Cognitive load - Knowledge

222:

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. 6005: 5013: 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. 5023: 4235: 6015: 5993: 485:

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.

428:

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.

242:

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. 389:

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

281:

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,

261:

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

237:

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,

475:

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

457:

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

241:

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

265:

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.

427:

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

402:

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

293:

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

1822:

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:

96:

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

484:

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

213:

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

238:

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".

5966: 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. 4568: 470:

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

4978: 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 5621: 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. 277:

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.

262:

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.

1485:

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".

5799: 4988: 167:

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

5626: 174:

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;

2737:

Khawaja, M. Asif; Chen, Fang; Marcus, Nadine (April 2014). "Measuring Cognitive Load Using Linguistic Features: Implications for Usability Evaluation and Adaptive Interaction Design".

5616: 4594: 672:

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".

445:

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

5849: 5794: 5789: 4983: 4637: 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. 5728: 5829: 5636: 5824: 5804: 5631: 5330: 4952: 85:

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.

5641: 5335: 1304:"Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching" 2920: 2443:. Proceedings of the 2009 international conference on Multimodal interfaces (ICMI-MLMI '09). New York, NY, USA: Association for Computing Machinery. pp. 193–198. 5601: 2889:

ISO 10075-3:2004 Ergonomic Principles Related To Mental Workload – Part 3: Principles And Requirements Concerning Methods For Measuring And Assessing Mental Workload

2627:

Barrett, H. Clark; Frederick, David A.; Haselton, Martie G.; Kurzban, Robert (2006). "Can manipulations of cognitive load be used to test evolutionary hypotheses?".

5586: 4624: 1880:

Calderwood, Charles; Ackerman, Phillip L.; Conklin, Erin Marie (June 2014). "What else do college students 'do' while studying? An investigation of multitasking".

269:

The ergonomic approach seeks a quantitative neurophysiological expression of cognitive load which can be measured using common instruments, for example using the

5383: 5315: 4937: 1440:

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".

5571: 4620: 4611: 4602: 2546:

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. 2929: 1907:

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".

858:

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".

4598: 1546: 1744:

Wingfield, Arthur; Stine, Elizabeth A.L.; Lahar, Cindy J.; Aberdeen, John S. (27 September 2007). "Does the capacity of working memory change with age?".

1779:

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). 266:

Since this early study many other researchers have used this and other constructs to measure cognitive load as it relates to learning and instruction.

4338: 2321:"An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks" 1970:

Gathercole, Susan E.; Pickering, Susan J.; Ambridge, Benjamin; Wearing, Hannah (2004). "The Structure of Working Memory From 4 to 15 Years of Age".

1866: 1717:

Murphy, Gregory L.; Wright, Jack C. (1984). "Changes in conceptual structure with expertise: Differences between real-world experts and novices".

1303: 5683: 3188: 3133: 764:

Granholm, Eric; Asarnow, Robert F.; Sarkin, Andrew J.; Dykes, Karen L. (July 1996). "Pupillary responses index cognitive resource limitations".

2913: 403:

students who were heavy Facebook users and students who sat nearby those who were heavy Facebook users performed poorly and resulted in lower

5651: 5526: 2694: 2573:

Babu, Mohan Dilli; JeevithaShree, D. V.; Prabhakar, Gowdham; Saluja, Kamal Preet Singh; Pashilkar, Abhay; Biswas, Pradipta (30 July 2019).

1191:

Sweller, John; Cooper, Graham A. (14 December 2009). "The Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra".

2819:

For those wishing to learn more about cognitive load theory, please consider reading these journals and special issues of those journals:

294:

various demand components that together form extraneous cognitive load, but that may need to be measured using different questionnaires.

146: 4483: 1083:

Mousavi, Seyed Yaghoub; Low, Renae; Sweller, John (1995). "Reducing cognitive load by mixing auditory and visual presentation modes".

1013:

Paas, Fred G. (1992). "Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach".

253:

Extraneous cognitive load may have different components, such as the clarity of texts or interactive demands of educational software.

5834: 5646: 4323: 2906: 2725: 1161:

Cooper, Graham; Sweller, John (1987). "Effects of schema acquisition and rule automation on mathematical problem-solving transfer".

3019: 1352:

Ginns, Paul (December 2006). "Integrating information: A meta-analysis of the spatial contiguity and temporal contiguity effects".

