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presented information but from the learner's characteristics. It does not represent an independent source of working memory load; rather, it is influenced by the relationship between intrinsic and extraneous load. If the intrinsic load is high and the extraneous load is low, the germane load will be high, as the learner can devote more resources to processing the essential material. However, if the extraneous load increases, the germane load decreases, and learning is affected because the learner must use working memory resources to deal with external elements instead of the essential content. This assumes a constant level of motivation, where all available working memory resources are focused on managing both intrinsic and extraneous cognitive load.
191:, by allowing instructional designers to control the conditions of learning within an environment or, more generally, within most instructional materials. Specifically, it provides empirically-based guidelines that help instructional designers decrease extraneous cognitive load during learning and thus refocus the learner's attention toward germane materials, thereby increasing germane (schema related) cognitive load. This theory differentiates between three types of cognitive load: intrinsic cognitive load, and extraneous cognitive load.
82:. Information may only be stored in long term memory after first being attended to, and processed by, working memory. Working memory, however, is extremely limited in both capacity and duration. These limitations will, under some conditions, impede learning. Heavy cognitive load can have negative effects on task completion, and it is important to note that the experience of cognitive load is not the same in everyone. The elderly, students, and children experience different, and more often higher, amounts of cognitive load.
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160:. He suggests problem solving by means-ends analysis requires a relatively large amount of cognitive processing capacity, which may not be devoted to schema construction. Sweller suggested that instructional designers should prevent this unnecessary cognitive load by designing instructional materials which do not involve problem solving. Examples of alternative instructional materials include what are known as worked-examples and goal-free problems.
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explored various physiological parameters like heart rate, facial expression, ocular parameters and so on. In aviation there are numerous simulation studies on analysing pilots' distraction and attention using various physiological parameters. For military fast jet pilots, researchers explored air to ground dive attacks and recorded cardiac, EEG and ocular parameters.
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families often experience even higher cognitive load in learning environments than those in middle-class families. These children do not hear, talk, or learn about schooling concepts because their parents often do not have formal education. When it comes to learning, their lack of experience with numbers, words, and concepts increases their cognitive load.
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see what the instructor is talking about when a learner is shown a square, rather than having one described verbally. In this instance, the efficiency of the visual medium is preferred. This is because it does not unduly load the learner with unnecessary information. This unnecessary cognitive load is described as extraneous.
239:. They found that the format of instructional materials either promoted or limited learning. They proposed that differences in performance were due to higher levels of the cognitive load imposed by the format of instruction. "Extraneous cognitive load" is a term for this unnecessary (artificially induced) cognitive load.
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are heavily correlated in the elderly population. As cognitive load increases, the sway in center of mass in elderly individuals increases. A 2007 study examined the relationship between body sway and cognitive function and their relationship during multitasking and found disturbances in balance led
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There is active research interest in using physiological responses to indirectly estimate cognitive load, particularly by monitoring pupil diameter, eye gaze, respiratory rate, heart rate, or other factors. While some studies have found correlations between physiological factors and cognitive load,
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As of 1993 Paas and Van Merriënboer had developed a construct known as relative condition efficiency, which helps researchers measure perceived mental effort, an index of cognitive load. This construct provides a relatively simple means of comparing instructional conditions, taking into account both
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is generated by the manner in which information is presented to learners and is under the control of instructional designers. This load can be attributed to the design of the instructional materials. Because there is a single limited cognitive resource using resources to process the extraneous load,
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research. As a result, Embodied
Cognitive Load Theory has been suggested as a means to predict the usefulness of interactive features in learning environments. In this framework, the benefits of an interactive feature (such as easier cognitive processing) need to exceed its cognitive costs (such as
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As of 2013 it has been theorized that an impoverished environment can contribute to cognitive load. Regardless of the task at hand, or the processes used in solving the task, people who experience poverty also experience higher cognitive load. A number of factors contribute to the cognitive load in
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An example of extraneous cognitive load occurs when there are two possible ways to describe a square to a student. A square is a figure and should be described using a figural medium. Certainly an instructor can describe a square in a verbal medium, but it takes just a second and far less effort to
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Paas and Van Merriënboer used relative condition efficiency to compare three instructional conditions (worked examples, completion problems, and discovery practice). They found learners who studied worked examples were the most efficient, followed by those who used the problem completion strategy.
