Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
Skip to main content
Springer Nature Link
Log in

Cognitive load theory: more food for thought

  • Published:
Instructional Science Aims and scope Submit manuscript

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

References

  • Bannert, M. (2000). Effects of training wheels and self-learning materials in software training. Journal of Computer-Assisted Learning, 16(4), 336–346.

    Article  Google Scholar 

  • Bannert, M. (2002). Managing cognitive load, recent trends in cognitive load theory. Learning and Instruction, 12, 139–146.

    Article  Google Scholar 

  • Boekaerts, M. (2006). Self-regulation and effort investment. In W. Damon & R. Lerner (Eds.), Handbook of child psychology (6th ed.). New York: Wiley.

    Google Scholar 

  • Brünken, R., Plass, J. L., & Leutner, D. (2003). Direct measurement of cognitive load in multimedia learning. Educational Psychologist, 38, 53–61.

    Article  Google Scholar 

  • Brünken, R., Plass, J., & Moreno, R. (2009). Current issues and open questions in cognitive load research. In J. Plass, R. Moreno, & R. Brünken (Eds.), Cognitive load theory (pp. xx-xx). New York: Cambridge University Press.

  • Brünken, R., & Seufert, T. (2009). Measuring cognitive load. In J. L. Plass, R. Moreno, & R. Brünken (Eds.), Cognitive load theory (pp. xx-xx). New York: Cambridge University Press.

  • Campbell, D. T. (1988). Task complexity: A review and analysis. Academy of Management Review, 13, 40–52.

    Article  Google Scholar 

  • Clark, R., Nguyen, F., & Sweller, J. (2006). Efficiency in learning: Evidence-based guidelines to manage cognitive load. San Fransisco: Pfeiffer.

    Google Scholar 

  • Dai, D. Y., & Sternberg, R. J. (Eds.). (2004). Motivation, emotion, and cognition. Mahwah, NJ: Erlbaum.

    Google Scholar 

  • De Croock, M. B. M., van Merrienboer, J. J. G., & Paas, F. (1998). High vs low contextual interference in simulation-based training of troubleshooting skills: Effects on transfer performance and invested mental effort. Computers in Human Behavior, 14, 249–267.

    Article  Google Scholar 

  • Diamond, J. (1987). Soft sciences are often harder than hard sciences. Discover, 8, 34–40.

    Google Scholar 

  • Eccles, J., Wigfield, A., & Schiefele, U. (1998). Motivation to succeed. In W. Damon & N. Eisenberger (Eds.), Handbook of Child Psychology (5th ed., Vol. 3, pp. 1017–1095). New York: John Wiley.

    Google Scholar 

  • Eisenhart, M., & Towne, L. (2003). Contestation and change in national policy on “scientifically based” education research. Educational Researcher, 32, 31–38.

    Article  Google Scholar 

  • Gerjets, P., Scheiter, K., & Cierniak, G. (2009). The scientific value of cognitive load theory: A research agenda based on the structuralist view of theories. Educational Psychology Review, 21, 43–54.

    Article  Google Scholar 

  • Große, C. S., & Renkl, A. (2006). Effects of multiple solution methods in mathematics learning. Learning & Instruction, 16, 122–138.

    Article  Google Scholar 

  • Hidi, S., & Renninger, A. (2006). A four-phase model of interest development. Educational Psychologist, 41, 111–127.

    Article  Google Scholar 

  • Horz, H., & Schnotz, W. (2009). Cognitive load in learning with multiple representations. In J. Plass, R. Moreno, & R. Brünken (Eds.), Cognitive load theory (pp. xx–xx). New York: Cambridge University Press.

  • Kantowitz, B. H. (1987). Mental workload. In P. A. Hancock (Ed.), Human Factors Psychology (pp. 81–121). Amsterdam: North-Holland.

    Chapter  Google Scholar 

  • Keller, J. M. (1987). The systematic process of motivational design. Performance and Instruction, 26, 1–8.

    Google Scholar 

  • Koch, B., Münzer, S., Seufert, T., & Brünken, R. (2009). Testing the additivity hypothesis of cognitive load theory: Combined variation of modality and seductive details in a self-paced multimedia instruction. Paper presented at the 3rd international cognitive load theory conference, Heerlen, The Netherlands.

  • Labaree, D. F. (1998). Educational researchers: Living with a lesser form of knowledge. Educational Researcher, 27, 4–12.

    Google Scholar 

  • Mayer, R. E. (2005). The Cambridge handbook of multimedia learning. New York: Cambridge University Press.

    Google Scholar 

  • Meinhardt, J., & Pekrun, R. (2003). Additional resource allocation to emotional events: An ERP study. Cognition and Emotion, 17, 477–500.

    Article  Google Scholar 

  • Moreno, R. (2005). Instructional technology: Promise and pitfalls. In L. PytlikZillig, M. Bodvarsson, & R. Bruning (Eds.), Technology-based education: Bringing researchers and practitioners together (pp. 1–19). Greenwich, CT: Information Age Publishing.

    Google Scholar 

  • Moreno, R. (2006). When worked examples don’t work: Is cognitive load theory at an impasse? Learning and Instruction, 16, 170–181.

    Article  Google Scholar 

  • Moreno, R. (2009a). Theories of motivation and affect. In R. Moreno (Ed.), Educational psychology (pp. 326–365). Hoboken, NJ: Wiley.