5576: 4927: 930:

Miller, George A. (1956). "The magical number seven, plus or minus two: some limits on our capacity for processing information".

2472:

Prabhakar, Gowdham; Mukhopadhyay, Abhishek; Murthy, Lrd; Modiksha, Madan; Sachin, Deshmukh; Biswas, Pradipta (1 December 2020).

4343: 3193: 390:

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" 1043:

Moreno, Roxana; Mayer, Richard E. (1999). "Cognitive principles of multimedia learning: The role of modality and contiguity".

4902: 2804: 2715: 2522: 2031: 1388: 573: 5160: 3118: 3075: 3024: 5466: 5090: 4947: 3301: 114: 2394:

Healey, J.A.; Picard, R.W. (June 2005). "Detecting stress during real-world driving tasks using physiological sensors".

6069: 5516: 3170: 2505:

Kramer, Arthur F. (2020). "Physiological metrics of mental workload: A review of recent progress". In Damos, D. (ed.).

17: 137:

The history of cognitive load theory can be traced to the beginning of cognitive science in the 1950s and the work of

5956: 5839: 5698: 554:"The Evolution of Cognitive Load Theory and the Measurement of Its Intrinsic, Extraneous and Germane Loads: A Review" 553: 398:

As of 2014, an increasing cognitive load for students using a laptop in school has become a concern. With the use of

377:

The danger of heavy cognitive load is seen in the elderly population. Aging can cause declines in the efficiency of

152:

In 1973 Simon and Chase were the first to use the term "chunk" to describe how people might organize information in

5531: 5426: 361:

As of 1984 it was established for example, that there were individual differences in processing capacities between

46:

or Mental Workload (MWL), which is studied widely in many disciplines. According to work conducted in the field of

1123:

Chandler, Paul; Sweller, John (June 1992). "The split-attention effect as a factor in the design of instruction".

6054: 6049: 6018: 5581: 5399: 5297: 5110: 3597: 3363: 517: 283: 86: 1577: 5536: 5358: 5135: 4737: 4358: 3123: 3103: 1264: 1222: 6044: 5809: 5761: 5718: 4641: 337: 1700: 5373: 5325: 5222: 5217: 4942: 4847: 3504: 505: 5784: 3788: 3342: 3337: 2158:

Mani, A.; Mullainathan, S.; Shafir, E.; Zhao, J. (29 August 2013). "Poverty Impedes Cognitive Function".

2883:

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". 5961: 5182: 4398: 3921: 3537: 3405: 3395: 3144: 2766:

Sweller, John (January 1994). "Cognitive load theory, learning difficulty, and instructional design".

4897: 4862: 4817: 4633: 4508: 4498: 4303: 3973: 3883: 3868: 3617: 3160: 889: 187: 145:

has inherent limits. His experimental results suggested that humans are generally able to hold only

2641: 2449: 2180: 1984: 1653:"Implicit stereotypes and the predictive brain: cognition and culture in "biased" person perception" 1454: 1097: 1057: 944: 636: 603: 525: – Relationship between operator capacity and the accumulated activities that must be done (in 441:

is a technique children use to reduce cognitive load while speaking. By gesturing, they can free up

5870: 5708: 5611: 5521: 5471: 5431: 5282: 4787: 4782: 4677: 4669: 4513: 4403: 4333: 3833: 3422: 3368: 3128: 3098: 2575:"Estimating pilots' cognitive load from ocular parameters through simulation and in-flight studies" 2408: 2119: 5606: 5596: 5451: 5252: 5212: 5192: 5172: 5075: 4907: 4882: 4797: 4777: 4727: 4697: 4687: 4573: 4493: 4458: 4443: 4428: 4383: 4318: 4188: 3828: 3562: 3447: 3294: 3263: 3049: 2698: 340:

which also increases in frequency with heavier cognitive load. The notions of cognitive load and

126: 2831: 476:

motor coordination) in order for an embodied mode of interaction to increase learning outcomes.

