Evolution of human cognitive architecture

By John Sweller. 2003

487 citations recorded by the source corpus.

Subfields: Computer Vision and Pattern Recognition, Social Psychology

View Paper: https://www.semanticscholar.org/paper/8a40842091f8579a117a20ca19349a2e44e72d9b

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In Computer Vision and Pattern Recognition

In Social Psychology

Citations in the corpus

Cognitive Load Theory: New Conceptualizations, Specifications, and Integrated Research Perspectives (2010, unknown): “…the theory has been responsive to the challenges of contemporary education by building on theories and research results from other disciplines, such as evolutionary biology (e.g., Sweller 2003, 2004; Sweller and Sweller 2006) and neuroscience (e.g., Kirschner et al. 2009a; Van Gog et al. 2009).”
Examining the impact of off-task multi-tasking with technology on real-time classroom learning (2012, background): “This distribution of attention across more tasks places an increased load on available cognitive resources (e.g., Levy & Paschler, 2001; Pashler et al., 2008: Sweller, 2003), much more so than participants in the other conditions who engaged in fewer additional distracting activities.”
Flexibility in Problem Solving: The Case of Equation Solving. (2008, background): “Based on a large number of empirical studies, Sweller (2003, p. 246) claims that direct instruction, rather than discovery, ‘‘should always be used if available’’.”
The worked example effect and human cognition (2006, background): “There are multiple ways in which natural information processing systems can be represented (see Sweller, 2003, for one representation).”
Getting the point: Tracing worked examples enhances learning (2015, background): “In this sense, changes to long-term memory are slow, small but incremental (Sweller, 2003, 2006b, 2012; Sweller & Sweller, 2006).”
Instructional Design Consequences of an Analogy between Evolution by Natural Selection and Human Cognitive Architecture (2004, background): “Sweller (2003) suggested that when dealing with new information, by definition, there are no knowledge structures available to indicate how the new information should be organised.”
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).”
Learning Mathematics with Technology: The Influence of Virtual Manipulatives on Different Achievement Groups (2012, background): “, the limitations of the amount of information held in working memory) may play a role in the types of interactions that students of different achievement levels have with tools in the virtual environment (clark & Paivio, 1991; Mayer & anderson, 1992; Pyke, 2003; rieber, 1994; Sweller, 2003).”
Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006, background): “On the other side are those suggesting that novice learners should be provided with direct instructional guidance on the concepts and procedures required by a particular discipline and should not be left to discover those procedures by themselves (e.g., Cronbach & Snow, 1977; Klahr & Nigam, 2004; Ma”