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information entity > theoretical entity > theory > cognitive load theory

Preferred term

cognitive load theory  

Definition

  • A theory used to design instructional procedures aimed at reducing the unnecessary cognitive load on working memory in order to help students to have sufficient cognitive resources during learning tasks and to integrate knowledge in long-term memory in the form of schemas.

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Bibliographic citation(s)

  • • Chanquoy, L., Tricot, A., & Sweller, J. (2007). La charge cognitive : théorie et applications. Armand Colin.

    • Document type: literature review

    • Access: closed

  • • Chen, O., Castro-Alonso, J. C., Paas, F., & Sweller, J. (2018). Undesirable difficulty effects in the learning of high-element interactivity materials. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.01483

    • Document type: literature review

    • Access: open

  • • Krieglstein, F., Schmitz, M., Wesenberg, L., & Rey, G. D. (2024). How to help students make informed assessments of cognitive load: Examining the role of training interventions. Applied Cognitive Psychology, 38(5), e4247. https://doi.org/10.1002/acp.4247

    • Document type: empirical study

    • Access: open

  • • Mutlu-Bayraktar, D., Cosgun, V., & Altan, T. (2019). Cognitive load in multimedia learning environments: A systematic review. Computers & Education, 141, 103618. https://doi.org/10.1016/j.compedu.2019.103618

    • Document type: literature review

    • Access: closed

  • • Paas, F., & van Merriënboer, J. J. G. (2020). Cognitive-load theory: Methods to manage working memory load in the learning of complex tasks. Current Directions in Psychological Science, 29(4), 394–398. https://doi.org/10.1177/0963721420922183

    • Document type: literature review

    • Access: open

  • • Puma, S., & Tricot, A. (2021). Prendre en compte la mémoire de travail lors de la conception de situations d’apprentissage scolaire. ANAE - Approche Neuropsychologique Des Apprentissages Chez l’Enfant, 33(171), 217–225.

    • Document type: literature review

    • Access: closed

  • • Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1207/s15516709cog1202_4

    • Document type: literature review

    • Access: free

  • • Sweller, J. (2016). Working memory, long-term memory, and instructional design. Journal of Applied Research in Memory and Cognition, 5(4), 360–367. https://doi.org/10.1016/j.jarmac.2015.12.002

    • Document type: literature review

    • Access: closed

  • • Sweller, J. (2020). Cognitive load theory and educational technology. Educational Technology Research and Development, 68(1), 1–16. https://doi.org/10.1007/s11423-019-09701-3

    • Document type: literature review

    • Access: closed

  • • Sweller, J. (2023). The development of cognitive load theory: Replication crises and incorporation of other theories can lead to theory expansion. Educational Psychology Review, 35(4), 95. https://doi.org/10.1007/s10648-023-09817-2

    • Document type: literature review

    • Access: open

  • • Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. Educational Psychology Review, 31(2), 261–292. https://doi.org/10.1007/s10648-019-09465-5

    • Document type: literature review

    • Access: open

  • • Sweller, J., van Merrienboer, J. J. G., & Paas, F. G. W. C. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251–296. https://doi.org/10.1023/A:1022193728205

    • Document type: literature review

    • Access: closed

  • • Tricot, A. (1998). Charge cognitive et apprentissage. Une présentation des travaux de John Sweller. Revue de Psychologie de L’Education, 1, 37–64.

    • Document type: literature review

    • Access: closed

  • • Tricot, A. (2021). Articuler connaissances en psychologie cognitive et ingénierie pédagogique. Raisons éducatives, 25(1), 141–162. https://doi.org/10.3917/raised.025.0141

    • Document type: literature review

    • Access: open

  • • Trypke, M., Stebner, F., & Wirth, J. (2023). Two types of redundancy in multimedia learning: A literature review. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1148035

    • Document type: literature review

    • Access: open

Creator

  • Frank Arnould

Theory of

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URI

http://data.loterre.fr/ark:/67375/P66-R9QK36F7-F

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