Working Memory, Long-term Memory, and Instructional Design
By John Sweller. 2016
177 citations recorded by the source corpus.
Subfields: Artificial Intelligence, Developmental and Educational Psychology, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/00308f4b8ecbca36ac9d678204e402ab6f1ec2f8
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Artificial Intelligence
- Fred Paas
- John Sweller
- J. V. van Merriënboer
- Femke C. Kirschner
- Paul A. Kirschner
- Michael Kerres
- Josef Buchner
- Katja Buntins
In Developmental and Educational Psychology
- Fred Paas
- John Sweller
- J. V. van Merriënboer
- Paul A. Kirschner
- Femke C. Kirschner
- Jimmy Zambrano Ramírez
- Michael Kerres
- Josef Buchner
In Experimental and Cognitive Psychology
- Fred Paas
- John Sweller
- J. V. van Merriënboer
- Paul A. Kirschner
- Femke C. Kirschner
- Tamara van Gog
- Jimmy Zambrano Ramírez
- Michael Kerres
Citations in the corpus
- The impact of augmented reality on cognitive load and performance: A systematic review (2021, background): “As a result, unnecessary cognitive load might be reduced or kept low and thus promote learning and task performance (Bressler & Bodzin, 2013; Goff et al., 2018; Santos et al., 2014, 2016; Sommerauer & Müller, 2014, 2018).”
- Cognitive Architecture and Instructional Design: 20 Years Later (2019, background): “In contrast to the generic-cognitive skills associated with most biologically primary knowledge, biologically secondary knowledge is heavily domain-specific (Sweller 2015, 2016b; Tricot and Sweller 2014).”
- From Cognitive Load Theory to Collaborative Cognitive Load Theory (2018, background): “The instructional design recommendations of cognitive load theory are based on a version of human cognitive architecture that in turn can be derived from evolutionary psychology (Sweller 2016a, 2016b; Sweller et al. 2011a, 2011b).”