The empirical evidence described in this book indicates that instructional designs and procedures that are cognitively optimal for less advanced students may not be optimal for more advanced students. The following chapters describe a cognitive load approach to the development of rapid schema-based tests of learner expertise. The proposed methods of cognitive diagnosis are based on contemporary knowledge of human cognitive architecture and can be used as means of optimizing cognitive load in learner-tailored computer-based learning environments. Chapters cover basic architecture of human cognition, cognitive studies of expert-novice differences and design of instruction, cognitive load perspective in instructional design, cognitive load principles in instructional design for advanced learners, and a cognitively efficient instructional technology for advanced learners. Kalyuga is affiliated with the University of New South Wales, Sydney, Australia. Annotation ©2009 Book News, Inc., Portland, OR (booknews.com)
Describes a cognitive load approach to the development of rapid schema-based tests of learner expertise. This book indicates that instructional designs and procedures that are cognitively optimal for less knowledgeable learners may not be optimal for more advanced learners.
