Redundancy in foreign language reading comprehension instruction: Concurrent written and spoken presentations

By Y. Diao, John Sweller. 2007

130 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/9597359c42510119fbe2c0f31ab3d7abe113d5b8

How researchers see this paper

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

In Developmental and Educational Psychology

1. Ton de Jong
2. Anique B. H. de Bruin
3. J. V. van Merriënboer
4. Fred Paas
5. John Sweller
6. Tamara van Gog
7. Slava Kalyuga
8. Pieter Wouters

In Experimental and Cognitive Psychology

1. Ton de Jong
2. Anique B. H. de Bruin
3. J. V. van Merriënboer
4. Fred Paas
5. Tamara van Gog
6. John Sweller
7. Slava Kalyuga
8. Pieter Wouters

Citations in the corpus

• Cognitive load theory, educational research, and instructional design: some food for thought (2010, background): “This is called the ‘‘redundancy principle’’ (Craig et al. 2002; Diao and Sweller 2007; Sweller 2005; Sweller et al. 1998).”
• Bridging Cognitive Load and Self-Regulated Learning Research: A complementary approach to contemporary issues in educational research (2017, methodology): “…of goal-free tasks (Ayres, 1993), worked examples (Renkl, 2002) and completion tasks (Van Merrienboer, Schuurman, de Croock, & Paas, 2002), by integrating different sources of information (Ginns, 2006), by using multiple modalities (Ginns, 2005), and by reducing redundancy (Diao & Sweller, 2007).”