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E-raamat: Cognitive Load Theory

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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 researchers and is familiar to most practicing instructional designers, especially designers using computer and related technologies.The theory can be divided into two aspects that closely inter-relate and influence each other: human cognitive architecture and the instructional designs and prescriptions that flow from that architecture. The cognitive architecture is based on biological evolution. The resulting description of human cognitive architecture is novel and accordingly, the instructional designs that flow from the architecture also are novel. All instructional procedures are routinely tested using randomized, controlled experiments.Roughly 1/3 of the book will be devoted to cognitive architecture and its evolutionary base with 2/3 devoted to the instructional implications that follow, including technology-based instruction. Researchers, teachers and instructional designers need the book because of the explosion of interest in cognitive load theory over the last few years. The theory is represented in countless journal articles but a detailed, modern overview presenting the theory and its implications in one location is not available.

Over the last 25 years, cognitive load theory has become one of the world's leading theories of instructional design. This volume explores cognitive architecture and its evolutionary base, and the instructional implications that follow, including technology-based instruction.
Part I Preliminaries to Cognitive Load Theory
1 Categories of Knowledge: An Evolutionary Approach
3(14)
Why Instructional Design Needs to Distinguish Between Biologically Primary and Secondary Knowledge
4(1)
Biologically Primary Knowledge
5(1)
Biologically Secondary Knowledge
6(2)
Instructional Consequences
8(5)
Instructional Consequences Associated with Biologically Primary Knowledge
8(3)
Instructional Consequences of Biologically Secondary Knowledge
11(2)
Conclusions
13(4)
Part II Human Cognitive Architecture
2 Amassing Information: The Information Store Principle
17(10)
How Natural Information Processing Systems Store Information
17(7)
Evolutionary Biology
17(1)
Human Cognition: Long-Term Memory
18(6)
Instructional Implications
24(1)
Conclusions
25(2)
3 Acquiring Information: The Borrowing and Reorganising Principle and the Randomness as Genesis Principle
27(12)
The Borrowing and Reorganising Principle
27(4)
Biological Evolution
27(1)
Human Cognition
28(3)
Instructional Implications
31(1)
Conclusions
31(1)
Randomness as Genesis Principle
32(5)
Biological Evolution
32(1)
Human Cognition
33(3)
Instructional Implications
36(1)
Conclusions
37(2)
4 Interacting with the External Environment: The Narrow Limits of Change Principle and the Environmental Organising and Linking Principle
39(18)
Narrow Limits of Change Principle
40(5)
Biological Evolution
40(1)
Human Cognition
41(3)
Instructional Implications
44(1)
Conclusions
45(1)
The Environmental Organising and Linking Principle
46(4)
Biological Evolution
46(2)
Human Cognition
48(2)
Instructional Implications
50(1)
Conclusions
50(1)
Summary of Structures and Functions of Human Cognitive Architecture
51(6)
Part III Categories of Cognitive Load
5 Intrinsic and Extraneous Cognitive Load
57(14)
Additivity of Intrinsic and Extraneous Cognitive Load
58(1)
Element Interactivity
58(1)
Element Interactivity and Intrinsic Cognitive Load
59(7)
Task Difficulty
61(1)
Understanding
62(2)
Altering Intrinsic Cognitive Load
64(1)
Relations of Intrinsic Cognitive Load to Human Cognitive Architecture
65(1)
Element Interactivity and Extraneous Cognitive Load
66(1)
Instructional Implications
67(1)
Conclusions
68(3)
6 Measuring Cognitive Load
71(18)
Indirect Measures of Cognitive Load
71(2)
Computational Models
71(1)
Performance During Acquisition
72(1)
Error Profiles Between Problems
72(1)
Subjective Measures of Cognitive Load
73(2)
A Subjective Measure of Mental Effort
73(1)
A Subjective Measure of Difficulty
73(1)
Variations in Subjective Ratings
74(1)
Consistency of the Subjective Measures
74(1)
Efficiency Measures
75(2)
Issues with Calculating Efficiency
77(1)
Measuring Cognitive Load Through a Secondary Task
77(3)
Physiological Measures of Cognitive Load
80(1)
Measuring the Different Types of Cognitive Load
81(4)
Summary
85(4)
Part IV Cognitive Load Effects
7 The Goal-Free Effect
89(10)
Empirical Evidence for the Goal-Free Effect
91(2)
Alternative Explanations of the Goal-Free Effect
93(4)
A Dual-Space Explanation
93(3)
An Attentional Focus Explanation
96(1)
A Subjective Measure of Cognitive Load and the Goal-Free Effect
97(1)
Conditions of Applicability
97(1)
Instructional Implications
98(1)
Conclusions
98(1)
8 The Worked Example and Problem Completion Effects
99(12)
Basic Empirical Evidence
100(5)
Worked Examples in Mathematics and Related Domains
100(2)
Worked Examples and III-Structured Learning Domains
102(2)
Worked Examples in Non-Laboratory-Based Experiments
104(1)
Worked Examples and the Alternation Strategy
104(1)
The Problem Completion Effect
105(1)
Critiques of the Use of Worked Examples
106(1)
Conditions of Applicability
107(1)
Instructional Implications
108(1)
Conclusions
