Cognitive Load and Classroom Teaching: The Double-Edged Sword of Automaticity

By David F. Feldon. 2007

320 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/1a4a6f6bc185566837220571f3851d7dc74b0c52

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

1. F. Oort
2. Jos Beishuizen
3. Monique Volman
4. Janneke van de Pol
5. Michelle Buehl
6. Helenrose Fives

In Developmental and Educational Psychology

1. Helenrose Fives
2. Janneke van de Pol
3. Michelle Buehl
4. Monique Volman
5. F. Oort
6. Jos Beishuizen
7. Ivar Bråten
8. B. Hofer

In Experimental and Cognitive Psychology

1. F. Oort
2. Monique Volman
3. Michelle Buehl
4. Helenrose Fives

Citations in the corpus

• Teachers’ Beliefs, in the Context of Policy Reform (2016, background): “Managing such complexity relies on automated, intuitive practices and processes (Feldon, 2007).”
• Teacher Scaffolding in Small-Group Work: An Intervention Study (2014, background): “It is conceivable that exploring and checking students’ conceptual understanding and simultaneously considering how to use the gathered information in the support was just too much, causing cognitive overload (Feldon, 2007).”