6080:
6079:
6078:
6076:
6075:
6074:
6030:
6029:
6028:
6023:
5992:
5990:
5973:
5967:
5950:
5948:
5938:
5865:
5854:
5777:
5771:
5754:
5748:
5729:Solomon Islands
5667:
5656:
5550:
5548:
5541:
5415:
5404:
5388:
5346:
5340:
5326:Northern Cyprus
5308:
5302:
5223:North Macedonia
5044:
5031:
5003:
4971:
4962:
4943:Northern Cyprus
4929:
4922:
4664:
4651:
4650:
4645:
4628:
4615:
4606:
4587:
4585:
4578:
4562:
4560:
4553:
4272:
4259:
4244:
4243:
4224:
4215:
4206:
4198:
4191:
4169:
4157:
4138:
4129:
4121:
4116:
4098:
4079:
4070:
4062:
4057:
4041:
4022:
4014:
4007:
3963:
3946:
3900:
3819:Active learning
3814:Teaching method
3789:Learning theory
3730:
3696:Autodidacticism
3691:Adult education
3677:
3618:Performing arts
3499:
3406:Teacher quality
3396:Standards-based
3352:
3324:
3313:
3308:
3278:
3273:
3207:
3205:
3198:
3175:
3149:
3146:
3145:Standards-based
3138:
3085:
3076:Achievement gap
3064:
3005:Active learning
2993:
2964:Constance Kamii
2932:
2927:
2826:, vol. 43 (4)
2817:
2807:
2724:
2718:
2642:10.1.1.583.7931
2623:
2621:Further reading
2618:
2571:
2567:
2544:
2540:
2525:
2503:
2499:
2470:
2466:
2450:10.1.1.219.4733
2437:
2433:
2392:
2388:
2360:
2356:
2317:
2313:
2266:
2262:
2217:
2213:
2181:10.1.1.398.6303
2156:
2152:
2103:Hayhoe, Mary M.
2099:
2095:
2050:
2041:
2034:
2020:
2009:
1985:10.1.1.529.2727
1968:
1961:
1932:
1928:
1905:
1901:
1878:
1874:
1858:
1857:
1820:
1816:
1777:
1773:
1742:
1738:
1715:
1711:
1698:
1694:
1649:
1645:
1636:
1634:
1626:
1625:
1621:
1592:
1588:
1580:
1549:
1543:
1539:
1510:
1506:
1483:
1479:
1455:10.1.1.670.1047
1438:
1434:
1405:
1398:
1391:
1377:
1373:
1350:
1346:
1306:
1300:
1296:
1261:
1254:
1219:
1212:
1189:
1182:
1159:
1152:
1121:
1114:
1098:10.1.1.471.2089
1081:
1074:
1058:10.1.1.458.4719
1041:
1034:
1011:
1004:
981:
977:
945:10.1.1.308.8071
928:
924:
892:
886:
879:
856:
852:
797:
793:
762:
755:
708:
701:
670:
661:
637:10.1.1.459.9126
620:
611:
599:
598:
589:
588:
576:
550:
546:
542:
491:
482:
468:
455:
413:
396:
375:
359:
354:
310:
304:Audience effect
300:
259:
232:
208:
196:
176:modality effect
135:
111:problem solving
103:
75:problem solving
28:
23:
22:
15:
12:
11:
5:
6083:
6073:
6072:
6067:
6062:
6057:
6052:
6047:
6042:
6025:
6024:
6022:
6021:
6011:
6001:
5986:
5983:
5982:
5979:
5978:
5975:
5974:
5972:
5971:
5964:
5959:
5953:
5951:
5943:
5940:
5939:
5937:
5936:
5931:
5926:
5921:
5916:
5911:
5906:
5901:
5896:
5891:
5886:
5881:
5875:
5873:
5867:
5866:
5856:
5855:
5853:
5852:
5847:
5842:
5837:
5832:
5830:Norfolk Island
5827:
5822:
5817:
5812:
5807:
5802:
5797:
5792:
5787:
5785:American Samoa
5781:
5779:
5773:
5772:
5770:
5769:
5764:
5758:
5756:
5755:of New Zealand
5750:
5749:
5747:
5746:
5741:
5736:
5731:
5726:
5721:
5716:
5711:
5706:
5701:
5696:
5691:
5686:
5681:
5675:
5673:
5669:
5668:
5658:
5657:
5655:
