Recommended Readings
by John Sweller, Frank Nguyen, Ruth C. Clark
Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load
- About This Book
- About Pfeiffer
- Copyright
- CONTENTS OF THE CD-ROM
- ACKNOWLEDGMENTS
- INTRODUCTION
- Purpose
- Audience
- Package Components
- Product Description
- Part I. An Introduction to Efficiency in Learning (Chapters 1 and 2)
- Part II. Basic Guidelines for Managing Irrelevant Cognitive Load (Chapters 3 through 8)
- Part III. Instructional Guidelines for Imposing Relevant Cognitive Load (Chapter 9)
- Part IV. Tailoring Instruction to Learner Expertise Chapters 10 and 11)
- Part V. Cognitive Load Theory in Perspective (Chapters 12 and 13)
- Appendix
- Glossary
- Explanation of Cognitive Load Theory
- I. An Introduction to Efficiency in Learning
- 1. Cognitive Load and Efficiency in Learning
- 1.1. The Costs of Inefficient Instruction
- 1.2. What Is Cognitive Load Theory?
- 1.3. Types of Cognitive Load
- 1.4. No Yellow Brick Road: The Relativity of Cognitive Load
- 1.5. Cognitive Load Theory and Human Learning
- 1.6. Evidence-Based Practice
- 1.7. Quantifying Efficiency
- 1.8. The Bottom Line
- 1.9. On the CD
- 1.10. COMING NEXT
- Recommended Reading
- 2. The Psychology of Efficiency
- 2.1. Harnessing Human Learning Processes
- 2.2. Our Memory Partners
- 2.3. Working Memory and the Significance of the Number 7 ± 2
- 2.4. Long-Term Memory and Expertise
- 2.5. Visual and Auditory Centers in Working Memory
- 2.6. How Learning Happens
- 2.7. Automaticity: A Working Memory Bypass
- 2.8. The Bottom Line
- 2.9. On the CD
- 2.10. COMING NEXT
- Recommended Readings
- 1. Cognitive Load and Efficiency in Learning
- II. Basic Guidelines for Managing Extraneous (Irrelevant) Cognitive Load
- 3. Use Visuals and Audio Narration to Exploit Working Memory Resources
- 3.1. Accelerate Expertise with Dual Modalities
- 3.2. Guideline 1: Use Diagrams to Optimize Performance on Tasks Requiring Spatial Manipulations
- 3.3. Guideline 2: Use Diagrams to Promote Learning of Rules Involving Spatial Relationships
- 3.4. Guideline 3: Use Diagrams to Help Learners Build Deeper Understanding
- 3.5. Guideline 4: Explain Diagrams with Words Presented by Audio Narration
- 3.6. When to Use Audio to Explain Visuals
- 3.6.1. The Delivery Medium Must Carry Audio
- 3.6.2. Back-Up Audio with Text to Accommodate Learners with Hearing Impairments
- 3.6.3. Use Audio to Explain High Complexity Content
- 3.6.4. Use Audio for Low Prior Knowledge Learners
- 3.6.5. Use Diagrams and Audio Only When Diagrams and/or Text Require Explanations
- 3.6.6. Use Text Rather than Audio When Learners Need Reference to Content
- 3.7. Using Audio to Describe Text Rather Than Diagrams
- 3.8. The Bottom Line
- 3.9. On the CD
- 3.10. COMING NEXT
- Recommended Readings
- 4. Focus Attention and Avoid Split Attention
- 4.1. Attention and Working Memory
- 4.2. Guideline 5: Use Cues and Signals to Focus Attention to Important Visual and Textual Content
- 4.3. Guideline 6: Integrate Explanatory Text Close to Related Visuals on Pages and Screens to Avoid Split Attention
- 4.4. Integrate Words and Visuals for Teaching Computer Applications in One Delivery Medium to Avoid Split Attention
- 4.5. The Bottom Line
- 4.6. On the CD
- 4.7. COMING NEXT
- Recommended Readings
- 5. Weed Your Training to Manage Limited Working Memory Capacity
- 5.1. The Misconceptions of More
- 5.2. Guideline 8: Pare Content Down to Essentials
- 5.3. Guideline 9: Eliminate Extraneous Visuals, Text, and Audio
- 5.4. Guideline 10: Eliminate Redundancy in Content Delivery Modes
- 5.4.1. When Are Instructional Materials Redundant?
- 5.4.2. Don't Add Words to Self-Explanatory Visuals
- 5.4.3. Research Applications
- 5.4.4. Accommodating Audiences with Novices and Experts
- 5.4.5. Don't Describe Visuals with Words Presented in Both Text and Audio Narration
- 5.4.6. Sequence On-Screen Text After Audio to Minimize Redundancy
- 5.4.7. When to Narrate Text
- 5.4.8. Research Applications
- 5.4.9. Avoid Presenting Identical Words and Visuals in a Manual and on Computer in e-Learning
- 5.5. The Bottom Line
- 5.6. On the CD
- 5.7. COMING NEXT
- Recommended Readings
- 6. Provide External Memory Support to Reduce Working Memory Load
- 6.1. Bypassing Working Memory
- 6.2. Guideline 11: Provide Performance Aids as External Memory Supplements
- 6.3. Guideline 12: Design Performance Aids by Applying Cognitive Load Management Techniques
- 6.3.1. For Spatial Content, Use Visuals as the Predominant Display
- 6.3.2. Why Visuals Work Better
- 6.3.3. When Possible, Design Self-Explanatory Visuals That Omit Text
- 6.3.4. Applying the Research
- 6.3.5. When Words Are Needed, Integrate Text into the Visual
- 6.3.6. Integrate Performance Aids into the Performance Environment
- 6.3.7. An Example of Integrated Performance Aids
- 6.3.8. Applying the Research on Computer Performance Aids
- 6.3.9. Use Memory Support in Training Environments
- 6.3.10. Fading of Memory Support
- 6.4. The Bottom Line
- 6.5. On the CD
- 6.6. COMING NEXT
- 6.7. CHAPTER OUTLINE
- 7. Use Segmenting, Sequencing, and Learner Pacing to Impose Content Gradually
- 7.1. Training Design and Cognitive Load
- 7.2. Guideline 13: Teach System Components Before Teaching the Full Process
- 7.3. Guideline 14: Teach Supporting Knowledge Separate from Teaching Procedure Steps
- 7.4. Design Alternatives at the Course Level
- 7.5. Guideline 15: Consider the Risks of Cognitive Overload Before Designing Whole Task Learning Environments
- 7.6. Guideline 16: Give Learners Control Over Pacing and Manage Cognitive Load When Pacing Must Be Instructionally Controlled
- 7.7. The Bottom Line
- 7.8. On the CD
- 7.9. COMING NEXT
- Recommended Readings
- 8. Transition from Worked Examples to Practice to Impose Mental Work Gradually
- 8.1. Does Practice Make Perfect?
