Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture

By Fred Paas, Alexander Renkl, John Sweller. 2004

1,046 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/bdb48e811cdedf40307bc3c84017bc3484153a8b

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In Artificial Intelligence

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Cognitive Load and Working Memory in Multimedia Learning: Conceptual and Measurement Issues (2019, background): “…load theory postulates that any learning task imposes three categories of cognitive load on working memory: intrinsic cognitive load, extraneous cognitive load, and germane cognitive load (Paas, Renkl, & Sweller, 2003; Paas et al., 2004; Sweller et al., 2011; van Merri€enboer & Sweller, 2005).”
Making the Black Box of Collaborative Learning Transparent: Combining Process-Oriented and Cognitive Load Approaches (2010, background): “Cognitive load theory (CLT: Paas et al. 2003a; Paas et al. 2004; Sweller 2010, this issue; Sweller et al. 1998; Van Merriënboer and Sweller 2005), a theoretical framework grounded in the learner’s cognitive architecture, has shown that learning environments for complex cognitive tasks can only be ef”
A motivational perspective on the relation between mental effort and performance: Optimizing learner involvement in instruction (2005, neutral): “methods (for an overview see Paas, Renkl, & Sweller, 2003, 2004; Sweller, Van Merrienboer,”
A Cognitive Load Approach to Collaborative Learning: United Brains for Complex Tasks (2009, background): “A theoretical framework which states that any instructional procedure that ignores these structures is not likely to be effective is cognitive load theory (CLT; Paas et al. 2003a, 2004; Sweller et al. 1998; Van Merrienboer and Sweller 2005).”
Cognitive Load Theory and the Role of Learner Experience: An Abbreviated Review for Educational Practitioners (2008, background): “More recently, CLT researchers have recognized that simply freeing working memory capacity by reducing extraneous load may not be a sufficient condition for instruction to be effective ( Paas, Renkl, & Sweller, 2004 ).”
Learning by Taking Apart: Deconstructing Code by Reading, Tracing, and Debugging (2016, background): “Some recent studies focus on fading [13, 25], explanations [61, 62], comparisons [58, 60], and sub-goal labeling [50, 56].”
An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks (2012, background): “…of New-South Wales, Sydney, Australia Cognitive load theory provides a theoretical framework dealing with individual information processing and learning (Paas et al. 2003a; 2004; Paas and Van Merriënboer 1994a; Sweller 1988, 2010; Sweller et al. 2011, 1998; Van Merriënboer and Sweller 2005).”
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): “Paas, Renkl, & Sweller, 2003, 2004; Sweller, 1999, 2004; Winn, 2003) noted that despite the alleged advantages of unguided environments to help students to derive meaning from learning materials, cognitive load theory suggests that the free exploration of a highly complex environment may generate a”