    Google Scholar 

  • Moreno, R. (2009b). Constructing knowledge with an agent-based instructional program: A comparison of cooperative and individual meaning making. Learning and Instruction, 19, 433–444.

    Article  Google Scholar 

  • Moreno, R., & Durán, R. (2004). Do multiple representations need explanations? The role of verbal guidance and individual differences in multimedia mathematics learning. Journal of Educational Psychology, 96, 492–503.

    Article  Google Scholar 

  • Moreno, R., & Mayer, R. E. (2002). Learning science in virtual reality multimedia environments: Role of methods and media. Journal of Educational Psychology, 94, 598–610.

    Article  Google Scholar 

  • Moreno, R., & Mayer, R. E. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19, 309–326.

    Article  Google Scholar 

  • Moreno, R., & Park, B. (2009). Cognitive load theory: Historical development and relation to other theories. In J. Plass, R. Moreno, & R. Brünken (Eds), Cognitive load theory (pp. xx-xx). New York: Cambridge University Press.

  • National Research Council. (2002). Scientific research in education. In R. J. Shavelson & L. Towne (Eds.), Committee on scientific principles for educational research.. Washington, DC: National Academy Press.

    Google Scholar 

  • Ong, A. D., & van Dulmen, H. M. (2007). Oxford handbook of methods in positive psychology. New York: Oxford University Press.

    Google Scholar 

  • Paas, F. (1992). Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive load approach. Journal of Educational Psychology, 84, 429–434.

    Article  Google Scholar 

  • Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38, 1–4.

    Article  Google Scholar 

  • Paas, F. G. W. C., van Merrienboer, J. J. G., & Adam, J. J. (1994). Measurement of cognitive load in instructional research. Percept. Motor Skills, 79, 419–430.

    Google Scholar 

  • Park, B., Moreno, R., Seufert, T. & Brünken, R. (2009). Testing the additivity hypothesis of cognitive load theory: Combined variation of modality and seductive details in self-paced multimedia instruction.

  • Pintrich, P., & Schunk, D. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Upper Saddle River, NJ: Prentice Hall.

    Google Scholar 

  • Schnotz, W., & Kürschner, C. (2007). A reconsideration of cognitive load theory. Educational Psychology Review, 19, 469–508.

    Article  Google Scholar 

  • Seufert, T., & Brünken, R. (2006). Cognitive load and the format of instructional aids for coherence formation. Applied Cognitive Psychology, 20, 321–331.

    Article  Google Scholar 

  • Sweller, J. (2003). Evolution of human cognitive architecture. In B. Ross (Ed.), The psychology of learning and motivation (Vol. 43, pp. 215–266). San Diego: Academic Press.

    Google Scholar 

  • Sweller, J. (2004). Instructional design consequences of an analogy between evolution by natural selection and human cognitive architecture. Instructional Science, 32, 9–31.

    Article  Google Scholar 

  • Sweller, J., & Chandler, P. (1994). Why some material is difficult to learn. Cognition and Instruction, 12(3), 185–233.

    Article  Google Scholar 

  • Sweller, J., van Merriënboer, J., & Paas, F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251–296.

    Article  Google Scholar 

  • Thrash, T., & Elliott, A. (2001). Delimiting and integrating achievement motive and goal constructs. In A. Efklides, J. Kuhl, & R. Sorrentino (Eds.), Trends and prospects in motivation research (pp. 3–21). Boston: Kluwer.

    Google Scholar 

  • van Gerven, P. W. M., Paas, F., van Merriënboer, J. J. G., & Schmidt, H. G. (2002). Cognitive load theory and aging: Effects of worked examples on training efficiency. Learning and Instruction, 12, 87–105.

    Article  Google Scholar 

  • van Gerven, P. W. M., Paas, F., van Merriënboer, J. J. G., & Schmidt, H. G. (2004). Memory load and the cognitive papillary response in aging. Psychophysiology, 41, 167–174.

    Article  Google Scholar 

  • van Merriënboer, J., Schuurman, J. G., de Croock, M. B. M., & Paas, F. (2002). Redirecting learners’ attention during training: Effects on cognitive load, transfer test performance and training efficiency. Learning and Instruction, 12, 11–37.

    Article  Google Scholar 

  • Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: MIT Press.

    Google Scholar 

  • Weiner, B. (2000). Interpersonal and intrapersonal theories of motivation from an attributional perspective. Educational Psychology Review, 12, 1–14.

    Article  Google Scholar 

  • Wigfield, A., Eccles, J. S., Schiefele, U., Roeser, R., & Davis-Kean, P. (2006). Development of achievement motivation. In R. Damon & R. Lerner (Eds.), Handbook of child psychology (6th ed.). New York: Wiley.

    Google Scholar 

  • Wittrock, M. C., & Farley, F. (1989). Toward a blueprint for educational psychology. In M. C. Wittrock & F. Farley (Eds.), The future of educational psychology (pp. 193–199). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Wood, R. E. (1986). Task complexity: Definition of the construct. Organizational Behavior and Human Decision Processes, 37, 60–82.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Educational Psychology Program, University of New Mexico, 123 Simpson Hall, Albuguergue, NM, 87131, USA

    Roxana Moreno

Authors
  1. Roxana Moreno
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Roxana Moreno.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Moreno, R. Cognitive load theory: more food for thought. Instr Sci 38, 135–141 (2010). https://doi.org/10.1007/s11251-009-9122-9

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11251-009-9122-9

Search

Navigation