- 8.2. Guideline 17: Replace Some Practice Problems with Worked Examples
- 8.3. Guideline 18: Use Completion Examples to Promote Learning Processing
- 8.4. Guideline 19: Transition from Worked Examples to Problem Assignments with Backwards Fading
- 8.5. Guideline 20: Display Worked Examples and Completion Problems in Ways That Minimize Extraneous Cognitive Load
- 8.6. The Bottom Line
- 8.7. On the CD
- 8.8. COMING NEXT
- Recommended Readings
- 3. Use Visuals and Audio Narration to Exploit Working Memory Resources
- III. Instructional Guidelines for Imposing Relevant Cognitive Load
- 9. Put Working Memory to Work with Germane Load
- 9.1. Shifting from Extraneous to Relevant (Germane) Load
- 9.2. Guideline 21: Use Diverse Worked Examples to Foster Transfer of Learning
- 9.3. Guideline 22: Help Learners Exploit Examples Through Self-Explanations
- 9.4. Guideline 23: Help Learners Automate New Knowledge and Skills
- 9.5. Guideline 24: Promote Mental Rehearsal of Complex Content After Mental Models Are Formed
- 9.6. The Bottom Line
- 9.7. On the CD
- 9.8. COMING NEXT
- Recommended Readings
- 9. Put Working Memory to Work with Germane Load
- IV. Tailoring Instruction to Learner Expertise
- 10. Accommodate Differences in Learner Expertise
- 10.1. Beyond Learning Styles: Which Differences Matter?
- 10.2. How Cognitive Load Changes with Greater Expertise
- 10.3. Expertise Reversal Applied
- 10.4. Evidence for Expertise Reversal
- 10.5. Guideline 25: Write High Coherent Texts for Low Knowledge Readers
- 10.6. Guideline 26: Avoid Interrupting Reading of Low Skilled Readers
- 10.7. Guideline 27: Eliminate Redundant Content for More Experienced Learners
- 10.8. Guideline 28: Transition from Worked Examples to Problem Assignments as Learners Gain Expertise
- 10.9. Guideline 29: Use Directive Rather Than Guided Discovery Learning Designs for Novice Learners
- 10.10. The Bottom Line
- 10.11. On the CD
- 10.12. COMING NEXT
- Recommended Reading
- 11. Use Rapid Testing to Adapt e-Learning to Learner Expertise
- Recommended Readings
- 10. Accommodate Differences in Learner Expertise
- V. Cognitive Load Theory in Perspective
- 12. Applying Cognitive Load Theory
- 12.1. Applying Cognitive Load Theory to Instructional Planning
- 12.2. Training Development and Cognitive Load Theory
- 12.3. Challenges Implementing Cognitive Load Theory with Many Authoring Software Packages
- 12.4. Applying Cognitive Load Theory to Training Implementation
- 12.5. Evaluating Courseware for Efficiency
- 12.6. The Bottom Line
- 12.7. On the CD
- 12.8. COMING NEXT
- 12.9. CHAPTER OUTLINE
- 13. The Evolution of Cognitive Load Theory
- 12. Applying Cognitive Load Theory
- A. ALL ABOUT THE NUMBERS
- GLOSSARY
- REFERENCES
- ABOUT THE AUTHORS
- LIST OF FIGURES AND TABLES
- HOW TO USE THE CD-ROM
R.E. Mayer,, A. Mathias,, & K. Wetzell, (2002). Fostering understanding of multimedia messages through pre-training: Evidence for a two-stage theory of mental model construction. Journal of Experimental Psychology: Applied, 8(3), 147–154.
E. Pollock,, P. Chandler,, & J. Sweller, (2002). Assimilating complex information. Learning and Instruction, 12, 61–86.
Does Practice Make Perfect?
What Is a Worked Example?
Guideline 17: Replace Some Practice Problems with Worked Examples
Acceleration of Expertise in the Classroom
The Psychology of Replacing Practice with Worked Examples
Guideline 18: Use Completion Examples to Promote Learning Processing
What Are Completion Examples?
The Psychology of Completion Examples
Guideline 19: Transition from Worked Examples to Problem Assignments with Backwards Fading
What Is Backwards Fading?
The Psychology of Fading
Applying the Research
Guideline 20: Display Worked Examples and Completion Problems in Ways That Minimize Extraneous Cognitive Load
Applying the Modality and Split Attention Principles to Worked Examples
How to Display Worked Examples
The Bottom Line
On the CD
John Sweller Video Interview
Sample Excel e-Lessons
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