5933: 5878: 5678: 5591: 5506: 5481: 5363: 5187: 4993: 4872: 4867: 4747: 4448: 4195: 3878: 3873: 3512: 3482: 3477: 3462: 3437: 3378: 3373: 3113: 3059: 3054: 3039: 2636: 2444: 2403: 2175: 2114: 1979: 1449: 1092: 1052: 939: 801:"Remembering Sets: Capacity Limit and Time Limit of Ensemble Representations in Working Memory" 631: 500: 494: 431:

As children grow older they develop superior basic processes and capacities. They also develop

247: 179: 138: 5923: 5913: 5898: 5693: 5556: 5491: 5461: 5436: 5368: 5267: 5262: 5237: 5095: 4887: 4842: 4822: 4812: 4712: 4548: 4523: 4373: 4368: 4348: 4313: 4298: 3863: 3843: 3682: 3587: 3557: 3457: 3432: 3258: 3034: 2886:

ISO 10075-2:1996 Ergonomic Principles Related To Mental Workload – Part 2: Design Principles

1860: 215: 183: 5353: 1409:"Subjective cognitive load surveys lead to divergent results for interactive learning media" 5928: 5903: 5883: 5844: 5743: 5566: 5496: 5476: 5292: 5242: 5202: 5155: 5150: 5140: 5125: 5120: 5115: 5100: 5085: 5080: 5070: 5065: 5060: 5055: 4912: 4827: 4807: 4692: 4682: 4533: 4503: 4488: 4473: 4463: 4453: 4418: 4413: 4363: 4308: 4283: 4171: 4161: 3888: 3700: 3672: 3662: 3622: 3492: 3487: 3467: 3427: 3347: 3253: 3223: 3165: 3155: 2270:"Embodied learning: introducing a taxonomy based on bodily engagement and task integration" 2167: 532: 459: 316:

or some kind of interference in the task at hand. A heavy cognitive load can also increase

199: 82: 47: 31: 3911: 2729: 622:

Sweller, John (April 1988). "Cognitive Load During Problem Solving: Effects on Learning".

8: 5944: 5908: 5888: 5819: 5738: 5511: 5501: 5446: 5441: 5378: 5320: 5287: 5277: 5257: 5247: 5232: 5227: 5207: 5177: 5145: 5130: 5105: 5041: 4967: 4957: 4892: 4857: 4792: 4772: 4762: 4722: 4707: 4702: 4543: 4538: 4478: 4433: 4393: 4288: 4269: 3983: 3895: 3848: 3798: 3746: 3741: 3720: 3642: 3552: 3532: 3522: 3412: 3248: 1627: 511: 345: 329: 325: 168: 157: 122: 67: 2171: 835: 800: 142: 42:

resources used. However, it is essential to distinguish it from the actual construct of

6039: 6008: 5893: 5733: 5723: 5713: 5703: 5561: 5486: 5272: 5197: 5167: 4998: 4917: 4877: 4852: 4832: 4767: 4742: 4732: 4717: 4518: 4468: 4423: 4408: 4388: 4378: 4353: 4293: 3988: 3931: 3776: 3627: 3577: 3527: 3472: 3417: 3329: 3287: 3218: 3090: 3080: 3029: 2783: 2754: 2601: 2574: 2528: 2421: 2376: 2296: 2269: 2245: 2220: 2201: 2140: 2078: 2053: 1848: 1804: 1682: 1612: 1595: 1569: 1467: 1365: 1334: 1284: 1242: 1140: 1136: 965: 912: 777: 738: 711: 689: 649: 591: 579: 472: 1792: 560:. Communications in Computer and Information Science. Vol. 1012. pp. 23–48. 89:

is a reliable and sensitive measurement of cognitive load that is directly related to

66:

cognitive load refers to the work put into creating a permanent store of knowledge (a

62:

cognitive load refers to the way information or tasks are presented to a learner; and

6064: 6059: 5918: 5814: 5766: 5688: 5456: 5022: 4837: 4802: 4757: 4752: 4661: 4528: 4438: 4328: 4234: 4166: 3978: 3960: 3838: 3808: 3781: 3771: 3761: 3756: 3725: 3657: 3647: 3632: 3592: 3400: 3383: 3180: 3044: 2827: 2800: 2787: 2779: 2711: 2654: 2606: 2555: 2532: 2518: 2301: 2250: 2193: 2132: 2083: 2069: 2027: 1997: 1840: 1836: 1796: 1761: 1674: 1384: 996: 957: 840: 822: 781: 743: 569: 382: 153: 2380: 1852: 1808: 1686: 1471: 1338: 1288: 1246: 1144: 969: 693: 583: 4238: 4154: 4095: 3858: 3853: 3823: 3710: 3705: 3667: 3572: 3547: 3452: 3009: 2968: 2898: 2775: 2758: 2746: 2679: 2646: 2596: 2586: 2510: 2485: 2454: 2425: 2413: 2368: 2342: 2332: 2291: 2281: 2240: 2232: 2205: 2185: 2144: 2124: 2073: 2065: 1989: 1947: 1916: 1889: 1832: 1788: 1753: 1726: 1701:

Thinking lightly about others: Automatic components of the social inference process

1664: 1607: 1573: 1561: 1525: 1494: 1459: 1420: 1361: 1326: 1318: 1276: 1234: 1200: 1170: 1132: 1102: 1062: 1022: 992: 949: 904: 867: 830: 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: 719: 715: 677: 673: 627: 623: 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: 280: 268: 264: 260: 252: 244: 240: 234: 233: 220: 210: 209: 197: 173: 165:John Sweller 162: 151: 136: 107:John Sweller 104: 95: 79:John Sweller 72: 63: 59: 55: 35: 29: 6019:WikiProject 5709:New Zealand 5612:Puerto Rico 5522:Saint Lucia 5472:El Salvador 5374:Isle of Man 5309:recognition 5283:Switzerland 5218:Netherlands 5027:Asia portal 4928:States with 4848:Philippines 4788:South Korea 4783:North Korea 4678:Afghanistan 4561:recognition 4514:South Sudan 4404:Ivory Coast 4120:High school 3917:Definitions 3794:Lesson plan 3683:Alternative 3588:Mathematics 3558:Engineering 2984:Marc Tucker 2974:Jean Piaget 2937:Individuals 811:(10): 856. 257:Measurement 139:G.A. Miller 6034:Categories 5607:Montserrat 5602:Martinique 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 4172:Continuing 4162:Vocational 3767:Curriculum 3701:Democratic 3673:Vocational 3663:Technology 3623:Philosophy 3505:By subject 3483:Technology 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 302:See also: 271:heart rate 230:Extraneous 194:Categories 60:extraneous 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 3035:Inclusion 2849:ETR&D 2832:0046-1520 2788:145058758 2637:CiteSeerX 2533:241713101 2445:CiteSeerX 2404:CiteSeerX 2176:CiteSeerX 2115:CiteSeerX 1980:CiteSeerX 1946:: 24–31. 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 56:intrinsic 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 4349:Djibouti 4314:Cameroon 4299:Botswana 3889:Socratic 3849:Feedback 3735:Concepts 3628:Physical 3598:Military 3578:Language 3528:Business 3468:Research 3458:Politics 3443:Pedagogy 3338:Glossary 3323:Overview 2998:Theories 2893:ISO 9241 2659:16938033 2611:33828735 2381:10493691 2306:29541685 2280:(1): 6. 2255:19135405 2198:23990553 2137:10097009 2088:21564226 2002:14979759 1853:32223760 1845:17397436 1809:22614522 1801:12121823 1687:54036730 1472:16587887 1339:17067829 1289:35905547 1247:10519654 1145:40723362 970:15654531 962:13310704 845:37887506 836:10604157 748:28824473 722:: 1191. 694:67201799 584:86587936 489:See also 411:Children 400:Facebook 52:pedagogy 5929:Uruguay 5904:Ecuador 5884:Bolivia 5845:Tokelau 5744:Vanuatu 5587:Curaçao 5572:Bonaire 5567:Bermuda 5497:Jamaica 5477:Grenada 5432:Bahamas 5293:Ukraine 5243:Romania 5203:Moldova 5161:Ireland 5156:Iceland 5151:Hungary 5141:Germany 5136:Georgia 5126:Finland 5121:Estonia 5116:Denmark 5101:Croatia 5086:Belgium 5081:Belarus 5071:Austria 5066:Armenia 5061:Andorra 5056:Albania 4913:Vietnam 4828:Myanmar 4808:Lebanon 