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are in place at 6 years of age. They found a clear difference between adult and child knowledge. These differences were due to developmental increases in processing efficiency. Children lack general knowledge, and this is what creates increased cognitive load in children. Children in impoverished
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and other social forms of communication, adding multiple tasks jeopardizes students performance in the classroom. When many cognitive resources are available, the probability of switching from one task to another is high and does not lead to optimal switching behavior. In a study from 2013, both
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Some researchers have compared different measures of cognitive load. For example, Deleeuw and Mayer (2008) compared three commonly used measures of cognitive load and found that they responded in different ways to extraneous, intrinsic, and germane load. A 2020 study showed that there may be
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Germane load refers to the working memory resources that the learner dedicates to managing the intrinsic cognitive load associated with the essential information for learning. Unlike intrinsic load, which is directly related to the complexity of the material, germane load does not stem from the
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Faulkner, Kimberly A.; Redfern, Mark S.; Cauley, Jane A.; Landsittel, Douglas P.; Studenski, Stephanie A.; Rosano, Caterina; Simonsick, Eleanor M.; Harris, Tamara B.; Shorr, Ronald I.; Ayonayon, Hilsa N.; Newman, Anne B.; Health, Aging, and Body
Composition, Study. (April 2007). "Multitasking:
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The fundamental tenet of cognitive load theory is that the quality of instructional design will be raised if greater consideration is given to the role and limitations of working memory. With increased distractions, particularly from cell phone use, students are more prone to experiencing high
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With increase in secondary tasks inside cockpit, cognitive load estimation became an important problem for both automotive drivers and pilots. The research problem is investigated in various names like drowsiness detection, distraction detection and so on. For automotive drivers, researchers
202:
is the inherent level of difficulty associated with a specific instructional topic. The term was first used in the early 1990s by
Chandler and Sweller. According to them, all instructions have an inherent difficulty associated with them (e.g., the calculation of 2 + 2, versus solving a
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the number of resources available to process the intrinsic load and germane load (i.e., learning) is reduced. Thus, especially when intrinsic and/or germane load is high (i.e., when a problem is difficult), materials should be designed so as to reduce the extraneous load.
234:
Chandler and
Sweller introduced the concept of extraneous cognitive load. This article was written to report the results of six experiments that they conducted to investigate this working memory load. Many of these experiments involved materials demonstrating the
317:, the patterns of thought and behavior that help us to organize information into categories and identify the relationships between them. Stereotypical associations may be automatically activated by the use of pattern recognition and schemas, producing an
2351:
Skulmowski, Alexander; Pradel, Simon; Kühnert, Tom; Brunnett, Guido; Rey, Günter Daniel (January 2016). "Embodied learning using a tangible user interface: The effects of haptic perception and selective pointing on a spatial learning task".
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207:). This inherent difficulty may not be altered by an instructor. However, many schemas may be broken into individual "subschemas" and taught in isolation, to be later brought back together and described as a combined whole.
358:. Experts have more knowledge or experience with regard to a specific task which reduces the cognitive load associated with the task. Novices do not have this experience or knowledge and thus have heavier cognitive load.
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Bodily activity can both be advantageous and detrimental to learning depending on how this activity is implemented. Cognitive load theorists have asked for updates that makes CLT more compatible with insights from
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102:, in order "to provide guidelines intended to assist in the presentation of information in a manner that encourages learner activities that optimize intellectual performance". Sweller's theory employs aspects of
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424:, which helps them to understand their own cognitive activities. Lastly, they gain greater content knowledge through their experiences. These elements help reduce cognitive load in children as they develop.
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product (RPP) as a measure of both cognitive and physical occupational workload. They believe that it may be possible to use RPP measures to set limits on workloads and for establishing work allowance.
251:
mental effort ratings and performance scores. Relative condition efficiency is calculated by subtracting standardized mental effort from standardized performance and dividing by the square root of two.
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Fredericks, Tycho K.; Choi, Sang D.; Hart, Jason; Butt, Steven E.; Mital, Anil (December 2005). "An investigation of myocardial aerobic capacity as a measure of both physical and cognitive workloads".
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developed cognitive load theory (CLT) while studying problem solving. Studying learners as they solved problems, he and his associates found that learners often use a problem solving strategy called
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In the 1990s, cognitive load theory was applied in several contexts. The empirical results from these studies led to the demonstration of several learning effects: the completion-problem effect;
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Khawaja, M. Asif; Chen, Fang; Marcus, Nadine (April 2014). "Measuring
Cognitive Load Using Linguistic Features: Implications for Usability Evaluation and Adaptive Interaction Design".
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4583:
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Paas, Fred G. W. C.; Van Merriënboer, Jeroen J. G. (23 November 2016). "The
Efficiency of Instructional Conditions: An Approach to Combine Mental Effort and Performance Measures".
