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• Access: open

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"""@en, """ • 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

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

• Type de document : revue de la littérature

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

• Type de document : revue de la littérature

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"""@fr, """ • 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

• Type de document : revue de la littérature

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• Type de document : revue de la littérature

• Accès : ouvert

"""@fr, """ • 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

• Type de document : revue de la littérature

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"""@fr, """ • 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

"""@en, """ • 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

• Type de document : revue de la littérature

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"""@fr, """ • 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

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"""@en, """ • 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

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

• Type de document : revue de la littérature

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• Document type: literature review

• Access: closed

• Type de document : étude empirique

• Accès : ouvert

"""@fr, """ • 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.

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"""@fr, """ • 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

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"""@en, """ • 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

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• Type de document : revue de la littérature

• Accès : ouvert

• Document type: literature review

• Access: closed

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

• Document type: literature review

• Access: closed

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• Type de document : revue de la littérature

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"""@fr, """ • 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

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• Document type: literature review

• Access: open

"""@en, """ • 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

• Type de document : revue de la littérature

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"""@fr ; skos:related p66:-WDVDV8GC-1, p66:-XMV44KJQ-0, p66:-SDXPTLK6-J, p66:-KK6LXTL8-P, p66:-J32WMJD2-7, p66:-SW4M15VJ-1, p66:-J8FC45M1-6 ; dc:modified "2025-02-12"^^xsd:date ; dc:created "2024-10-17"^^xsd:date ; inist:isTheoryOf p66:-JL0DGH4W-S, p66:-SFNBCT1V-0, p66:-LBDMNV60-X, p66:-W1VKDSMD-8, p66:-PDNVQ1QC-W, p66:-F5X8HXL1-6, p66:-Z879P8K1-Q, p66:-R5C8JXLW-X ; skos:exactMatch , ; uneskos:memberOf p66:-Psychologie, p66:-MemoryAndEducationGroup, p66:-Homme ; skos:prefLabel "théorie de la charge cognitive"@fr, "cognitive load theory"@en ; a skos:Concept ; dc:creator "Frank Arnould"^^rdf:PlainLiteral ; skos:inScheme p66: ; skos:broader p66:-JT2DDSSZ-4 ; skos:definition "Théorie servant à concevoir des procédures pédagogiques dont l’objectif est de réduire la charge cognitive inutile en mémoire de travail afin d’aider les élèves à disposer des ressources cognitives suffisantes pendant les tâches d’apprentissage et à intégrer les connaissances acquises en mémoire à long terme sous forme de schémas."@fr, "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."@en . p66:-JL0DGH4W-S skos:prefLabel "effet de disparition progressive du guidage"@fr, "guidance-fading effect"@en ; a skos:Concept ; inist:hasTheory p66:-R9QK36F7-F . p66:-W1VKDSMD-8 skos:prefLabel "effet de l’exemple résolu"@fr, "worked-example effect"@en ; a skos:Concept ; inist:hasTheory p66:-R9QK36F7-F .