Redirecting learners' attention during training: Effects on cognitive load, transfer test performance and training efficiency.

By Jeroen van Merriënboer, J. Schuurman, Marcel B. M. de Croock, Fred Paas. 2002

324 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/9f12799dc8d4bf58c665ec9db69d06a2ddf8f4c3

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

1. Fred Paas
2. John Sweller
3. Tamara van Gog
4. J. V. van Merriënboer
5. Slava Kalyuga
6. Alexander Renkl
7. Nikol Rummel
8. Liesbeth Kester

In Developmental and Educational Psychology

1. Fred Paas
2. John Sweller
3. Tamara van Gog
4. J. V. van Merriënboer
5. Alexander Renkl
6. Slava Kalyuga
7. Nikol Rummel
8. Femke C. Kirschner

In Experimental and Cognitive Psychology

1. Fred Paas
2. John Sweller
3. Tamara van Gog
4. J. V. van Merriënboer
5. Alexander Renkl
6. Slava Kalyuga
7. Nikol Rummel
8. Femke C. Kirschner

Citations in the corpus

• Integrating cognitive load theory and concepts of human-computer interaction (2010, background): “The beneficial effects of providing learners with learner control (Corbalan et al., 2009; Van Merriënboer et al., 2002) could be explained by increasing the motivation of learners to invest mental effort.”
• Cognitive Load Measurement as a Means to Advance Cognitive Load Theory (2003, unknown): “Finally, in one of their experiments, van Merriënboer et al. (2002) found some empirical support for an increase in germane load.”
• Direct Measurement of Cognitive Load in Multimedia Learning (2003, result): “This effect has been replicated in several studies for different types of print- and computer-based materials and with different types of learners (Brunken & Leutner, 2001; Mayer, 2001; Mayer & Moreno, 1998; Mousavi, Low, & Sweller, 1995; Tindall-Ford, Chandler, & Sweller, 1997 ).”
• Instructional efficiency of animation: effects of interactivity through mental reconstruction of static key frames (2007, unknown): “21: 783–793 (2007) DOI: 10.1002/acp 1994; Pollock, Chandler, & Sweller, 2002; Van Gerven, Paas, Van Merriënboer, Hendriks, & Schmidt, 2003; Van Merriënboer et al., 2002).”
• Timing and Frequency of Mental Effort Measurement: Evidence in Favour of Repeated Measures (2012, background): “…Nievelstein, Van Gog, Van Dijck, & Boshuizen, 2011; Paas, 1992; Paas, & Van Merriënboer, 1994; Spanjers, Wouters, Van Gog, & Van Merriënboer, 2011; Van Gog, Kester, & Paas, 2011; Van Gog, Paas, & Van Merriënboer, 2006, 2008; Van Merriënboer et al., 2002; Wouters, Paas, & Van Merriënboer, 2009).”
• A motivational perspective on the relation between mental effort and performance: Optimizing learner involvement in instruction (2005, background): “…that variability of practice may result in beneficial effects on schema construction and transfer of training, provided the total task cognitive load is kept within the bounds of the working memory capacity (e.g., Paas & van Merriënboer, 1994a; Quilici & Mayer, 1996; van Merriënboer et al., 2002).”
• Accounting for Beneficial Effects of Worked Examples in Tutored Problem Solving (2010, background): “In these studies (e.g., Mwangi and Sweller 1998; Paas 1992; Renkl and Atkinson 2003; Sweller and Cooper 1985; Trafton and Reiser 1993; Van Merriënboer et al. 2002), students in the control condition are sometimes given solutions as feedback after they have attempted a problem, but may not get any fe”
• Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives (2010, methodology): “For example, students might be required to complete steps in partially worked-out examples (e.g., Paas 1992; Van Merriënboer et al. 2002).”