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for other tasks. Pointing allows a child to use the object they are pointing at as the best representation of it, which means they do not have to hold this representation in their
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59:). However, over the years, the additivity of these types of cognitive load has been investigated and questioned. Now it is believed that they circularly influence each other.
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can be used to reduce cognitive load in learners. Much later, other researchers developed a way to measure perceived mental effort which is indicative of cognitive load.
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1293:"Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching"
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2432:. Proceedings of the 2009 international conference on Multimodal interfaces (ICMI-MLMI '09). New York, NY, USA: Association for Computing Machinery. pp. 193–198.
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ISO 10075-3:2004 Ergonomic
Principles Related To Mental Workload – Part 3: Principles And Requirements Concerning Methods For Measuring And Assessing Mental Workload
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Barrett, H. Clark; Frederick, David A.; Haselton, Martie G.; Kurzban, Robert (2006). "Can manipulations of cognitive load be used to test evolutionary hypotheses?".
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4613:
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Calderwood, Charles; Ackerman, Phillip L.; Conklin, Erin Marie (June 2014). "What else do college students 'do' while studying? An investigation of multitasking".
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The ergonomic approach seeks a quantitative neurophysiological expression of cognitive load which can be measured using common instruments, for example using the
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Paas, Fred; Tuovinen, Juhani E.; Tabbers, Huib; Van Gerven, Pascal W. M. (March 2003). "Cognitive Load
Measurement as a Means to Advance Cognitive Load Theory".
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Wilson, GF; Fullenkamp, P; Davis, I (February 1994). "Evoked potential, cardiac, blink, and respiration measures of pilot workload in air-to-ground missions".
438:, thereby reducing their cognitive load. Additionally, gesturing about an object that is absent reduces the difficulty of having to picture it in their mind.
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Frein, Scott T.; Jones, Samantha L.; Gerow, Jennifer E. (November 2013). "When it comes to
Facebook there may be more to bad memory than just multitasking".
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Frein, Scott T.; Jones, Samantha L.; Gerow, Jennifer E. (November 2013). "When it comes to
Facebook there may be more to bad memory than just multitasking".
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1535:
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Wingfield, Arthur; Stine, Elizabeth A.L.; Lahar, Cindy J.; Aberdeen, John S. (27 September 2007). "Does the capacity of working memory change with age?".
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Andersson, Gerhard; Hagman, Jenni; Talianzadeh, Roya; Svedberg, Alf; Larsen, Hans Christian (May 2002). "Effect of cognitive load on postural control".
337:: in the presence of an audience, subjects tend to perform worse in subjectively complex tasks (whereas they tend to excel in subjectively easy tasks).
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Since this early study many other researchers have used this and other constructs to measure cognitive load as it relates to learning and instruction.
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2310:"An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks"
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Gathercole, Susan E.; Pickering, Susan J.; Ambridge, Benjamin; Wearing, Hannah (2004). "The Structure of Working Memory From 4 to 15 Years of Age".
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Murphy, Gregory L.; Wright, Jack C. (1984). "Changes in conceptual structure with expertise: Differences between real-world experts and novices".
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Granholm, Eric; Asarnow, Robert F.; Sarkin, Andrew J.; Dykes, Karen L. (July 1996). "Pupillary responses index cognitive resource limitations".
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students who were heavy Facebook users and students who sat nearby those who were heavy Facebook users performed poorly and resulted in lower
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Babu, Mohan Dilli; JeevithaShree, D. V.; Prabhakar, Gowdham; Saluja, Kamal Preet Singh; Pashilkar, Abhay; Biswas, Pradipta (30 July 2019).
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Sweller, John; Cooper, Graham A. (14 December 2009). "The Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra".
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For those wishing to learn more about cognitive load theory, please consider reading these journals and special issues of those journals:
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various demand components that together form extraneous cognitive load, but that may need to be measured using different questionnaires.
135:
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Mousavi, Seyed Yaghoub; Low, Renae; Sweller, John (1995). "Reducing cognitive load by mixing auditory and visual presentation modes".
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Paas, Fred G. (1992). "Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach".
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Extraneous cognitive load may have different components, such as the clarity of texts or interactive demands of educational software.
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Cooper, Graham; Sweller, John (1987). "Effects of schema acquisition and rule automation on mathematical problem-solving transfer".
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Ginns, Paul (December 2006). "Integrating information: A meta-analysis of the spatial contiguity and temporal contiguity effects".
