Cognitive Load Theory, Evolutionary Educational Psychology, and Instructional Design

By John Sweller. 2016

90 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/7211cd051349af695819ae4d53886822bb5a07d6

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Fred Paas
2. J. V. van Merriënboer
3. Paul A. Kirschner
4. Femke C. Kirschner
5. John Sweller
6. Slava Kalyuga
7. Tamara van Gog
8. Anthony R. Artino Jr.

In Developmental and Educational Psychology

1. Fred Paas
2. John Sweller
3. J. V. van Merriënboer
4. Paul A. Kirschner
5. Femke C. Kirschner
6. Jimmy Zambrano Ramírez
7. Tamara van Gog
8. Paul Ayres

In Experimental and Cognitive Psychology

1. Fred Paas
2. John Sweller
3. J. V. van Merriënboer
4. Paul A. Kirschner
5. Femke C. Kirschner
6. Tamara van Gog
7. Jimmy Zambrano Ramírez
8. Paul Ayres

Citations in the corpus

• 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).”
• 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).”