2011, ISBN: 9781441981257
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ISBN: 9781441981257
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ISBN: 9781441981257
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2011, ISBN: 9781441981257
Hard cover, New., 274 p. Explorations in the Learning Sciences, Instructional Systems and Performance Technologies , 1. 20 Illustrations, black and white; XVI, 274 p. 20 illus. Intended f… Plus…
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2011, ISBN: 9781441981257
[ED: Hardcover], [PU: Springer / Springer New York / Springer, Berlin], Over the last 25 years, cognitive load theory has become one of the world's leading theories of instructional desig… Plus…
2011, ISBN: 144198125X
[EAN: 9781441981257], Neubuch, [SC: 0.0], [PU: SPRINGER NATURE], EDUCATION / TEACHING; EDUCATIONAL PSYCHOLOGY; LEARNING STYLES, Druck auf Anfrage Neuware - Printed after ordering - Over t… Plus…
ISBN: 9781441981257
Over the last 25 years, cognitive load theory has become one of the world’s leading theories of instructional design. It is heavily researched by many educational and psychological resear… Plus…
ISBN: 9781441981257
Over the last 25 years, cognitive load theory has become one of the world’s leading theories of instructional design. It is heavily researched by many educational and psychological resear… Plus…
2011, ISBN: 9781441981257
Hard cover, New., 274 p. Explorations in the Learning Sciences, Instructional Systems and Performance Technologies , 1. 20 Illustrations, black and white; XVI, 274 p. 20 illus. Intended f… Plus…
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Informations détaillées sur le livre - Cognitive Load Theory
EAN (ISBN-13): 9781441981257
ISBN (ISBN-10): 144198125X
Version reliée
Livre de poche
Date de parution: 2011
Editeur: SPRINGER NATURE
274 Pages
Poids: 0,585 kg
Langue: eng/Englisch
Livre dans la base de données depuis 2009-05-31T12:17:37+02:00 (Paris)
Page de détail modifiée en dernier sur 2024-03-11T11:23:47+01:00 (Paris)
ISBN/EAN: 9781441981257
ISBN - Autres types d'écriture:
1-4419-8125-X, 978-1-4419-8125-7
Autres types d'écriture et termes associés:
Auteur du livre: kalyuga sweller ayres slava john paul
Titre du livre: load, theory performance, cognitive exploration, instructional science, cognitive system theory, cognitive systems theory
Données de l'éditeur
Auteur: John Sweller; Paul Ayres; Slava Kalyuga
Titre: Explorations in the Learning Sciences, Instructional Systems and Performance Technologies; Cognitive Load Theory
Editeur: Springer; Springer US
274 Pages
Date de parution: 2011-03-30
New York; NY; US
Imprimé / Fabriqué en
Langue: Anglais
181,89 € (DE)
186,99 € (AT)
201,00 CHF (CH)
POD
XVI, 274 p. 20 illus.
BB; Hardcover, Softcover / Psychologie/Angewandte Psychologie; Pädagogische Psychologie; Verstehen; categories of information; cognitive load theory; extraneous cognitive load; human cognitive architecture; human creativity; instructional design; instructional formatting; long-term memory; measuring cognitive load; modality effect; redundancy effect; split-attention effect; learning and instruction; Educational Psychology; Cognitive Psychology; Instructional Psychology; Kognitive Psychologie; EA
Cognitive 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.Provides definitive statement of unique cognitive architecture and novel instructional design principles generated by cognitive load theory Contains the most inclusive and comprehensive review of the literature on cognitive load theory conducted Includes supplementary material: sn.pub/extras
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