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Miller, George A. (1956). "The magical number seven, plus or minus two: some limits on our capacity for processing information".
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Prabhakar, Gowdham; Mukhopadhyay, Abhishek; Murthy, Lrd; Modiksha, Madan; Sachin, Deshmukh; Biswas, Pradipta (1 December 2020).
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to a decrease in performance on the cognitive task. Conversely, an increasing demand for balance can increase cognitive load.
1536:"A comparison of three measures of cognitive load: Evidence for separable measures of intrinsic, extraneous, and germane load"
1503:"A comparison of three measures of cognitive load: Evidence for separable measures of intrinsic, extraneous, and germane load"
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Moreno, Roxana; Mayer, Richard E. (1999). "Cognitive principles of multimedia learning: The role of modality and contiguity".
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Healey, J.A.; Picard, R.W. (June 2005). "Detecting stress during real-world driving tasks using physiological sensors".
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Kramer, Arthur F. (2020). "Physiological metrics of mental workload: A review of recent progress". In Damos, D. (ed.).
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The history of cognitive load theory can be traced to the beginning of cognitive science in the 1950s and the work of
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543:"The Evolution of Cognitive Load Theory and the Measurement of Its Intrinsic, Extraneous and Germane Loads: A Review"
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As of 2014, an increasing cognitive load for students using a laptop in school has become a concern. With the use of
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The danger of heavy cognitive load is seen in the elderly population. Aging can cause declines in the efficiency of
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In 1973 Simon and Chase were the first to use the term "chunk" to describe how people might organize information in
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As of 1984 it was established for example, that there were individual differences in processing capacities between
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or Mental Workload (MWL), which is studied widely in many disciplines. According to work conducted in the field of
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Chandler, Paul; Sweller, John (June 1992). "The split-attention effect as a factor in the design of instruction".
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Mani, A.; Mullainathan, S.; Shafir, E.; Zhao, J. (29 August 2013). "Poverty Impedes Cognitive Function".
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ISO 10075-1:1991 Ergonomic Principles Related to Mental Workload – Part 1: General Terms and Definitions
2094:; Pook, Polly K.; Rao, Rajesh P. N. (1 December 1997). "Deictic codes for the embodiment of cognition".
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Sweller, John (January 1994). "Cognitive load theory, learning difficulty, and instructional design".
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has inherent limits. His experimental results suggested that humans are generally able to hold only
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1642:"Implicit stereotypes and the predictive brain: cognition and culture in "biased" person perception"
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is a technique children use to reduce cognitive load while speaking. By gesturing, they can free up
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which also increases in frequency with heavier cognitive load. The notions of cognitive load and
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motor coordination) in order for an embodied mode of interaction to increase learning outcomes.
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As children grow older they develop superior basic processes and capacities. They also develop
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1398:"Subjective cognitive load surveys lead to divergent results for interactive learning media"
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or some kind of interference in the task at hand. A heavy cognitive load can also increase
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Sweller, John (April 1988). "Cognitive Load During Problem Solving: Effects on Learning".
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resources used. However, it is essential to distinguish it from the actual construct of
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549:. Communications in Computer and Information Science. Vol. 1012. pp. 23–48.
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is a reliable and sensitive measurement of cognitive load that is directly related to
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cognitive load refers to the work put into creating a permanent store of knowledge (a
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cognitive load refers to the way information or tasks are presented to a learner; and
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712:
670:
642:
630:
550:
2361:
1941:
1924:
1882:
905:
486: – Branch of psychology concerned with the scientific study of human learning
187:
Cognitive load theory provides a general framework and has broad implications for
3807:
3802:
3684:
3679:
3601:
3596:
3591:
3571:
3531:
2993:
2952:
2739:
292:
164:
99:
63:
2479:
2462:
1925:"Laptop multitasking hinders classroom learning for both users and nearby peers"
1585:"Stereotypes and Shifting Standards: Some Paradoxical Effects of Cognitive Load"
1554:
1487:
554:
374:
in elderly people. The relationship between heavy cognitive load and control of
370:
which can contribute to higher cognitive load. Heavy cognitive load can disturb
5981:
4027:
3257:
3217:
3202:
2947:
2932:
2639:
2225:
1982:
1719:
1163:
1095:
1055:
1015:
788:
Xu, Chaoer; Qian, Yingzhu; Chen, Hui; Shen, Mowei; Zhou, Jifan (October 2023).
