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Explorations in the Learning Sciences, Instructional Systems and Performance

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Unbranded
ISBN
9781441981257

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Product Identifiers

Publisher
Springer New York
ISBN-10
144198125X
ISBN-13
9781441981257
eBay Product ID (ePID)
14038368259

Product Key Features

Number of Pages
Xvi, 274 Pages
Language
English
Publication Name
Cognitive Load Theory
Publication Year
2011
Subject
Educational Psychology, Cognitive Psychology & Cognition, Learning Styles
Type
Textbook
Author
Paul Ayres, John Sweller, Slava Kalyuga
Subject Area
Education, Psychology
Series
Explorations in the Learning Sciences, Instructional Systems and Performance Technologies Ser.
Format
Hardcover

Dimensions

Item Weight
45.5 Oz
Item Length
9.3 in
Item Width
6.1 in

Additional Product Features

Intended Audience
Scholarly & Professional
LCCN
2011-922376
Dewey Edition
22
Series Volume Number
1
Number of Volumes
1 vol.
Illustrated
Yes
Dewey Decimal
370.152
Table Of Content
Introduction to the issues addressed by cognitive load theory.- Categories of information: What is learned based on an evolutionary perspective.- Human cognitive architecture.- Categories of cognitive load and measuring cognitive load.- Instructional effects associated with intrinsic cognitive load. -Instructional effects associated with extraneous cognitive load.- The consequences of cognitive load theory for debates on the advantages and disadvantages of minimal guidance during instruction.- Future directions and unresolved issues.
Synopsis
Over the last 25 years, cognitive load theory has become one of the world's leading theories of instructional design. It is heavily researched by many educational and psychological researchers and is familiar to most practicing instructional designers, especially designers using computer and related technologies. The theory can be divided into two aspects that closely inter-relate and influence each other: human cognitive architecture and the instructional designs and prescriptions that flow from that architecture. The cognitive architecture is based on biological evolution. The resulting description of human cognitive architecture is novel and accordingly, the instructional designs that flow from the architecture also are novel. All instructional procedures are routinely tested using randomized, controlled experiments. Roughly 1/3 of the book will be devoted to cognitive architecture and its evolutionary base with 2/3 devoted to the instructional implications that follow, including technology-based instruction. Researchers, teachers and instructional designers need the book because of the explosion of interest in cognitive load theory over the last few years. The theory is represented in countless journal articles but a detailed, modern overview presenting the theory and its implications in one location is not available., Over the last 25 years, cognitive load theory has become one of the world's leading theories of instructional design. This volume explores cognitive architecture and its evolutionary base, and the instructional implications that follow, including technology-based instruction.
LC Classification Number
LB1050.9-1091

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