Instructional Efficiency: Revisiting the Original Construct in Educational Research
暂无分享,去创建一个
[1] M. D. Vernon. Learning and Understanding , 1951 .
[2] G. A. Miller. THE PSYCHOLOGICAL REVIEW THE MAGICAL NUMBER SEVEN, PLUS OR MINUS TWO: SOME LIMITS ON OUR CAPACITY FOR PROCESSING INFORMATION 1 , 1956 .
[3] S. Hart,et al. Development of NASA-TLX (Task Load Index): Results of Empirical and Theoretical Research , 1988 .
[4] John Sweller,et al. Cognitive Load During Problem Solving: Effects on Learning , 1988, Cogn. Sci..
[5] A. Bandura. Regulation of cognitive processes through perceived self-efficacy. , 1989 .
[6] P. Chandler,et al. Cognitive Load Theory and the Format of Instruction , 1991 .
[7] P. Pintrich,et al. Students' motivational beliefs and their cognitive engagement in classroom academic tasks. , 1992 .
[8] Fred G. W. C. Paas,et al. The Efficiency of Instructional Conditions: An Approach to Combine Mental Effort and Performance Measures , 1992 .
[9] F. Paas. Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach. , 1992 .
[10] R. Carey,et al. Understanding instructions. , 1992, Journal of obstetric, gynecologic, and neonatal nursing : JOGNN.
[11] Katherine S. Cennamo,et al. Learning from video: Factors influencing learners' preconceptions and invested mental effort , 1993 .
[12] F. Paas,et al. Variability of Worked Examples and Transfer of Geometrical Problem-Solving Skills: A Cognitive-Load Approach , 1994 .
[13] J. Anderson,et al. Acquisition of procedural skills from examples. , 1994, Journal of experimental psychology. Learning, memory, and cognition.
[14] F. Paas,et al. Measurement of Cognitive Load in Instructional Research , 1994, Perceptual and motor skills.
[15] K. Teigen. Yerkes-Dodson: A Law for all Seasons , 1994 .
[16] J. Sweller,et al. Reducing cognitive load by mixing auditory and visual presentation modes , 1995 .
[17] Paul Chandler,et al. Some Conditions under Which Integrated Computer-Based Training Software Can Facilitate Learning , 1996 .
[18] Sharon K Tindall-Ford,et al. When two sensory modes are better than one , 1997 .
[19] John Sweller,et al. Cognitive load theory and instructional design , 1997 .
[20] Yeung,et al. Cognitive Load and Learner Expertise: Split-Attention and Redundancy Effects in Reading with Explanatory Notes , 1998, Contemporary educational psychology.
[21] Paul Chandler,et al. Levels of Expertise and Instructional Design , 1998, Hum. Factors.
[22] F. Paas,et al. Cognitive Architecture and Instructional Design , 1998 .
[23] Slava Kalyuga,et al. Managing split-attention and redundancy in multimedia instruction , 1999 .
[24] D. Gopher,et al. Attention and performance XVII: Cognitive regulation of performance: Interaction of theory and application. , 1999 .
[25] J. Tuovinen,et al. A comparison of cognitive load associated with discovery learning and worked examples , 1999 .
[26] A. Yeung. Cognitive Load and Learner Expertise: Split-Attention and Redundancy Effects in Reading Comprehension Tasks With Vocabulary Definitions , 1999 .
[27] Robert A. Bjork,et al. Assessing our own competence: Heuristics and illusions. , 1999 .
[28] Slava Kalyuga,et al. Incorporating Learner Experience into the Design of Multimedia Instruction. , 2000 .
[29] Fred Paas,et al. Dynamic problem selection in air traffic control training: a comparison between performance, mental effort and mental efficiency , 2001, Comput. Hum. Behav..
[30] Slava Kalyuga,et al. Learner Experience and Efficiency of Instructional Guidance , 2001 .
[31] N. Cowan. The magical number 4 in short-term memory: A reconsideration of mental storage capacity , 2001, Behavioral and Brain Sciences.
[32] Slava Kalyuga,et al. When problem solving is superior to studying worked examples. , 2001 .
[33] Sharon K Tindall-Ford,et al. Learning by imagining. , 2001, Journal of experimental psychology. Applied.
[34] Mark S. Young,et al. Malleable Attentional Resources Theory: A New Explanation for the Effects of Mental Underload on Performance , 2002, Hum. Factors.
[35] J. G. Schuurman,et al. Redirecting learners' attention during training: Effects on cognitive load, transfer test performance and training efficiency. , 2002 .
[36] F. Paas,et al. Cognitive load theory and aging: effects of worked examples on training efficiency , 2002 .
[37] Stephen M. Fiore,et al. Scaffolding cognitive and metacognitive processes in low verbal ability learners: Use of diagrams in computer-based training environments , 2002 .
[38] P. Chandler,et al. Assimilating complex information , 2002 .
[39] R. Atkinson,et al. Transitioning From Studying Examples to Solving Problems: Effects of Self-Explanation Prompts and Fading Worked-Out Steps. , 2003 .