674:
634:
435:
431:
413:
375:
367:
276:
263:
107:
79:
28:
3905:
2326:
2309:
2275:
2117:
1909:
1746:
1519:
1502:
1452:
1311:
1269:
1227:
1205:
1203:
1193:
897:
860:
6017:
5005:
4102:
3704:
3641:
3506:
3379:
3232:
2967:
2942:
2937:
2503:
2406:
1667:
1658:
1641:
815:
717:
421:
405:
3915:
2447:
2178:
972:
Chase, William G.; Simon, Herbert A. (January 1973). "Perception in chess".
279:, with studies finding that pupil dilation occurs with high cognitive load.
212:
4000:
3930:
3792:
2977:
2647:
2599:
2294:
2243:
2186:
2125:
2076:
2043:"Gesturing Saves Cognitive Resources When Talking About Nonpresent Objects"
1990:
1833:
1789:
1200:
950:
833:
736:
515:
511:
409:
310:
296:
213:
Element interactivity and intrinsic, extraneous, and germane cognitive load
153:
95:
67:
3925:
2715:"UNSW Cognitive Load Theory Conference- Sydney Australia 24-26 March 2007"
2548:
1812:
Association Between Poorer Performance and a History of Recurrent Falls".
1754:
1370:
Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load
877:
Sweller, John; van Merrienboer, Jeroen J. G.; Paas, Fred G. W. C. (1998).
774:
5015:
3782:
2972:
2962:
2580:
2091:
1210:
Kalyuga, Slava; Ayres, Paul; Chandler, Paul; Sweller, John (March 2003).
62:
Cognitive load theory was developed in the late 1980s out of a study of
309:. This is because a heavy cognitive load pushes excess information into
3755:
3097:
2673:
2656:
806:
322:
306:
271:
the findings have not held outside controlled laboratory environments.
259:
2788:. Camberwell, Australia: Australian Council for Educational Research.
2684:"Research into Cognitive Load Theory and Instructional Design at UNSW"
2336:
1319:
663:
Human Factors: The Journal of the Human Factors and Ergonomics Society
3993:
3556:
3299:
1414:
1397:
942:
1583:
Biernat, Monica; Kobrynowicz, Diane; Weber, Dara L. (October 2003).
1067:
1065:
130:. In his classic paper, Miller was perhaps the first to suggest our
3431:
2881:
2460:
1708:
Journal of Experimental Psychology: Learning, Memory, and Cognition
388:
40:
32:
1958:
1767:
1291:
Kirschner, Paul A.; Sweller, John; Clark, Richard E. (June 2006).
3626:
3227:
3222:
2463:"Cognitive load estimation using ocular parameters in automotive"
1062:
427:
330:
2694:
2561:
1494:
145:. This chunking of memory components has also been described as
2615:
2350:
1810:
1247:
1245:
355:
351:
47:
cognitive load is the effort associated with a specific topic;
1501:
Heard, Jamison; Harriet, Caroline E.; Adams, Julie A. (2018).
1923:
Sana, Faria; Weston, Tina; Cepeda, Nicholas J. (March 2013).
1428:
1391:
1389:
1175:
1173:
1145:
1143:
1107:
1105:
302:
3268:
1242:
2428:
Sezgin, Tevfik Metin; Davies, Ian; Robinson, Peter (2009).
1732:
1209:
1027:
1025:
699:
Skulmowski, Alexander; Rey, Günter Daniel (2 August 2017).
694:
692:
106:
theory to emphasize the inherent limitations of concurrent
2657:"Cognitive load theory as an aid for instructional design"
2257:
Skulmowski, Alexander; Rey, Günter Daniel (7 March 2018).
2146:
1386:
1170:
1140:
1102:
876:
752:
1868:
393:
110:
load on learning during instruction. It makes use of the
1527:
1022:
701:"Measuring Cognitive Load in Embodied Learning Settings"
689:
275:
is one such physiological response of cognitive load on
2385:
IEEE Transactions on Intelligent Transportation Systems
2344:
1582:
1467:
451:
that are not present in middle and upper-class people.
333:
contribute to the "Overload Hypothesis" explanation of
2208:
Hackman, Daniel A.; Farah, Martha J. (February 2009).
2006:
2004:
2002:
2000:
1699:
1473:
872:
870:
748:
746:
468:
2534:
1726:
1368:
Clark, Ruth C.; Nguyen, Frank; Sweller, John (2005).
1290:
1254:"Cognitive Load Theory and the Format of Instruction"
965:
2917:
2427:
2250:
2089:
43:, broadly, there are three types of cognitive load:
2728:
International Journal of Human-Computer Interaction
2695:Plass, J.L.; Moreno, R.; Brünken, R., eds. (2010).