5654:
5649:
5644:
5639:
5637:Sint Eustatius
5634:
5629:
5624:
5619:
5614:
5609:
5604:
5599:
5594:
5589:
5584:
5582:Cayman Islands
5579:
5574:
5569:
5564:
5559:
5553:
5551:
5546:
5543:
5542:
5540:
5539:
5534:
5529:
5524:
5519:
5514:
5509:
5504:
5499:
5494:
5489:
5484:
5479:
5474:
5469:
5464:
5459:
5454:
5449:
5444:
5439:
5434:
5429:
5423:
5421:
5417:
5416:
5406:
5405:
5403:
5402:
5400:European Union
5396:
5394:
5393:Other entities
5390:
5389:
5387:
5386:
5381:
5376:
5371:
5366:
5361:
5356:
5350:
5348:
5347:other entities
5342:
5341:
5339:
5338:
5333:
5328:
5323:
5318:
5312:
5310:
5304:
5303:
5301:
5300:
5298:United Kingdom
5295:
5290:
5285:
5280:
5275:
5270:
5265:
5260:
5255:
5250:
5245:
5240:
5235:
5230:
5225:
5220:
5215:
5210:
5205:
5200:
5195:
5190:
5185:
5180:
5175:
5170:
5165:
5163:
5158:
5153:
5148:
5143:
5138:
5133:
5128:
5123:
5118:
5113:
5111:Czech Republic
5108:
5103:
5098:
5093:
5088:
5083:
5078:
5073:
5068:
5063:
5058:
5052:
5050:
5046:
5045:
5033:
5032:
5030:
5029:
5019:
5008:
5005:
5004:
5002:
5001:
4996:
4991:
4986:
4981:
4975:
4973:
4964:
4963:
4961:
4960:
4955:
4950:
4945:
4940:
4934:
4932:
4924:
4923:
4921:
4920:
4915:
4910:
4905:
4900:
4895:
4890:
4885:
4880:
4875:
4870:
4865:
4860:
4855:
4850:
4845:
4840:
4835:
4830:
4825:
4820:
4815:
4810:
4805:
4800:
4795:
4790:
4785:
4780:
4775:
4770:
4765:
4760:
4755:
4750:
4745:
4740:
4735:
4730:
4725:
4720:
4715:
4710:
4705:
4700:
4695:
4690:
4685:
4680:
4674:
4672:
4666:
4665:
4653:
4652:
4649:
4648:
4631:
4618:
4609:
4595:Canary Islands
4591:
4590:
4588:
4583:
4580:
4579:
4577:
4576:
4571:
4565:
4563:
4558:
4555:
4554:
4552:
4551:
4546:
4541:
4536:
4531:
4526:
4521:
4516:
4511:
4506:
4501:
4496:
4491:
4486:
4481:
4476:
4471:
4466:
4461:
4456:
4451:
4446:
4441:
4436:
4431:
4426:
4421:
4416:
4411:
4406:
4401:
4396:
4391:
4386:
4381:
4376:
4371:
4366:
4361:
4356:
4351:
4346:
4341:
4336:
4331:
4326:
4321:
4316:
4311:
4306:
4301:
4296:
4291:
4286:
4280:
4278:
4274:
4273:
4261:
4260:
4250:
4249:
4246:
4245:
4242:
4241:
4230:
4229:
4226:
4225:
4221:
4220:
4217:
4216:
4212:
4211:
4208:
4207:
4203:
4201:
4200:
4193:
4183:
4176:
4175:
4164:
4159:
4149:
4143:
4140:
4139:
4135:
4134:
4131:
4130:
4126:
4124:
4123:
4118:
4108:
4101:
4100:
4090:
4084:
4081:
4080:
4076:
4075:
4072:
4071:
4067:
4065:
4064:
4059:
4051:
4044:
4043:
4039:Primary school
4033:
4027:
4024:
4023:
4019:
4017:
4016:
4009:
3999:
3992:
3991:
3986:
3981:
3976:
3968:
3965:
3964:
3952:
3951:
3948:
3947:
3945:
3944:
3939:
3934:
3929:
3924:
3919:
3914:
3908:
3906:
3902:
3901:
3899:
3898:
3893:
3892:
3891:
3886:
3881:
3876:
3871:
3866:
3861:
3856:
3851:
3846:
3841:
3836:
3831:
3826:
3821:
3811:
3806:
3801:
3796:
3791:
3786:
3785:
3784:
3779:
3774:
3764:
3759:
3754:
3752:Cognitive load
3749:
3744:
3738:
3736:
3732:
3731:
3729:
3728:
3723:
3718:
3713:
3708:
3703:
3698:
3693:
3687:
3685:
3679:
3678:
3676:
3675:
3670:
3665:
3660:
3655:
3650:
3645:
3640:
3635:
3630:
3625:
3620:
3615:
3610:
3605:
3600:
3595:
3590:
3585:
3580:
3575:
3570:
3565:
3560:
3555:
3550:
3545:
3540:
3535:
3530:
3525:
3520:
3515:
3509:
3507:
3501:
3500:
3498:
3497:
3496:
3495:
3485:
3480:
3475:
3470:
3465:
3460:
3455:
3450:
3445:
3440:
3435:
3430:
3425:
3423:Evidence-based
3420:
3415:
3410:
3409:
3408:
3403:
3398:
3393:
3388:
3387:
3386:
3371:
3366:
3360:
3358:
3357:By perspective
3354:
3353:
3351:
3350:
3345:
3340:
3334:
3332:
3326:
3325:
3315:
3314:
3307:
3306:
3299:
3292:
3284:
3275:
3274:
3272:
3271:
3269:Whole language
3266:
3261:
3256:
3251:
3246:
3241:
3236:
3231:
3229:Guided reading
3226:
3221:
3216:
3214:Decodable text
3210:
3208:
3203:
3200:
3199:
3197:
3196:
3191:
3185:
3183:
3177:
3176:
3174:
3173:
3168:
3163:
3158:
3152:
3150:
3143:
3140:
3139:
3137:
3136:
3131:
3126:
3121:
3116:
3111:
3106:
3101:
3095:
3093:
3087:
3086:
3084:
3083:
3078:
3072:
3070:
3066:
3065:
3063:
3062:
3057:
3052:
3047:
3042:
3037:
3032:
3027:
3022:
3020:Constructivism
3017:
3015:Cognitive load
3012:
3007:
3001:
2999:
2995:
2994:
2992:
2991:
2986:
2981:
2976:
2971:
2966:
2961:
2959:Caleb Gattegno
2956:
2951:
2946:
2944:Benjamin Bloom
2940:
2938:
2934:
2933:
2926:
2925:
2918:
2911:
2903:
2897:
2896:
2890:
2887:
2884:
2877:
2876:
2870:
2869:vol. 12 (2002)
2864:
2858:
2852:
2851:vol. 53 (2005)
2846:
2840:
2834:
2816:
2813:
2812:
2811:
2805:
2792:
2774:(4): 295–312.
2763:
2745:(5): 343–368.
2734:
2722:
2716:
2703:
2690:
2663:
2635:(3): 513–518.
2622:
2619:
2617:
2616:
2565:
2538:
2523:
2497:
2464:
2431:
2409:10.1.1.73.4200
2402:(2): 156–166.
2386:
2354:
2311:
2260:
2211:
2150:
2120:10.1.1.49.3813
2113:(4): 723–742.
2093:
2064:(4): 602–619.
2039:
2032:
2007:
1978:(2): 177–190.
1959:
1926:
1899:
1872:
1831:(4): 570–576.
1814:
1787:(1): 135–139.
1771:
1752:(2): 103–107.
1736:
1725:(1): 144–155.
1709:
1692:
1643:
1619:
1586:
1583:on 2019-02-22.
1560:(1): 223–234.
1537:
1524:(5): 434–451.
1504:
1477:
1432:
1419:(2): 149–157.
1396:
1389:
1371:
1360:(6): 511–525.
1344:
1294:
1275:(4): 293–332.
1252:
1210:
1180:
1169:(4): 347–362.
1150:
1131:(2): 233–246.
1112:
1091:(2): 319–334.
1072:
1051:(2): 358–368.
1032:
1021:(4): 429–434.
1002:
975:
922:
903:(3): 251–296.
877:
850:
791:
772:(4): 457–461.
753:
699:
680:(4): 737–743.
659:
630:(2): 257–285.
609:
600:|journal=
574:
543:
541:
538:
537:
536:
530:
520:
515:
509:
503:
498:
490:
487:
481:
478:
467:
464:
454:
451:
447:working memory
443:working memory
425:working memory
412:
409:
395:
392:
387:center of mass
379:working memory
374:
371:
358:
355:
353:
350:
299:
296:
288:working memory
275:blood pressure
258:
255:
231:
228:
207:
204:
195:
192:
160:construction.
