Cognitive Load Theory

by Edited by Jan L. Plass , Roxana Moreno , Roland Brünken

• ISBN13: 9780521677585
• ISBN10: 0521677580
• Edition: 1st
• Format: Paperback
• Copyright: 2010-04-26
• Publisher: Cambridge University Press

Summary

Cognitive load theory (CLT) is one of the most important theories in educational psychology, a highly effective guide for the design of multimedia and other learning materials. This edited volume brings together the most prolific researchers from around the world who study various aspects of cognitive load to discuss its current theoretical as well as practical issues. The book is divided into three parts. The first part describes the theoretical foundations and assumptions of CLT, the second discusses the empirical findings about the application of CLT to the design of learning environments, and the third part concludes the book with discussions and suggestions for new directions for future research. It aims to become the standard handbook in CLT for researchers and graduate students in psychology, education, and educational technology.

Author Biography

Jan L. Plass is Associate Professor of Educational Communication and technology in the Steinhardt School of Culture, Education, and Human Development at New York University, where he co-directs the NYU Games for Learning Institute. Roxana Moreno is Educational Psychology professor at the University of New Mexico. Roland Brnken is Full Professor in Education and Dean for Student Affairs of the Faculty of Empirical Human Sciences at Saarland University, Germany.

Table of Contents

Contributors	p. vii
Introduction	p. 1
Theory
Cognitive Load Theory: Historical Development and Relation to Other Theories	p. 9
Cognitive Load Theory: Recent Theoretical Advances	p. 29
Schema Acquisition and Sources of Cognitive Load	p. 48
Individual Differences and Cognitive Load Theory	p. 65
Empirical Evidence
Learning from Worked-Out Examples and Problem Solving	p. 91
Instructional Control of Cognitive Load in the Design of Complex Learning Environments	p. 109
Techniques that Reduce Extraneous Cognitive Load and Manage Intrinsic Cognitive Load during Multimedia Learning	p. 131
Techniques that Increase Generative Processing in Multimedia Learning: Open Questions for Cognitive Load Research	p. 153
discussion
Measuring Cognitive Load	p. 181
From Neo-Behaviorism to Neuroscience: Perspectives on the Origins and Future Contributions of Cognitive Load Research	p. 203
Cognitive Load in Learning with Multiple Representations	p. 229
Current Issues and Open Questions in Cognitive Load Research	p. 253
Index	p. 273
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