4738:Georgia 4693:Bahrain 4683:Armenia 4625:Réunion 4621:Mayotte 4612:Madeira 4607:(Spain) 4603:Melilla 4534:Tunisia 4504:Somalia 4489:Senegal 4474:Nigeria 4464:Namibia 4454:Morocco 4419:Liberia 4414:Lesotho 4364:Eritrea 4334:Comoros 4309:Burundi 4284:Algeria 4192:→ 4167:Further 4122:→ 4117:→ 4099:→ 4063:→ 4058:→ 4042:→ 4015:→ 4008:→ 3854:Passive 3777:Studies 3658:Teacher 3648:Science 3638:Reading 3633:Physics 3608:Nursing 3593:Medical 3428:History 3348:Outline 3330:General 3239:Phonics 3234:Lecture 2759:2374883 2602:7880144 2560:8161318 2426:1409560 2297:5840215 2246:3575682 2206:1684186 2168:Bibcode 2160:Science 2145:1961389 2079:3733275 1766:3234452 1574:4984926 786:8753946 739:5539229 654:9585835 453:Poverty 383:balance 373:Elderly 367:experts 363:novices 342:arousal 326:schemas 133:History 64:germane 5909:Guyana 5889:Brazil 5820:Hawaii 5739:Tuvalu 5512:Panama 5502:Mexico 5447:Canada 5442:Belize 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 4893:Turkey 4858:Russia 4793:Kuwait 4773:Jordan 4763:Israel 4723:Cyprus 4708:Brunei 4703:Bhutan 4644: 4627: 4614: 4544:Zambia 4539:Uganda 4479:Rwanda 4434:Malawi 4394:Guinea 4289:Angola 4239:Portal 4199: 4158: 4061:Junior 4056:Infant 3961:Stages 3937:Quotes 3922:Images 3782:Theory 3772:Hidden 3668:Values 3573:Health 3548:Design 3473:Rights 3453:Policy 3224:Grades 3069:Values 2830: 2803: 2786: 2757: 2714: 2657: 2639: 2609: 2599: 2558: 2531: 2521: 2447: 2424: 2406: 2379: 2304: 2294: 2253: 2243: 2204: 2196: 2178: 2143: 2135: 2117: 2086: 2076: 2030: 2000: 1982: 1851: 1843: 1807: 1799: 1764: 1685: 1677: 1572: 1470: 1452: 1387: 1337: 1287: 1245: 1143: 1095: 1055: 968: 960: 942: 917:127506 915: 843: 833: 825: 784: 746: 736: 692: 652: 634: 582: 572: 186:; and 158:schema 123:schema 101:Theory 68:schema 5894:Chile 5734:Tonga 5724:Samoa 5714:Palau 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 4469:Niger 4424:Libya 4409:Kenya 4389:Ghana 4379:Gabon 4354:Egypt 4294:Benin 3942:Texts 3912:Books 3613:Peace 3603:Music 3583:Legal 3543:Death 3343:Index 2784:S2CID 2755:S2CID 2678:(2). 2585:(3). 2529:S2CID 2422:S2CID 2377:S2CID 2202:S2CID 2141:S2CID 1849:S2CID 1805:S2CID 1683:S2CID 1581:(PDF) 1570:S2CID 1550:(PDF) 1468:S2CID 1335:S2CID 1307:(PDF) 1285:S2CID 1243:S2CID 1141:S2CID 966:S2CID 913:S2CID 893:(PDF) 690:S2CID 650:S2CID 580:S2CID 314:error 5919:Peru 5815:Guam 5767:Niue 5689:Fiji 5632:Saba 5457:Cuba 4838:Oman 4803:Laos 4758:Iraq 4753:Iran 4529:Togo 4439:Mali 4329:Chad 3932:News 2828:ISSN 2801:ISBN 2712:ISBN 2655:PMID 2607:PMID 2556:PMID 2519:ISBN 2302:PMID 2251:PMID 2194:PMID 2133:PMID 2084:PMID 2028:ISBN 1998:PMID 1867:link 1841:PMID 1797:PMID 1762:PMID 1675:ISSN 1385:ISBN 958:PMID 841:PMID 823:ISSN 782:PMID 744:PMID 604:help 570:ISBN 419:and 365:and 306:and 50:and 5947:and 4970:and 3653:Sex 3518:Art 2776:doi 2747:doi 2680:doi 2647:doi 2597:PMC 2587:doi 2511:doi 