108(3)
9 The Split-Attention Effect
111(18)
Various Categories of the Split-Attention Effect
113(9)
Worked Examples and the Split-Attention Effect
114(2)
Diagrams and Written Explanations
116(3)
Multiple Sources of Text
119(1)
More Than Two Sources of Information
119(1)
Split-Attention While Learning to Use a Computer
120(2)
Split-Attention and Other Cognitive Load Theory Effects
122(1)
Temporal Split-Attention
122(2)
Alternative Methods to Overcome Split-Attention
124(3)
Directing Attention and the Split-Attention Effect
124(1)
The Pop-Up Alternative to Text Integration
125(1)
Procedural Information and the Split-Attention Effect
126(1)
Learner Integration of Split-Source Materials
126(1)
A Meta-Analysis of the Split-Attention Effect
127(1)
Conditions of Applicability
127(1)
Instructional Implications
128(1)
Conclusions
128(1)
10 The Modality Effect
129(12)
The Effect of Replacing Written with Spoken Text
130(2)
The Modality Effect in Interactive Learning Environments
132(2)
Factors Moderating the Modality Effect
134(4)
Levels of Element Interactivity
135(1)
Pacing of Presentations
135(1)
An Alternative Explanation for the Reverse Modality Effect
136(1)
Reducing Visual Search
137(1)
Summary of Conditions of Applicability
138(1)
Instructional Implications
139(1)
Conclusion
140(1)
11 The Redundancy Effect
141(14)
Some Empirical Evidence for the Redundancy Effect
142(2)
The Effect of Simultaneously Presented Written and Spoken Text
144(2)
The Redundancy Effect in Second/Foreign Language Learning
146(2)
Evidence for the Redundancy Effect in Pre-Cognitive Load Theory Research
148(1)
Factors Moderating the Redundancy Effect
149(3)
Independence of Information Sources
149(1)
Levels of Element Interactivity
150(1)
Pacing of Presentations
150(1)
The Length of Instructional Segments
151(1)
Summary of Conditions of Applicability
152(1)
Instructional Implications
153(1)
Conclusions
154(1)
12 The Expertise Reversal Effect
155(16)
Some Empirical Evidence for the Expertise Reversal Effect
156(11)
Longitudinal Studies
157(2)
Cross-Sectional Studies Using Worked Examples and Other Forms of Guidance
159(3)
Expertise Reversal and the Isolated Elements Effect
162(1)
Expertise Reversal and the Variability Effect
163(1)
Pre-Training and the Expertise Reversal Effect
164(1)
Expertise Reversal for Multimedia and Hypermedia Representations
165(2)
The Expertise Reversal Effect and Aptitude-Treatment Interactions
167(1)
Conditions of Applicability of the Expertise Reversal Effect
167(1)
Instructional Implications
168(1)
Conclusions
169(2)
13 The Guidance Fading Effect
171(12)
Empirical Evidence for the Guidance Fading Effect
172(9)
Effects of Fading Worked-Out Solution Steps
173(1)
Knowledge-Dependent Dynamic Provision of Guidance
174(2)
The Effect of a Gradual Change in Levels of Support Using Computer-Based Tutors
176(1)
Applying Rapid Assessment Techniques to the Design of Adaptive Fading Procedures
177(4)
Conditions of Applicability of the Fading Effect
181(1)
Instructional Implications
182(1)
Conclusions
182(1)
14 Facilitating Effective Mental Processes: The Imagination and Self-Explanation Effects
183(10)
The Imagination Effect
183(2)
The Imagination Effect Prior to Cognitive Load Theory Research
185(1)
Empirical Evidence for the Imagination Effect Within a Cognitive Load Theory Context
186(1)
The Self-Explanation Effect
187(3)
Conditions of Applicability
190(2)
Instructional Implications
192(1)
Conclusions
192(1)
15 The Element Interactivity Effect
193(10)
Empirical Evidence for the Element Interactivity Effect
194(5)
Element Interactivity and the Split-Attention and Redundancy Effects
194(2)
Element Interactivity and Understanding Instructions
196(1)
Element Interactivity and the Modality Effect
197(1)
Element Interactivity and the Expertise Reversal Effect
198(1)
Element Interactivity and the Imagination Effect
199(1)
Conditions of Applicability
199(1)
Instructional Implications
200(1)
Conclusion
201(2)
16 Altering Element Interactivity and Intrinsic Cognitive load
203(16)
Pre-training
204(1)
Focusing on Subgoals
205(1)
Presenting Declarative and Procedural Information Separately
206(1)
Reducing Intrinsic Load in Worked Examples
206(2)
Isolated Elements Effect
208(3)
4C/ID Model for Complex Learning
211(1)
The Variability Effect
212(3)
Variability and Increased Intrinsic Cognitive Load
215(1)
Conditions of Applicability
216(1)
Instructional Implications
216(1)
Conclusions
217(2)
17 Emerging Themes in Cognitive Load Theory: The Transient Information and the Collective Working Memory Effects
219(18)
The Transient Information Effect
219(11)
The Modality Effect and Transient Information
220(2)
Instructional Animations and Transient Information
222(1)
Animation Versus Static Presentations
223(1)
Some Conditions Under Which Animations Can Be Effective
224(2)
Learning Human Movement or Motor Skills: A Special Case
226(1)
The Role of Biologically Primary Knowledge
227(2)
Conditions of Applicability
229(1)
Instructional Implications
229(1)
Conclusions
229(1)
The Collective Working Memory Effect
230(3)
Conditions of Applicability
232(1)
Instructional Implications
233(1)
Conclusions
233(4)
Part V Conclusions
18 Cognitive Load Theory in Perspective
237(6)
References 243(20)
Index 263
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