Zobrazeno 1 - 10
of 212
pro vyhledávání: '"John Sweller"'
Publikováno v:
Frontiers in Psychology, Vol 14 (2024)
The mechanisms that govern biological evolution and human cognition are analogous, as both follow the same principles of natural information processing systems. In this article, we describe the following five principles that provide an analogy betwee
Externí odkaz:
https://doaj.org/article/23a340f53ebf47b88f77597bfc2644e2
Publikováno v:
Education Sciences, Vol 13, Iss 11, p 1138 (2023)
The interleaving effect indicates that students learn better from multiple areas that are interleaved rather than blocked. Two experiments tested the hypothesis that the effect is because interleaving facilitates comparisons between areas and is a va
Externí odkaz:
https://doaj.org/article/f2e2d9ee254b4fc79ed295ca4ac2976c
Publikováno v:
Frontiers in Psychology, Vol 9 (2018)
According to the concept of desirable difficulties, introducing difficulties in learning may sacrifice short-term performance in order to benefit long-term retention of learning. We describe three types of desirable difficulty effects: testing, gener
Externí odkaz:
https://doaj.org/article/1e219ca0710d45a59c0c11191adeeff7
Autor:
John Sweller, Susan Sweller
Publikováno v:
Evolutionary Psychology, Vol 4 (2006)
Natural information processing systems such as biological evolution and human cognition organize information used to govern the activities of natural entities. When dealing with biologically secondary information, these systems can be specified by fi
Externí odkaz:
https://doaj.org/article/5c64526b4de64b44a7b11f939214ebb7
Publikováno v:
L’Année psychologique. 122:405-437
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::00438ba14ab6fa025e6e8cfe9bcb48b1
https://doi.org/10.3917/anpsy1.223.0405
https://doi.org/10.3917/anpsy1.223.0405
Autor:
John Sweller
Publikováno v:
British Journal of Educational Psychology.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e704e4a280b166fcf07626b9e3c0daf9
https://doi.org/10.1111/bjep.12606
https://doi.org/10.1111/bjep.12606
Publikováno v:
British Journal of Educational Psychology.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::33ef071f189e37664f5137a15fa29ac0
https://doi.org/10.1111/bjep.12603
https://doi.org/10.1111/bjep.12603
Publikováno v:
Educational Psychology Review. 34:1157-1176
There is a considerable gap between many of the findings from educational psychology research and educational practice. This gap is especially notable in the field of science education. In this article, the implications of three categories of researc
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::db61a1c8e4933273c85bfd9fa9a0cbeb
https://doi.org/10.1007/s10648-021-09646-1
https://doi.org/10.1007/s10648-021-09646-1
Autor:
John Sweller
Publikováno v:
Educational Psychology Review. 34:2229-2241
Cognitive load theory is an instructional design theory based on our knowledge of human cognitive architecture and evolutionary educational psychology. The theory assumes that curriculum areas covered in educational institutions are concerned with do
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0c54c4cd22a690a4dcc08aca8e5225fe
https://doi.org/10.1007/s10648-021-09647-0
https://doi.org/10.1007/s10648-021-09647-0
Publikováno v:
Educational Technology Research and Development. 69:2451-2473
When novice users try to learn to use a software application that includes a variety of high element interactivity tools, the complex structure of the software can increase cognitive load and render the tools incomprehensible. Accordingly, there is a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::11246d3b777f396748eb54d8b5aa9ea5
https://doi.org/10.1007/s11423-021-10024-5
https://doi.org/10.1007/s11423-021-10024-5