2486:doi 2455:doi 2414:doi 2369:doi 2343:hdl 2333:doi 2292:PMC 2282:doi 2241:PMC 2233:doi 2186:doi 2164:341 2125:doi 2074:PMC 2066:doi 1990:doi 1948:doi 1917:doi 1890:doi 1833:doi 1789:doi 1754:doi 1727:doi 1665:doi 1608:doi 1562:doi 1558:100 1526:doi 1495:doi 1460:doi 1421:doi 1362:doi 1327:hdl 1319:doi 1277:doi 1235:doi 1201:doi 1171:doi 1133:doi 1103:doi 1063:doi 1023:doi 993:doi 950:doi 905:doi 868:doi 831:PMC 813:doi 774:doi 734:PMC 724:doi 682:doi 642:doi 562:doi 405:GPA 77:by 30:In 6036:: 2782:. 2770:. 2753:. 2743:30 2741:. 2674:. 2670:. 2653:. 2645:. 2633:91 2631:. 2605:. 2595:. 2583:12 2581:. 2577:. 2552:65 2550:. 2527:. 2517:. 2480:. 2476:. 2453:. 2420:. 2412:. 2398:. 2375:. 2341:. 2329:24 2327:. 2323:. 2300:. 2290:. 2276:. 2272:. 2249:. 2239:. 2229:13 2227:. 2223:. 2200:. 2192:. 2184:. 2174:. 2162:. 2139:. 2131:. 2123:. 2111:20 2109:. 2082:. 2072:. 2062:34 2060:. 2056:. 2042:^ 2010:^ 1996:. 1988:. 1976:40 1974:. 1962:^ 1944:62 1942:. 1938:. 1913:29 1911:. 1886:75 1884:. 1863:}} 1859:{{ 1847:. 1839:. 1829:55 1827:. 1803:. 1795:. 1785:58 1783:. 1760:. 1750:14 1748:. 1723:10 1721:. 1681:. 1673:. 1659:. 1655:. 1630:. 1604:33 1602:. 1598:. 1568:. 1556:. 1552:. 1522:48 1520:. 1516:. 1491:35 1489:. 1466:. 1458:. 1446:38 1444:. 1415:. 1411:. 1399:^ 1358:16 1356:. 1333:. 1325:. 1315:41 1313:. 1309:. 1283:. 1271:. 1267:. 1255:^ 1241:. 1231:38 1229:. 1225:. 1213:^ 1195:. 1183:^ 1167:79 1165:. 1153:^ 1139:. 1129:62 1127:. 1115:^ 1101:. 1089:87 1087:. 1075:^ 1061:. 1049:91 1047:. 1035:^ 1019:84 1017:. 1005:^ 987:. 964:. 956:. 948:. 936:63 934:. 911:. 901:10 899:. 895:. 880:^ 864:29 862:. 839:. 829:. 821:. 809:13 807:. 803:. 780:. 770:33 768:. 756:^ 742:. 732:. 718:. 714:. 702:^ 688:. 678:35 676:. 662:^ 648:. 640:. 628:12 626:. 612:^ 596:: 594:}} 590:{{ 578:. 568:. 556:. 407:. 226:. 190:. 182:; 178:; 129:. 34:, 4174:) 4170:( 3303:e 3296:t 3289:v 2922:e 2915:t 2908:v 2809:. 2790:. 2778:: 2772:4 2761:. 2749:: 2720:. 2688:. 2682:: 2676:6 2661:. 2649:: 2613:. 2589:: 2562:. 2535:. 2513:: 2494:. 2488:: 2482:2 2461:. 2457:: 2428:. 2416:: 2400:6 2383:. 2371:: 2351:. 2345:: 2335:: 2308:. 2284:: 2278:3 2257:. 2235:: 2208:. 2188:: 2170:: 2147:. 2127:: 2090:. 2068:: 2036:. 2004:. 1992:: 1956:. 1950:: 1923:. 1919:: 1896:. 1892:: 1869:) 1855:. 1835:: 1811:. 1791:: 1768:. 1756:: 1733:. 1729:: 1689:. 1667:: 1661:3 1640:. 1616:. 1610:: 1564:: 1534:. 1528:: 1501:. 1497:: 1474:. 1462:: 1429:. 1423:: 1417:2 1393:. 1368:. 1364:: 1341:. 1329:: 1321:: 1291:. 1279:: 1273:8 1249:. 1237:: 1207:. 1203:: 1197:2 1177:. 1173:: 1147:. 1135:: 1109:. 1105:: 1069:. 1065:: 1029:. 1025:: 999:. 995:: 989:4 972:. 952:: 919:. 907:: 874:. 870:: 847:. 815:: 788:. 776:: 750:. 726:: 720:8 696:. 684:: 656:. 644:: 606:) 586:. 564:: 529:) 273:- 20:)

Text is available under the Creative Commons Attribution-ShareAlike License. Additional terms may apply.