Knowledge Elaboration: A Cognitive Load Perspective
By Slava Kalyuga. 2009
214 citations recorded by the source corpus.
Abstract The process of knowledge elaboration is considered from the perspective of cognitive load theory. This theory assumes that the available knowledge structures in long-term memory (LTM) are used to organize and guide cognitive processing in complex learning. Accordingly, the role of external instructional guidance in the process of knowledge elaboration could be described as providing a substitute for knowledge structures missing from LTM. Thus, the executive guidance in complex learning environments is shared between the person (based on his/her LTM knowledge structures) and another expert or instructional means. This article analyzes instructional implications of this assumption. Adaptive learning environments are suggested for tailoring knowledge elaboration processes to changing characteristics of individual learners. Means for identifying and predicting the learner's LTM-based executive guidance are proposed so that they can be utilized in the building of adaptive learning environments.
Subfields: Artificial Intelligence, Developmental and Educational Psychology, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/8ffe2b5748148222cbd98cc0add53c530263609b
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
- Tamara van Gog
- J. V. van Merriënboer
- Günter Daniel Rey
- Martijn P. F. Berger
- Nick J. Broers
- T. Imbos
- C. V. D. van der Vleuten
In Developmental and Educational Psychology
- Fred Paas
- Tamara van Gog
- J. V. van Merriënboer
- John Sweller
- Günter Daniel Rey
- C. V. D. van der Vleuten
- Jimmie Leppink
- Sascha Schneider
In Experimental and Cognitive Psychology
- Fred Paas
- Tamara van Gog
- J. V. van Merriënboer
- John Sweller
- Günter Daniel Rey
- C. V. D. van der Vleuten
- Jimmie Leppink
- Sascha Schneider
Citations in the corpus
- Exploring Task- and Student-Related Factors in the Method of Propositional Manipulation (MPM) (2011, methodology): “The method of propositional manipulation, in short MPM (Broers, 2008), aims to help students develop conceptual understanding by guiding them into self-explaining the subject matter.”
- Development of an instrument for measuring different types of cognitive load (2013, background): “IL should be optimized in instructional design by selecting learning tasks that match learners’ prior knowledge (Kalyuga, 2009), whereas EL should”
- A Meta-analysis of the Segmenting Effect (2019, background): “…cognitively and externally segmented representations, specifically the learner’s own schemata and the multimedia instruction, must be reconciled for learners with high domain knowledge, rather than for learners with low domain knowledge (Kalyuga 2009; Kalyuga et al. 2003; Spanjers et al. 2010).”
- A Review of Research and a Meta-Analysis of the Seductive Detail Effect. (2012, background): “For example, the learner’s expertise (cf. Kalyuga, 2009; Kalyuga, Ayres, Chandler, & Sweller, 2003; Kalyuga & Renkl, 2010) or self-explanatory ability (Salden, Aleven, Schwonke, & Renkl, 2010) can be measured.”
- Cognitive Load Theory: Implications for medical education: AMEE Guide No. 86 (2014, background): “of the available schemata, a critical determinant of how much of WM’s resources will be allocated for a given task (Kalyuga 2009).”