Multimedia Design of Assistive Technology for Those with Learning Disabilities

[1]  Sharon K Tindall-Ford,et al.  When two sensory modes are better than one , 1997 .

[2]  Richard E. Mayer,et al.  When less is more: Meaningful learning from visual and verbal summaries of science textbook lessons. , 1996 .

[3]  R. Frick,et al.  Using both an auditory and a visual short-term store to increase digit span , 1984, Memory & cognition.

[4]  C. Penney Modality effects and the structure of short-term verbal memory , 1989, Memory & cognition.

[5]  Joan K. Gallini,et al.  When Is an Illustration Worth Ten Thousand Words , 1990 .

[6]  F. Paas,et al.  Modality and Variability as Factors in Training the Elderly , 2006 .

[7]  P. Chandler,et al.  Cognitive Load Theory and the Format of Instruction , 1991 .

[8]  Richard E. Mayer,et al.  Signaling as a Cognitive Guide in Multimedia Learning , 2001 .

[9]  Stephen K. Reed,et al.  Cognitive Architectures for Multimedia Learning , 2006 .

[10]  Nelson Cowan,et al.  When visual and verbal memories compete: Evidence of cross-domain limits in working memory , 2004, Psychonomic bulletin & review.

[11]  R. Mayer,et al.  The instructive animation: helping students build connections between words and pictures in multimedia learning , 1992 .

[12]  R. Mayer,et al.  Cognitive constraints on multimedia learning: When presenting more material results in less understanding. , 2001 .

[13]  R. Mayer Systematic Thinking Fostered by Illustrations in Scientific Text , 1989 .

[14]  R. Mayer,et al.  Maximizing Constructivist Learning From Multimedia Communications by Minimizing Cognitive Load , 1999 .

[15]  R. Mayer,et al.  Cognitive Principles of Multimedia Learning: The Role of Modality and Contiguity , 1999 .

[16]  R. Mayer,et al.  Nine Ways to Reduce Cognitive Load in Multimedia Learning , 2003 .

[17]  R. Mayer,et al.  How Seductive Details Do Their Damage: A Theory of Cognitive Interest in Science Learning , 1998 .

[18]  R. Mayer,et al.  Animations need narrations : an experimental test of a dual-coding hypothesis , 1991 .

[19]  P. Chandler,et al.  Cognitive load as a factor in the structuring of technical material. , 1990 .

[20]  R. Mayer,et al.  A coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedia instructional messages. , 2000 .

[21]  R. Mayer,et al.  The Role of Interest in Learning From Scientific Text and Illustrations: On the Distinction Between Emotional Interest and Cognitive Interest , 1997 .

[22]  R. Mayer,et al.  For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. , 1994 .

[23]  Michael F. Shaughnessy,et al.  An Interview with Richard Mayer , 2005 .

[24]  R. Mayer Rote Versus Meaningful Learning , 2002 .

[25]  P. Chandler,et al.  Why Some Material Is Difficult to Learn , 1994 .

[26]  R. Mayer,et al.  A generative theory of textbook design: Using annotated illustrations to foster meaningful learning of science text , 1995 .