134:
131:
119:working memory
102:
99:
91:working memory
40:working memory
36:cognitive load
26:
9:
6:
4:
3:
2:
6082:
6071:
6068:
6066:
6063:
6061:
6058:
6056:
6053:
6051:
6048:
6046:
6043:
6041:
6038:
6037:
6035:
6020:
6012:
6010:
6002:
6000:
5999:
5988:
5987:
5984:
5970:
5965:
5963:
5962:French Guiana
5960:
5958:
5955:
5954:
5952:
5946:
5941:
5935:
5932:
5930:
5927:
5925:
5922:
5920:
5917:
5915:
5912:
5910:
5907:
5905:
5902:
5900:
5897:
5895:
5892:
5890:
5887:
5885:
5882:
5880:
5877:
5876:
5874:
5872:
5868:
5861:
5851:
5848:
5846:
5843:
5841:
5838:
5836:
5833:
5831:
5828:
5826:
5825:New Caledonia
5823:
5821:
5818:
5816:
5813:
5811:
5808:
5806:
5805:Easter Island
5803:
5801:
5798:
5796:
5793:
5791:
5788:
5786:
5783:
5782:
5780:
5774:
5768:
5765:
5763:
5760:
5759:
5757:
5751:
5745:
5742:
5740:
5737:
5735:
5732:
5730:
5727:
5725:
5722:
5720:
5717:
5715:
5712:
5710:
5707:
5705:
5702:
5700:
5697:
5695:
5692:
5690:
5687:
5685:
5682:
5680:
5677:
5676:
5674:
5670:
5663:
5653:
5650:
5648:
5645:
5643:
5640:
5638:
5635:
5633:
5630:
5628:
5625:
5623:
5620:
5618:
5615:
5613:
5610:
5608:
5605:
5603:
5600:
5598:
5595:
5593:
5590:
5588:
5585:
5583:
5580:
5578:
5575:
5573:
5570:
5568:
5565:
5563:
5560:
5558:
5555:
5554:
5552:
5544:
5538:
5537:United States
5535:
5533:
5530:
5528:
5525:
5523:
5520:
5518:
5515:
5513:
5510:
5508:
5505:
5503:
5500:
5498:
5495:
5493:
5490:
5488:
5485:
5483:
5480:
5478:
5475:
5473:
5470:
5468:
5465:
5463:
5460:
5458:
5455:
5453:
5450:
5448:
5445:
5443:
5440:
5438:
5435:
5433:
5430:
5428:
5425:
5424:
5422:
5418:
5411:
5401:
5398:
5397:
5395:
5391:
5385:
5382:
5380:
5377:
5375:
5372:
5370:
5367:
5365:
5362:
5360:
5359:Faroe Islands
5357:
5355:
5352:
5351:
5349:
5343:
5337:
5334:
5332:
5331:South Ossetia
5329:
5327:
5324:
5322:
5319:
5317:
5314:
5313:
5311:
5305:
5299:
5296:
5294:
5291:
5289:
5286:
5284:
5281:
5279:
5276:
5274:
5271:
5269:
5266:
5264:
5261:
5259:
5256:
5254:
5251:
5249:
5246:
5244:
5241:
5239:
5236:
5234:
5231:
5229:
5226:
5224:
5221:
5219:
5216:
5214:
5211:
5209:
5206:
5204:
5201:
5199:
5196:
5194:
5191:
5189:
5186:
5184:
5183:Liechtenstein
5181:
5179:
5176:
5174:
5171:
5169:
5166:
5164:
5162:
5159:
5157:
5154:
5152:
5149:
5147:
5144:
5142:
5139:
5137:
5134:
5132:
5129:
5127:
5124:
5122:
5119:
5117:
5114:
5112:
5109:
5107:
5104:
5102:
5099:
5097:
5094:
5092:
5089:
5087:
5084:
5082:
5079:
5077:
5074:
5072:
5069:
5067:
5064:
5062:
5059:
5057:
5054:
5053:
5051:
5047:
5043:
5038:
5028:
5024:
5020:
5018:
5010:
5009:
5006:
5000:
4997:
4995:
4992:
4990:
4987:
4985:
4982:
4980:
4977:
4976:
4974:
4969:
4965:
4959:
4956:
4954:
4953:South Ossetia
4951:
4949:
4946:
4944:
4941:
4939:
4936:
4935:
4933:
4931:
4925:
4919:
4916:
4914:
4911:
4909:
4906:
4904:
4901:
4899:
4896:
4894:
4891:
4889:
4886:
4884:
4881:
4879:
4876:
4874:
4871:
4869:
4866:
4864:
4861:
4859:
4856:
4854:
4851:
4849:
4846:
4844:
4841:
4839:
4836:
4834:
4831:
4829:
4826:
4824:
4821:
4819:
4816:
4814:
4811:
4809:
4806:
4804:
4801:
4799:
4796:
4794:
4791:
4789:
4786:
4784:
4781:
4779:
4776:
4774:
4771:
4769:
4766:
4764:
4761:
4759:
4756:
4754:
4751:
4749:
4746:
4744:
4741:
4739:
4736:
4734:
4731:
4729:
4726:
4724:
4721:
4719:
4716:
4714:
4711:
4709:
4706:
4704:
4701:
4699:
4696:
4694:
4691:
4689:
4686:
4684:
4681:
4679:
4676:
4675:
4673:
4671:
4667:
4663:
4658:
4643:
4639:
4635:
4632:
4626:
4622:
4619:
4613:
4610:
4604:
4600:
4596:
4593:
4592:
4589:
4581:
4575:
4572:
4570:
4567:
4566:
4564:
4556:
4550:
4547:
4545:
4542:
4540:
4537:
4535:
4532:
4530:
4527:
4525:
4522:
4520:
4517:
4515:
4512:
4510:
4507:
4505:
4502:
4500:
4497:
4495:
4492:
4490:
4487:
4485:
4482:
4480:
4477:
4475:
4472:
4470:
4467:
4465:
4462:
4460:
4457:
4455:
4452:
4450:
4447:
4445:
4442:
4440:
4437:
4435:
4432:
4430:
4427:
4425:
4422:
4420:
4417:
4415:
4412:
4410:
4407:
4405:
4402:
4400:
4399:Guinea-Bissau
4397:
4395:
4392:
4390:
4387:
4385:
4382:
4380:
4377:
4375:
4372:
4370:
4367:
4365:
4362:
4360:
4357:
4355:
4352:
4350:
4347:
4345:
4342:
4340:
4337:
4335:
4332:
4330:
4327:
4325:
4322:
4320:
4317:
4315:
4312:
4310:
4307:
4305:
4302:
4300:
4297:
4295:
4292:
4290:
4287:
4285:
4282:
4281:
4279:
4275:
4271:
4266:
4262:
4255:
4251:
4240:
4236:
4232:
4231:
4227:
4202:
4197:
4194:
4190:
4189:Undergraduate
4187:
4186:
4181:
4178:
4177:
4173:
4168:
4165:
4163:
4160:
4156:
4153:
4152:
4147:
4144:
4125:
4119:
4115:
4114:Middle school
4112:
4111:
4106:
4103:
4102:
4097:
4094:
4093:
4088:
4085:
4066:
4060:
4055:
4054:
4049:
4046:
4045:
4040:
4037:
4036:
4031:
4028:
4018:
4013:
4010:
4006:
4003:
4002:
3997:
3994:
3993:
3990:
3987:
3985:
3982:
3980:
3977:
3975:
3972:
3971:
3966:
3962:
3957:
3953:
3943:
3940:
3938:
3935:
3933:
3930:
3928:
3925:
3923:
3920:
3918:
3915:
3913:
3910:
3909:
3907:
3903:
3897:
3894:
3890:
3887:
3885:
3882:
3880:
3879:Project-based
3877:
3875:
3874:Problem-based
3872:
3870:
3867:
3865:
3862:
3860:
3857:
3855:
3852:
3850:
3847:
3845:
3842:
3840:
3837:
3835:
3834:Demonstration
3832:
3830:
3829:Contemplative
3827:
3825:
3822:
3820:
3817:
3816:
3815:
3812:
3810:
3807:
3805:
3802:
3800:
3797:
3795:
3792:
3790:
3787:
3783:
3780:
3778:
3775:
3773:
3770:
3769:
3768:
3765:
3763:
3760:
3758:
3755:
3753:
3750:
3748:
3745:
3743:
3740:
3739:
3737:
3733:
3727:
3724:
3722:
3719:
3717:
3716:Homeschooling
3714:
3712:
3709:
3707:
3704:
3702:
3699:
3697:
3694:
3692:
3689:
3688:
3686:
3684:
3680:
3674:
3671:
3669:
3666:
3664:
3661:
3659:
3656:
3654:
3651:
3649:
3646:
3644:
3641:
3639:
3636:
3634:
3631:
3629:
3626:
3624:
3621:
3619:
3616:
3614:
3611:
3609:
3606:
3604:
3601:
3599:
3596:
3594:
3591:
3589:
3586:
3584:
3581:
3579:
3576:
3574:
3571:
3569:
3566:
3564:
3563:Environmental
3561:
3559:
3556:
3554:
3551:
3549:
3546:
3544:
3541:
3539:
3536:
3534:
3531:
3529:
3526:
3524:
3521:
3519:
3516:
3514:
3511:
3510:
3508:
3506:
3502:
3494:
3491:
3490:
3489:
3488:Instructional
3486:
3484:
3481:
3479:
3476:
3474:
3471:
3469:
3466:
3464:
3461:
3459:
3456:
3454:
3451:
3449:
3446:
3444:
3441:
3439:
3436:
3434:
3431:
3429:
3426:
3424:
3421:
3419:
3416:
3414:
3411:
3407:
3404:
3402:
3399:
3397:
3394:
3392:
3391:Psychometrics
3389:
3385:
3382:
3381:
3380:
3377:
3376:
3375:
3372:
3370:
3367:
3365:
3362:
3361:
3359:
3355:
3349:
3346:
3344:
3341:
3339:
3336:
3335:
3333:
3331:
3327:
3320:
3316:
3312:
3305:
3300:
3298:
3293:
3291:
3286:
3285:
3282:
3270:
3267:
3265:
3262:
3260:
3257:
3255:
3252:
3250:
3247:
3245:
3244:Rote learning
3242:
3240:
3237:
3235:
3232:
3230:
3227:
3225:
3222:
3220:
3217:
3215:
3212:
3211:
3209:
3201:
3195:
3192:
3190:
3187:
3186:
3184:
3182:
3178:
3172:
3169:
3167:
3164:
3162:
3159:
3157:
3154:
3153:
3151:
3148:
3141:
3135:
3132:
3130:
3127:
3125:
3122:
3120:
3117:
3115:
3112:
3110:
3107:
3105:
3102:
3100:
3097:
3096:
3094:
3092:
3088:
3082:
3079:
3077:
3074:
3073:
3071:
3067:
3061:
3058:
3056:
3053:
3051:
3048:
3046:
3043:
3041:
3038:
3036:
3033:
3031:
3028:
3026:
3023:
3021:
3018:
3016:
3013:
3011:
3008:
3006:
3003:
3002:
3000:
2996:
2990:
2987:
2985:
2982:
2980:
2979:William Spady
2977:
2975:
2972:
2970:
2967:
2965:
2962:
2960:
2957:
2955:
2954:Rheta DeVries
2952:
2950:
2949:Jerome Bruner
2947:
2945:
2942:
2941:
2939:
2935:
2931:
2924:
2919:
2917:
2912:
2910:
2905:
2904:
2901:
2894:
2891:
2888:
2885:
2882:
2881:
2880:
2874:
2871:
2868:
2865:
2862:
2859:
2856:
2853:
2850:
2847:
2844:
2841:
2838:
2835:
2833:
2829:
2825:
2822:
2821:
2820:
2808:
2802:
2798:
2793:
2789:
2785:
2781:
2777:
2773:
2769:
2764:
2760:
2756:
2752:
2748:
2744:
2740:
2735:
2731:
2727:
2723:
2719:
2713:
2709:
2704:
2700:
2696:
2691:
2686:
2681:
2677:
2673:
2669:
2664:
2660:
2656:
2652:
2648:
2643:
2638:
2634:
2630:
2625:
2624:
2612:
2608:
2603:
2598:
2593:
2588:
2584:
2580:
2576:
2569:
2561:
2557:
2553:
2549:
2542:
2534:
2530:
2526:
2520:
2516:
2512:
2508:
2501:
2492:
2487:
2483:
2479:
2475:
2468:
2460:
2456:
2451:
2446:
2442:
2435:
2427:
2423:
2419:
2415:
2410:
2405:
2401:
2397:
2390:
2382:
2378:
2374:
2370:
2366:
2358:
2349:
2344:
2339:
2334:
2330:
2326:
2322:
2315:
2307:
2303:
2298:
2293:
2288:
2283:
2279:
2275:
2271:
2264:
2256:
2252:
2247:
2242:
2238:
2234:
2230:
2226:
2222:
2215:
2207:
2203:
2199:
2195:
2191:
2187:
2182:
2177:
2173:
2169:
2165:
2161:
2154:
2146:
2142:
2138:
2134:
2130:
2126:
2121:
2116:
2112:
2108:
2104:
2097:
2089:
2085:
2080:
2075:
2071:
2067:
2063:
2059:
2055:
2048:
2046:
2044:
2035:
2029:
2025:
2018:
2016:
2014:
2012:
2003:
1999:
1995:
1991:
1986:
1981:
1977:
1973:
1966:
1964:
1954:
1949:
1945:
1941:
1937:
1930:
1922:
1918:
1914:
1910:
1903:
1895:
1891:
1887:
1883:
1876:
1868:
1862:
1854:
1850:
1846:
1842:
1838:
1834:
1830:
1826:
1818:
1810:
1806:
1802:
1798:
1794:
1790:
1786:
1782:
1775:
1767:
1763:
1759:
1755:
1751:
1747:
1740:
1732:
1728:
1724:
1720:
1713:
1706:
1702:
1696:
1688:
1684:
1680:
1676:
1671:
1666:
1662:
1658:
1654:
1647:
1633:
1629:
1623:
1614:
1609:
1605:
1601:
1597:
1590:
1579:
1575:
1571:
1567:
1563:
1559:
1555:
1548:
1541:
1532:
1527:
1523:
1519:
1515:
1508:
1500:
1496:
1492:
1488:
1481:
1473:
1469:
1465:
1461:
1456:
1451:
1447:
1443:
1436:
1427:
1422:
1418:
1414:
1410:
1403:
1401:
1392:
1386:
1382:
1375:
1367:
1363:
1359:
1355:
1348:
1340:
1336:
1332:
1328:
1324:
1320:
1316:
1312:
1305:
1298:
1290:
1286:
1282:
1278:
1274:
1270:
1266:
1259:
1257:
1248:
1244:
1240:
1236:
1232:
1228:
1224:
1217:
1215:
1206:
1202:
1198:
1194:
1187:
1185:
1176:
1172:
1168:
1164:
1157:
1155:
1146:
1142:
1138:
1134:
1130:
1126:
1119:
1117:
1108:
1104:
1099:
1094:
1090:
1086:
1079:
1077:
1068:
1064:
1059:
1054:
1050:
1046:
1039:
1037:
1028:
1024:
1020:
1016:
1009:
1007:
998:
994:
990:
986:
979:
971:
967:
963:
959:
955:
951:
946:
941:
937:
933:
926:
918:
914:
910:
906:
902:
898:
891:
884:
882:
873:
869:
865:
861:
854:
846:
842:
837:
832:
828:
824:
819:
814:
810:
806:
802:
795:
787:
783:
779:
775:
771:
767:
760:
758:
749:
745:
740:
735:
730:
725:
721:
717:
713:
706:
704:
695:
691:
687:
683:
679:
675:
668:
666:
664:
655:
651:
647:
643:
638:
633:
629:
625:
618:
616:
614:
605:
593:
585:
581:
577:
571:
567:
563:
559:
555:
548:
544:
534:
531:
528:
524:
521:
519:
516:
513:
510:
507:
504:
502:
499:
496:
493:
492:
486:
477:
474:
463:
461:
450:
448:
444:
440:
436:
434:
433:metacognition
429:
426:
422:
418:
417:Alan Baddeley
408:
406:
401:
391:
388:
384:
380:
370:
368:
364:
349:
347:
343:
339:
335:
331:
327:
323:
319:
315:
309:
305:
295:
291:
289:
285:
279:
276:
272:
267:
263:
254:
251:
249:
243:
239:
236:
227:
225:
219:
217:
212:
203:
201:
191:
189:
185:
181:
177:
172:
170:
166:
161:
159:
155:
150:
148:
144:
140:
130:
128:
124:
120:
116:
112:
108:
98:
94:
92:
88:
84:
80:
76:
71:
69:
65:
61:
57:
53:
49:
45:
41:
37:
33:
19:
5989:
5945:Dependencies
5776:Dependencies
5762:Cook Islands
5642:Sint Maarten
5622:Saint Martin
5336:Transnistria
4968:Dependencies
4898:Turkmenistan
4863:Saudi Arabia
4634:Saint Helena
4605:
4509:South Africa
4499:Sierra Leone
4304:Burkina Faso
4196:Postgraduate
4012:Kindergarten
3864:Personalized
3844:Experiential
3804:Teacher look
3751:
3513:Agricultural
3369:Anthropology
3204:Standardized
3014:
2989:Lev Vygotsky
2878:
2872:
2866:
2860:
2854:
2848:
2842:
2836:
2823:
2818:
2796:
2771:
2767:
2742:
2738:
2730:the original
2707:
2699:the original
2675:
2671:
2632:
2628:
2582:
2578:
2568:
2554:(2): 100–5.
2551:
2547:
2541:
2506:
2500:
2481:
2477:
2467:
2440:
2434:
2399:
2395:
2389:
2364:
2357:
2331:(1): 27–45.
2328:
2324:
2314:
2277:
2273:
2263:
2231:(2): 65–73.
2228:
2224:
2214:
2163:
2159:
2153:
2110:
2106:
2096:
2061:
2057:
2023:
1975:
1971:
1943:
1939:
1929:
1912:
1908:
1902:
1885:
1881:
1875:
1861:cite journal
1828:
1824:
1817:
1784:
1780:
1774:
1749:
1745:
1739:
1722:
1718:
1712:
1704:
1695:
1660:
1656:
1646:
1635:. Retrieved
1631:
1622:
1603:
1599:
1589:
1578:the original
1557:
1553:
1540:
1521:
1517:
1507:
1490:
1486:
1480:
1448:(1): 63–71.
1445:
1441:
1435:
1416:
1412:
1380:
1374:
1357:
1353:
1347:
1317:(2): 75–86.
1314:
1310:
1297:
1272:
1268:
1233:(1): 23–31.
1230:
1226:
1199:(1): 59–89.
1196:
1192:
1166:
1162:
1128:
1124:
1088:
1084:
1048:
1044:
1018:
1014:
991:(1): 55–81.
988:
984:
978:
938:(2): 81–97.