2430:
Multimodal inference for driver-vehicle interaction
2011:Siegler, Robert S.; Alibali, Martha Wagner (2005).
1997:
1576:
867:
743:
660:
1422:
1396:Skulmowski, Alexander; Rey, Günter Daniel (2020).
1367:
286:
98:developed cognitive load theory out of a study of
86:cognitive load which can reduce academic success.
2725:
2201:
2040:
1500:
1071:
879:"Cognitive Architecture and Instructional Design"
540:
524: – Decision making with too much information
6015:
2140:
1922:
3178:List of standardized tests in the United States
3123:Principles and Standards for School Mathematics
2263:Cognitive Research: Principles and Implications
2210:"Socioeconomic status and the developing brain"
1895:
1252:Chandler, Paul; Sweller, John (December 1991).
1251:
1111:
846:
606:
604:
602:
454:
5847:
5402:
2661:Australasian Journal of Educational Technology
2308:Paas, Fred; Sweller, John (6 September 2011).
2041:Ping, Raedy; Goldin-Meadow, Susan (May 2010).
2010:
1534:DeLeeuw, Krista E.; Mayer, Richard E. (2008).
1476:International Journal of Industrial Ergonomics
787:
547:Human Mental Workload: Models and Applications
114:as primary unit of analysis for the design of
3284:
2903:
2256:
2036:
2034:
2032:
1395:
1179:
1149:
997:
995:
698:
497: – Designing systems to suit their users
5952:South Georgia and the South Sandwich Islands
2618:Journal of Personality and Social Psychology
2382:
2207:
1854:: CS1 maint: multiple names: authors list (
1705:
1692:. In J. S. Uleman & J. A. Bargh (Eds.),
1533:
599:
2537:Aviation, Space, and Environmental Medicine
2307:
1954:
1952:
1682:
1334:
1031:
912:
3291:
3277:
2910:
2896:
2029:
1814:Journal of the American Geriatrics Society
1507:IEEE Transactions on Human-Machine Systems
992:
971:
656:
654:
652:
2803:
2672:
2629:
2589:
2579:
2478:
2437:
2396:
2335:
2325:
2284:
2274:
2233:
2168:
2107:
2066:
1972:
1940:
1657:
1600:
1518:
1442:
1413:
1114:British Journal of Educational Psychology
1085:
1045:
932:
823:
805:
726:
716:
624:
534:
345:
340:
301:A heavy cognitive load typically creates
5654:
2699:. New York: Cambridge University Press.
1949:
1696:(pp. 189–211). New York, Guilford Press.
1402:Human Behavior and Emerging Technologies
5029:
4257:
4246:
2786:Instructional design in technical areas
2783:
2754:
649:
610:
16:Effort being used in the working memory
6016:
3183:Standardized testing and public policy
2884:Ergonomics of Human System Interaction
2681:
2654:
2493:
1639:
918:
313:processing, which involves the use of
5846:
5653:
5401:
5028:
4649:
4648:
4256:
4245:
3947:
3310:
3272:
2891:
1340:
138:of information in short-term memory.
3108:National Science Education Standards
3014:Developmentally appropriate practice
1589:Journal of Applied Social Psychology
1001:
5998:
2015:. Pearson Education/Prentice Hall.
469:Application in driving and piloting
382:
13:
3160:High school graduation examination
2655:Cooper, Graham (1 December 1990).
2609:
1602:10.1111/j.1559-1816.2003.tb01875.x
1355:10.1016/j.learninstruc.2006.10.001
1126:10.1111/j.2044-8279.1992.tb01017.x
767:10.1111/j.1469-8986.1996.tb01071.x
14:
6065:
1543:Journal of Educational Psychology
1152:Journal of Educational Psychology
1074:Journal of Educational Psychology
1034:Journal of Educational Psychology
1004:Journal of Educational Psychology
5997:
5988:
5987:
5975:
5516:Saint Vincent and the Grenadines
5010:
5001:
5000:
4558:Sahrawi Arab Democratic Republic
4328:Democratic Republic of the Congo
4222:
2919:Standards-based education reform
2568:Journal of Eye Movement Research
2059:10.1111/j.1551-6709.2010.01102.x
1826:10.1111/j.1532-5415.2007.01147.x
503: – Tensions related to work
412:proposed that the components of
404:In 2004, British psychologists,
2555:
2528:
2498:. CRC Press. pp. 279–328.
