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Volume 1 / 1972 - Volume 40 / 2012
1-8
Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture
Fred Paas, Alexander Renkl and John Sweller
9-31
Instructional Design Consequences of an Analogy between Evolution by Natural Selection and Human Cognitive Architecture
John Sweller
33-58
Designing Instructional Examples to Reduce Intrinsic Cognitive Load: Molar versus Modular Presentation of Solution Procedures
Peter Gerjets, Katharina Scheiter and Richard Catrambone
59-82
How Fading Worked Solution Steps Works – A Cognitive Load Perspective
Alexander Renkl, Robert K. Atkinson and Cornelia S. Große
83-98
Process-Oriented Worked Examples: Improving Transfer Performance Through Enhanced Understanding
Tamara van Gog, Fred Paas and Jeroen J.G. van Merriënboer
99-113
Decreasing Cognitive Load for Novice Students: Effects of Explanatory versus Corrective Feedback in Discovery-Based Multimedia
Roxana Moreno
115-132
Assessment of Cognitive Load in Multimedia Learning with Dual-Task Methodology: Auditory Load and Modality Effects
Roland Brünken, Jan L. Plass and Detlev Leutner
133-152
Exploring Multidimensional Approaches to the Efficiency of Instructional Conditions
Juhani E. Tuovinen and Fred Paas
153-172
Mental Effort and Performance as Determinants for the Dynamic Selection of Learning Tasks in Air Traffic Control Training
Ron J.C.M. Salden, Fred Paas, Nick J. Broers and Jeroen J.G. van Merriënboer
173-182
Commentary
Cognitive Load Theory as a Tool for Expertise Development
Remy M.J.P. Rikers, Pascal W.M. Van Gerven and Henk G. Schmidt
183-189
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