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Results: 1-13 |
Results: 13
COGNITIVE ARCHITECTURE AND INSTRUCTIONAL-DESIGN
Authors: SWELLER J VANMERRIENBOER JJG PAAS FGWC
Citation: J. Sweller et al., COGNITIVE ARCHITECTURE AND INSTRUCTIONAL-DESIGN, Educational psychology review, 10(3), 1998, pp. 251-296
LEARNING TO SOLVE COMPARE WORD-PROBLEMS - THE EFFECT OF EXAMPLE FORMAT AND GENERATING SELF-EXPLANATIONS
Authors: MWANGI W SWELLER J
Citation: W. Mwangi et J. Sweller, LEARNING TO SOLVE COMPARE WORD-PROBLEMS - THE EFFECT OF EXAMPLE FORMAT AND GENERATING SELF-EXPLANATIONS, Cognition and instruction, 16(2), 1998, pp. 173-199
COGNITIVE LOAD AND LEARNER EXPERTISE - SPLIT-ATTENTION AND REDUNDANCYEFFECTS IN READING WITH EXPLANATORY NOTES
Authors: YEUNG AS JIN PT SWELLER J
Citation: As. Yeung et al., COGNITIVE LOAD AND LEARNER EXPERTISE - SPLIT-ATTENTION AND REDUNDANCYEFFECTS IN READING WITH EXPLANATORY NOTES, Contemporary educational psychology, 23(1), 1998, pp. 1-21
LEVELS OF EXPERTISE AND INSTRUCTIONAL-DESIGN
Authors: KALYUGA S CHANDLER P SWELLER J
Citation: S. Kalyuga et al., LEVELS OF EXPERTISE AND INSTRUCTIONAL-DESIGN, Human factors, 40(1), 1998, pp. 1-17
WHEN 2 SENSORY MODES ARE BETTER THAN ONE
Authors: TINDALLFORD S CHANDLER P SWELLER J
Citation: S. Tindallford et al., WHEN 2 SENSORY MODES ARE BETTER THAN ONE, Journal of experimental psychology. Applied, 3(4), 1997, pp. 257-287
LEARNING FROM EQUATIONS OR WORDS
Authors: LEUNG M LOW R SWELLER J
Citation: M. Leung et al., LEARNING FROM EQUATIONS OR WORDS, Instructional science, 25(1), 1997, pp. 37-70
COGNITIVE LOAD WHILE LEARNING TO USE A COMPUTER-PROGRAM
Authors: CHANDLER P SWELLER J
Citation: P. Chandler et J. Sweller, COGNITIVE LOAD WHILE LEARNING TO USE A COMPUTER-PROGRAM, Applied cognitive psychology, 10(2), 1996, pp. 151-170
SOME CONDITIONS UNDER WHICH INTEGRATED COMPUTER-BASED TRAINING SOFTWARE CAN FACILITATE LEARNING
Authors: CERPA N CHANDLER P SWELLER J
Citation: N. Cerpa et al., SOME CONDITIONS UNDER WHICH INTEGRATED COMPUTER-BASED TRAINING SOFTWARE CAN FACILITATE LEARNING, Journal of educational computing research, 15(4), 1996, pp. 345-367
UNDERSTANDING INSTRUCTIONS
Authors: MARCUS N COOPER M SWELLER J
Citation: N. Marcus et al., UNDERSTANDING INSTRUCTIONS, Journal of educational psychology, 88(1), 1996, pp. 49-63
REDUCING COGNITIVE LOAD BY MIXING AUDITORY AND VISUAL PRESENTATION MODES
Authors: MOUSAVI SY LOW R SWELLER J
Citation: Sy. Mousavi et al., REDUCING COGNITIVE LOAD BY MIXING AUDITORY AND VISUAL PRESENTATION MODES, Journal of educational psychology, 87(2), 1995, pp. 319-334
WHY SOME MATERIAL IS DIFFICULT TO LEARN
Authors: SWELLER J CHANDLER P
Citation: J. Sweller et P. Chandler, WHY SOME MATERIAL IS DIFFICULT TO LEARN, Cognition and instruction, 12(3), 1994, pp. 185-233
DEMANDS IMPOSED ON PRIMARY-SCHOOL STUDENTS BY GEOMETRIC-MODELS
Authors: BOBIS J SWELLER J COOPER M
Citation: J. Bobis et al., DEMANDS IMPOSED ON PRIMARY-SCHOOL STUDENTS BY GEOMETRIC-MODELS, Contemporary educational psychology, 19(1), 1994, pp. 108-117
SOME COGNITIVE-PROCESSES AND THEIR CONSEQUENCES FOR THE ORGANIZATION AND PRESENTATION OF INFORMATION
Authors: SWELLER J
Citation: J. Sweller, SOME COGNITIVE-PROCESSES AND THEIR CONSEQUENCES FOR THE ORGANIZATION AND PRESENTATION OF INFORMATION, Australian journal of psychology, 45(1), 1993, pp. 1-8
Risultati: 1-13 |