2487:
2454:
2421:
2376:
2301:
2083:
1916:
1889:
1862:
1804:
1761:
1633:
1609:
1361:
1284:
1212:"The Expertise Reversal Effect"
507:Task-invoked pupillary response
287:Effects of heavy cognitive load
273:Task-invoked pupillary response
76:Task-invoked pupillary response
5673:Federated States of Micronesia
4968:British Indian Ocean Territory
3113:National Skill Standards Board
3093:Certificate of Initial Mastery
2868:For ergonomics standards see:
840:
781:
245:
1:
3298:
2362:10.1016/j.compedu.2015.10.011
2314:Educational Psychology Review
2096:Behavioral and Brain Sciences
1942:10.1016/j.compedu.2012.10.003
1883:10.1016/j.compedu.2014.02.004
1782:10.1016/s0361-9230(02)00770-0
886:Educational Psychology Review
528:
327:Fundamental Attribution Error
218:
182:
136:seven plus or minus two units
5641:United States Virgin Islands
3311:
2832:Applied Cognitive Psychology
2826:Applied Cognitive Psychology
2769:10.1016/0959-4752(94)90003-5
2740:10.1080/10447318.2013.860579
2214:Trends in Cognitive Sciences
1640:Hinton, Perry (2017-09-01).
986:10.1016/0010-0285(73)90004-2
495:Human factors and ergonomics
455:Embodiment and interactivity
194:
7:
5403:Education in North America
2862:Computers in Human Behavior
2480:10.1016/j.treng.2020.100008
1898:Computers in Human Behavior
1735:Experimental Aging Research
1555:10.1037/0022-0663.100.1.223
1488:10.1016/j.ergon.2005.06.002
849:Computers in Human Behavior
555:10.1007/978-3-030-14273-5_3
477:
399:
10:
6070:
5848:Education in South America
3948:
2640:10.1037/0022-3514.91.3.513
2467:Transportation Engineering
2226:10.1016/j.tics.2008.11.003
1983:10.1037/0012-1649.40.2.177
1720:10.1037/0278-7393.10.1.144
1164:10.1037/0022-0663.79.4.347
1096:10.1037/0022-0663.87.2.319
1056:10.1037/0022-0663.91.2.358
1016:10.1037/0022-0663.84.4.429
675:10.1177/001872089303500412
635:10.1207/s15516709cog1202_4
541:Orru G., Longo L. (2019).
441:
361:
290:
121:
6054:Psychological methodology
5969:
5926:
5853:
5764:
5741:
5660:
5616:Saint Pierre and Miquelon
5534:
5408:
5381:
5333:
5295:
5037:
4996:
4955:
4915:
4657:
4571:
4546:
4265:
4252:
4241:
4217:
4171:
4137:
4096:
4078:
4039:
4021:
3987:
3963:Early childhood education
3956:
3943:
3893:
3723:
3670:
3492:
3345:
3317:
3306:
3191:
3168:
3150:Criterion-referenced test
3131:
3078:
3057:
2986:
2925:
2496:Multiple Task Performance
2354:Computers & Education
2327:10.1007/s10648-011-9179-2
2276:10.1186/s41235-018-0092-9
2118:10.1017/s0140525x97001611
1929:Computers & Education
1910:10.1016/j.chb.2013.04.031
1871:Computers & Education
1747:10.1080/03610738808259731
1520:10.1109/THMS.2017.2782483
1453:10.1207/S15326985EP3801_8
1312:10.1207/s15326985ep4102_1
1270:10.1207/s1532690xci0804_2
1258:Cognition and Instruction
1228:10.1207/S15326985EP3801_4
1194:10.1207/s1532690xci0201_3
1182:Cognition and Instruction
861:10.1016/j.chb.2013.04.031
224:Extraneous cognitive load
177:expertise reversal effect
89:
5819:Northern Mariana Islands
5636:Turks and Caicos Islands
4717:East Timor (Timor-Leste)
4313:Central African Republic
3118:No Child Left Behind Act
3088:Adequate Yearly Progress
2856:Learning and Instruction
2850:Educational Psychologist
2813:Educational Psychologist
2757:Learning and Instruction
2504:10.1201/9781003069447-14
2407:10.1109/TITS.2005.848368
1961:Developmental Psychology
1659:10.1057/palcomms.2017.86
1431:Educational Psychologist
1343:Learning and Instruction
1300:Educational Psychologist
1216:Educational Psychologist
718:10.3389/fpsyg.2017.01191
200:Intrinsic cognitive load
27:refers to the amount of
5784:Cocos (Keeling) Islands
4978:Cocos (Keeling) Islands
3253:Traditional mathematics
3039:Outcome-based education
2682:Cooper, Graham (1998).
