Instructional Design Consequences of an Analogy between Evolution by Natural Selection and Human Cognitive Architecture

By John Sweller. 2004

452 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Cognitive Neuroscience, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/721831a9f1bc63796b428b61f271c0d725fa357f

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Citations in the corpus

A Review of Research and a Meta-Analysis of the Seductive Detail Effect. (2012, background): “Therefore, guidance should fade out as the learner’s expertise increases to avoid the negative consequences of guidance (e.g., Kalyuga, 2009; Nückles, Hübner, Dümer, & Renkl, 2010; Sweller, 2004).”
Cognitive Load Theory: How Many Types of Load Does It Really Need? (2011, background): “CLT makes specific instructional design prescriptions for managing working memory load as a key issue for successful learning and performance (see Sweller 2003, 2004, 2008 for reviews of the major features of human cognitive architecture and their general instructional implications; Paas et al. 20”
A Reconsideration of Cognitive Load Theory (2007, background): “The necessarily small steps of genetic modifications in order to promote biological evolution are considered as analogous to the limited capacity of human working memory, which allows only small modifications in long-term memory (Sweller 2003, 2004).”
Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions (2005, background): “There are several approaches to gather and combine real-time cognitive load and performance measures while students are working on their learning tasks (Kalyuga and Sweller, 2004; Salden et al., 2004).”
Differential effects of problem-solving demands on individual and collaborative learning outcomes. (2011, background): “Cognitive load theory (CLT: Kirschner, 2002; Paas, Renkl, & Sweller, 2003; Sweller, 1988; Sweller, VanMerriënboer, & Paas, 1998) focuses on learning fromcomplex cognitive tasks based on what is known about human cognitive architecture (Sweller, 1988, 2004).”
An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks (2012, background): “The suggestion that humans obtain most of their information from other people led to the borrowing and reorganizing principle (Sweller 2003, 2004; Sweller et al. 2011; Sweller and Sweller 2006).”
Cognitive Load Theory and the Role of Learner Experience: An Abbreviated Review for Educational Practitioners (2008, background): “The instructional design implication of the expertise reversal effect is conceptually straightforward but technically difficult to implement; simply stated, effective instructional materials must be tailored to the learner's level of expertise (Kalyuga & Sweller, 2004, 2005).”
Research on cognitive load theory and its design implications for e-learning (2005, background): “CLT (Sweller, 2004) assumes a working memory with a very limited capacity when dealing with novel information, as well as an effectively unlimited long-term memory holding cognitive schemas that vary in their degree of complexity and automation.”
Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives (2010, background): “This not only means that they perform very fast and tend to skip steps (Blessing and Anderson 1996; Kalyuga and Sweller 2004), which might make it difficult for students to see or follow what the model is doing but also means that the model may have difficulty verbalizing what s/he is doing because…”
Making the Black Box of Collaborative Learning Transparent: Combining Process-Oriented and Cognitive Load Approaches (2010, background): “This led to the borrowing and reorganizing principle (Sweller 2004; Sweller and Sweller 2006), which states that LTM is built primarily by imitating other people, through the borrowing of information from other people’s LTM.”
Cognitive load theory: more food for thought (2010, background): “The most recent evolutionary interpretation of CLT is interesting (Sweller 2003, 2004) but does not address the fundamental concerns surrounding the theory.”
Four Ways of Considering Emotion in Cognitive Load Theory (2019, unknown): “…approach to support key features of human cognitive architecture by grounding human cognition within a broader class of natural information processing systems with common structural characteristics and operational principles (Sweller 2003, 2004; Sweller and Sweller 2006; Paas and Sweller 2012).”
A META-ANALYTIC EXAMINATION OF THE INSTRUCTIONAL EFFECTIVENESS OF COMPUTER-BASED SIMULATION GAMES (2011, background): “Simulation games tend to utilize discovery learning environments (Munro, 2008), and both Mayer (2004) and Sweller (1999, 2004) have acknowledged that discovery learning imposes a heavy cognitive load on trainees.”