Interdisciplinary Perspectives Inspiring a New Generation of Cognitive Load Research

This special issue consists of six theoretical papers and an introduction. Each paper describes a current advance to the applications and focus of cognitive load theory (CLT). Four of the papers use an interdisciplinary approach outside of educational psychology by combining CLT with elements of evolutionary biology, mirror neuron research, cognitive brain science, and the philosophy of science. The remaining two papers use an intradisciplinary approach within educational psychology by applying CLT to self-regulation and heuristic learning. This paper introduces CLT, overviews each contribution, and summarizes the main themes.

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[4]  J. Sweller.  Cognitive Bases of Human Creativity , 2009 .

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[6]  Stefan Pollmann,et al.  fMRI Reveals a Common Neural Substrate of Illusory and Real Contours in V1 after Perceptual Learning , 2005, Journal of Cognitive Neuroscience.

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[8]  John Sweller,et al.  Cognitive Load During Problem Solving: Effects on Learning , 1988, Cogn. Sci..

[9]  John Sweller,et al.  The Mirror Neuron System and Observational Learning: Implications for the Effectiveness of Dynamic Visualizations , 2009 .

[10]  J. Sweller,et al.  What do students learn while solving mathematics problems , 1985 .

[11]  Dominique Sluijsmans,et al.  Toward a Synthesis of Cognitive Load Theory, Four-Component Instructional Design, and Self-Directed Learning , 2009 .

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[14]  Katharina Scheiter,et al.  Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load? , 2009, Comput. Hum. Behav..

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[16]  K. Scheiter,et al.  The Scientific Value of Cognitive Load Theory: A Research Agenda Based on the Structuralist View of Theories , 2009 .

[17]  Richard Mayer,et al.  Multimedia Learning , 2001, Visible Learning Guide to Student Achievement.

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[23]  F. Paas,et al.  A Cognitive Load Approach to Collaborative Learning: United Brains for Complex Tasks , 2009 .

[24]  Katharina Scheiter,et al.  Information comparisons in example-based hypermedia environments: supporting learners with processing prompts and an interactive comparison tool , 2008 .

[25]  John Sweller,et al.  The Cambridge Handbook of Multimedia Learning: The Split-Attention Principle in Multimedia Learning , 2005 .

[26]  J. Sweller,et al.  Natural Information Processing Systems , 2006 .

[27]  Alexander Renkl,et al.  The Cambridge Handbook of Multimedia Learning: The Worked-Out Examples Principle in Multimedia Learning , 2005 .

[28]  J. Sweller.  Instructional Design Consequences of an Analogy between Evolution by Natural Selection and Human Cognitive Architecture , 2004 .

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[31]  G. Rizzolatti,et al.  The mirror-neuron system. , 2004, Annual review of neuroscience.

[32]  T. S. Hilbert,et al.  Example-Based Learning in Heuristic Domains: A Cognitive Load Theory Account , 2009 .

[33]  Mary Hegarty,et al.  When static media promote active learning: annotated illustrations versus narrated animations in multimedia instruction. , 2005, Journal of experimental psychology. Applied.

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[35]  Tamara van Gog,et al.  State of the art research into Cognitive Load Theory , 2009, Comput. Hum. Behav..

[36]  John Sweller,et al.  Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture , 2004 .

[37]  Alexander Renkl,et al.  Computer-supported example-based learning: When instructional explanations reduce self-explanations , 2006, Comput. Educ..