935:
931:
925:
900:
896:
863:
859:
853:
808:
804:
794:
769:
765:
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677:
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557:
547:
527:scuba diving
523:Task loading
483:
469:
456:
437:
430:
421:Graham Hitch
414:
397:
376:
360:
334:Stereotyping
322:subconscious
318:stereotyping
311:
308:Drive theory
292:
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264:
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165:John Sweller
162:
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107:John Sweller
104:
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29:
6019:WikiProject
5709:New Zealand
5612:Puerto Rico
5522:Saint Lucia
5472:El Salvador
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5309:recognition
5283:Switzerland
5218:Netherlands
5027:Asia portal
4928:States with
4848:Philippines
4788:South Korea
4783:North Korea
4678:Afghanistan
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4514:South Sudan
4404:Ivory Coast
4120:High school
3917:Definitions
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3683:Alternative
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2984:Marc Tucker
2974:Jean Piaget
2937:Individuals
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5597:Guadeloupe
5452:Costa Rica
5253:San Marino
5213:Montenegro
5193:Luxembourg
5173:Kazakhstan
5076:Azerbaijan
4908:Uzbekistan
4883:Tajikistan
4798:Kyrgyzstan
4778:Kazakhstan
4698:Bangladesh
4688:Azerbaijan
4616:(Portugal)
4574:Somaliland
4494:Seychelles
4459:Mozambique
4444:Mauritania
4429:Madagascar
4384:The Gambia
4319:Cape Verde
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3767:Curriculum
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3663:Technology
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3463:Psychology
3448:Philosophy
3438:Leadership
3379:Evaluation
3374:Assessment
3206:curriculum
3147:assessment
3109:Goals 2000
2484:: 100008.
2348:1765/31101
1663:(1): 1–9.
1637:2023-04-20
1331:1874/16899
540:References
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271:heart rate
230:Extraneous
194:Categories
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6040:Cognition
5934:Venezuela
5879:Argentina
5679:Australia
5592:Greenland
5507:Nicaragua
5482:Guatemala
5364:Gibraltar
5188:Lithuania
4994:Hong Kong
4948:Palestine
4873:Sri Lanka
4868:Singapore
4748:Indonesia
4449:Mauritius
4005:Preschool
3905:Wikimedia
3643:Religious
3568:Euthenics
3553:Economics
3533:Chemistry
3523:Bilingual
3478:Sociology
3433:Inclusion
3413:Economics
3311:Education
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2832:0046-1520
2788:145058758
2637:CiteSeerX
2533:241713101
2445:CiteSeerX
2404:CiteSeerX
2176:CiteSeerX
2115:CiteSeerX
1980:CiteSeerX
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1888:: 19–29.
1679:2055-1045
1450:CiteSeerX
1383:. Wiley.
1093:CiteSeerX
1053:CiteSeerX
940:CiteSeerX
827:2076-328X
632:CiteSeerX
602:ignored (
592:cite book
439:Gesturing
332:effect.
206:Intrinsic
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6065:Pedagogy
6060:Learning
6009:Category
5924:Suriname
5914:Paraguay
5899:Colombia
5694:Kiribati
5557:Anguilla
5492:Honduras
5462:Dominica
5437:Barbados
5384:Svalbard
5369:Guernsey
5316:Abkhazia
5268:Slovenia
5263:Slovakia
5238:Portugal
5096:Bulgaria
5017:Category
4938:Abkhazia
4888:Thailand
4843:Pakistan
4823:Mongolia
4818:Maldives
4813:Malaysia
4713:Cambodia
4640: /
4636: /
4629:(France)
4623: /
4601: /
4597: /
4549:Zimbabwe
4524:Tanzania
4374:Ethiopia
4369:Eswatini
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4299:Botswana
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2611:33828735
2381:10493691
2306:29541685
2280:(1): 6.
2255:19135405
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2137:10097009
2088:21564226
2002:14979759
1853:32223760
1845:17397436
1809:22614522
1801:12121823
1687:54036730
1472:16587887
1339:17067829
1289:35905547
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962:13310704
845:37887506
836:10604157
748:28824473
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400:Facebook
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5904:Ecuador
5884:Bolivia
5845:Tokelau
5744:Vanuatu
5587:Curaçao
5572:Bonaire
5567:Bermuda
5497:Jamaica
5477:Grenada
5432:Bahamas
5293:Ukraine
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4738:Georgia
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4683:Armenia
4625:Réunion
4621:Mayotte
4612:Madeira
4607:(Spain)
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4534:Tunisia
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4474:Nigeria
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4419:Liberia
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4364:Eritrea
4334:Comoros
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2602:7880144
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373:Elderly
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363:novices
342:arousal
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133:History
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5820:Hawaii
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5502:Mexico
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5379:Jersey
5321:Kosovo
5288:Turkey
5278:Sweden
5258:Serbia
5248:Russia
5233:Poland
5228:Norway
5208:Monaco
5178:Latvia
5146:Greece
5131:France
5106:Cyprus
4958:Taiwan
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4858:Russia
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4773:Jordan
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4708:Brunei
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5704:Nauru
5562:Aruba
5487:Haiti
5354:Åland
5273:Spain
5198:Malta
5168:Italy
4999:Macau
4918:Yemen
4878:Syria
4853:Qatar
4833:Nepal
4768:Japan
4743:India
4733:Egypt
4718:China
4599:Ceuta
4519:Sudan
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4424:Libya
4409:Kenya
4389:Ghana
4379:Gabon
4354:Egypt
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