[40] F. Paas,et al. The efficiency of multimedia learning into old age. , 2003, The British journal of educational psychology.
[41] Slava Kalyuga,et al. The Expertise Reversal Effect , 2003 .
[42] F. Paas,et al. Cognitive Load Measurement as a Means to Advance Cognitive Load Theory , 2003 .
[43] D. Leutner,et al. Direct Measurement of Cognitive Load in Multimedia Learning , 2003 .
[44] P. Chandler,et al. Learning and understanding science instructional material. , 2003 .
[45] F. Paas,et al. Cognitive Load Theory and Instructional Design: Recent Developments , 2003 .
[46] Fred Paas,et al. Cueing for transfer in multimedia programmes: process worksheets vs. worked-out examples , 2004, J. Comput. Assist. Learn..
[47] Richard Catrambone,et al. Designing Instructional Examples to Reduce Intrinsic Cognitive Load: Molar versus Modular Presentation of Solution Procedures , 2004 .
[48] Fred Paas,et al. Mental Effort and Performance as Determinants for the Dynamic Selection of Learning Tasks in Air Traffic Control Training , 2004 .
[49] Paul Chandler,et al. When Redundant On-Screen Text in Multimedia Technical Instruction Can Interfere With Learning , 2004, Hum. Factors.
[50] R. Moreno. Decreasing Cognitive Load for Novice Students: Effects of Explanatory versus Corrective Feedback in Discovery-Based Multimedia , 2004 .
[51] Fred Paas,et al. Process-Oriented Worked Examples: Improving Transfer Performance Through Enhanced Understanding , 2004 .
[52] Liesbeth Kester,et al. Timing of Information Presentation in Learning Statistics , 2004 .
[53] John Sweller,et al. Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture , 2004 .
[54] F. Paas,et al. Memory load and the cognitive pupillary response in aging. , 2004, Psychophysiology.
[55] Gillian B. Yeo,et al. A multilevel analysis of effort, practice, and performance: effects; of ability, conscientiousness, and goal orientation. , 2004, The Journal of applied psychology.
[56] Fred Paas,et al. Exploring Multidimensional Approaches to the Efficiency of Instructional Conditions , 2004 .
[57] R. Moreno,et al. Cognitive load and learning effects of having students organize pictures and words in multimedia environments: The role of student interactivity and feedback , 2005 .
[58] Slava Kalyuga,et al. Rapid dynamic assessment of expertise to improve the efficiency of adaptive e-learning , 2005 .
[59] Abdel K. Halabi,et al. Empirical Evidence on the Relative Efficiency of Worked Examples versus Problem‐Solving Exercises in Accounting Principles Instruction , 2005 .
[60] F. Paas,et al. A motivational perspective on the relation between mental effort and performance: Optimizing learner involvement in instruction , 2005 .
[61] J. Sweller. Implications of Cognitive Load Theory for Multimedia Learning , 2005, The Cambridge Handbook of Multimedia Learning.
[62] J. Sweller,et al. Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions , 2005 .
[63] T. Gog,et al. Uncovering Expertise-Related Differences in Troubleshooting Performance: Combining Eye Movement and Concurrent Verbal Protocol Data , 2005 .
[64] Paul Ayres. Using subjective measures to detect variations of intrinsic cognitive load within problems , 2006 .
[65] Liesbeth Kester,et al. Just-in-time, schematic supportive information presentation during cognitive skill acquisition , 2006, Comput. Hum. Behav..
[66] T. Gog,et al. Optimising worked example instruction: Different ways to increase germane cognitive load. , 2006 .
[67] Bing Hiong Ngu,et al. Evaluating a CALL software on the learning of English prepositions , 2006, Comput. Educ..
[68] Paul A. Kirschner,et al. Just-in-time information presentation: Improving learning a troubleshooting skill. , 2006 .
[69] Liesbeth Kester,et al. Towards a personalized task selection model with shared instructional control , 2006 .
[70] Slava Kalyuga. Assessment of learners' organised knowledge structures in adaptive learning environments , 2006 .
[71] Fred Paas,et al. Dynamic Task Selection in Flight Management System Training , 2006 .
[72] Fred Paas,et al. Personalised adaptive task selection in air traffic control: Effects on training efficiency and transfer , 2006 .
[73] R. Catrambone,et al. Can learning from molar and modular worked examples be enhanced by providing instructional explanations and prompting self-explanations? * , 2006 .
[74] Fred Paas,et al. Effects of Process-Oriented Worked Examples on Troubleshooting Transfer Performance , 2006 .
[75] Béatrice S. Hasler,et al. Learner Control, Cognitive Load and Instructional Animation , 2007 .
[76] Fred Paas,et al. Instructional efficiency of animation: effects of interactivity through mental reconstruction of static key frames , 2007 .
[77] Fred Paas,et al. Effects of studying sequences of process-oriented and product-oriented worked examples on troubleshooting transfer efficiency , 2008 .
[78] M. D’Esposito. Working memory. , 2008, Handbook of clinical neurology.
[79] David F. Feldon. Cognitive load theory and instructional design , 2009 .