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020 _a9781441981264
_9978-1-4419-8126-4
040 _cMX-MeUAM
050 4 _aLB1050.9-1091
082 0 4 _a370.15
_223
100 1 _aSweller, John.
_eauthor.
245 1 0 _aCognitive Load Theory
_h[recurso electrónico] /
_cby John Sweller, Paul Ayres, Slava Kalyuga.
250 _a1.
264 1 _aNew York, NY :
_bSpringer New York,
_c2011.
300 _aXVI, 274p. 20 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aExplorations in the Learning Sciences, Instructional Systems and Performance Technologies ;
_v1
505 0 _a<P>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.</P>.
520 _aCognitive Load Theory   John Sweller, Paul Ayres, Slava Kalyuga     Effective instructional design depends on the close study of human cognitive architecture—the processes and structures that allow people to acquire and use knowledge. Without this background, we might recognize that a teaching strategy is successful, but have no understanding as to why it works, or how it might be improved.   Cognitive Load Theory offers a novel, evolutionary-based perspective on the cognitive architecture that informs instructional design. By conceptualizing biological evolution as an information processing system and relating it to human cognitive processes, cognitive load theory bypasses many core assumptions of traditional learning theories. Its focus on the aspects of human cognitive architecture that are relevant to learning and instruction (particularly regarding the functions of long-term and working memory) puts the emphasis on domain-specific rather than general learning, resulting in a clearer understanding of educational design and a basis for more effective instructional methods. Coverage includes:   The analogy between evolution by natural selection and human cognition. Categories of cognitive load and their interactions in learning. Strategies for measuring cognitive load. Cognitive load effects and how they lead to educational innovation. Instructional design principles resulting from cognitive load theory.   Academics, researchers, instructional designers, cognitive and educational psychologists, and students of cognition and education, especially those concerned with education technology, will look to Cognitive Load Theory as a vital addition to their libraries.  
650 0 _aEducation.
650 0 _aEducational psychology.
650 0 _aConsciousness.
650 1 4 _aEducation.
650 2 4 _aEducational Psychology.
650 2 4 _aCognitive Psychology.
650 2 4 _aLearning & Instruction.
700 1 _aAyres, Paul.
_eauthor.
700 1 _aKalyuga, Slava.
_eauthor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9781441981257
830 0 _aExplorations in the Learning Sciences, Instructional Systems and Performance Technologies ;
_v1
856 4 0 _zLibro electrónico
_uhttp://148.231.10.114:2048/login?url=http://link.springer.com/book/10.1007/978-1-4419-8126-4
596 _a19
942 _cLIBRO_ELEC
999 _c199990
_d199990