2448:10.1145/1647314.1647348
2179:10.1126/science.1238041
1770:Brain Research Bulletin
1688:Gilbert, D. T. (1989).
1646:Palgrave Communications
1617:"Cognitive Load Theory"
898:10.1023/A:1022193728205
705:Frontiers in Psychology
325:is an extension of the
132:working memory capacity
116:instructional materials
6039:Educational technology
6034:Educational psychology
5566:British Virgin Islands
5080:Bosnia and Herzegovina
3103:National Reading Panel
3049:Small schools movement
3044:Problem-based learning
3029:Inquiry-based learning
2804:Journal special issues
490:Energy (psychological)
484:Educational psychology
346:Individual differences
341:Sub-population studies
237:split attention effect
169:split-attention effect
104:information processing
70:. Sweller argued that
5767:and other territories
5506:Saint Kitts and Nevis
4473:São Tomé and Príncipe
4333:Republic of the Congo
3248:Traditional education
2844:Instructional Science
2697:Cognitive Load Theory
205:differential equation
173:worked-example effect
6029:Cognitive psychology
5655:Education in Oceania
5031:Education in Europe
4892:United Arab Emirates
4259:Education in Africa
3482:Instructional design
3243:Tracking (education)
3155:Norm-referenced test
3145:Authentic assessment
2784:Sweller, J. (1999).
2581:10.16910/jemr.12.3.3
974:Cognitive Psychology
921:Psychological Review
522:Information overload
449:socioeconomic status
189:instructional design
72:instructional design
37:instructional design
21:cognitive psychology
5521:Trinidad and Tobago
5416:Antigua and Barbuda
5296:States with limited
4919:limited recognition
4548:States with limited
4247:Education by region
3973:Secondary education
3885:Teaching philosophy
3788:Pedagogical pattern
3731:21st century skills
3710:Religious education
3353:Aims and objectives
3238:Standard algorithms
2161:2013Sci...341..976M
2013:Children's Thinking
1621:www.cs.virginia.edu
794:Behavioral Sciences
501:Occupational stress
335:social facilitation
319:implicit stereotype
158:means-ends analysis
94:In the late 1980s,
33:Cognitive Load (CL)
5982:Schools portal
5456:Dominican Republic
4651:Education in Asia
3978:Tertiary education
3916:Learning resources
3407:Education sciences
3208:Direct instruction
3170:Standardized tests
3080:Learning standards
3070:Educational equity
3019:Discovery learning
2864:vol. 25 (2) (2009)
2690:on 30 August 2007.
2674:10.14742/ajet.2322
2090:Ballard, Dana H.;
1694:Unintended thought
807:10.3390/bs13100856
462:embodied cognition
447:people with lower
152:In the late 1980s
6011:
6010:
5965:
5964:
5961:
5960:
5933:other territories
5842:
5841:
5834:Wallis and Futuna
5742:Associated states
5649:
5648:
5538:other territories
5397:
5396:
5024:
5023:
4961:other territories
4644:
4643:
4575:other territories
4348:Equatorial Guinea
4237:
4236:
4212:
4211:
4208:
4207:
4203:
4202:
4199:
4198:
4194:
4193:
4131:
4130:
4126:
4125:
4122:
4121:
4117:
4116:
4072:
4071:
4067:
4066:
4063:
4062:
4058:
4057:
4015:
4014:
4010:
4009:
3968:Primary education
3939:
3938:
3828:Dialogic learning
3798:Teacher retention
3751:Critical thinking
3746:Class arrangement
3715:Special education
3390:Standardized test
3373:Course evaluation
3266:
3265:
3034:Open-space school
2852:vol. 38(1) (2003)
2846:vol. 32(1) (2004)
2834:vol. 21(6) (2007)
2828:vol. 20(3) (2006)
2795:978-0-86431-312-6
2706:978-0-521-67758-5
2513:978-1-003-06944-7
2155:(6149): 976–980.
2047:Cognitive Science
2022:978-0-13-111384-8
1595:(10): 2060–2079.
1482:(12): 1097–1107.
1379:978-0-7879-7728-3
613:Cognitive Science
564:978-3-030-14272-8
143:short-term memory
6061:
6001:
6000:
5991:
5990:
5980:
5979:
5978:
5953:
5941:Falkland Islands
5855:Sovereign states
5844:
5843:
5824:Pitcairn Islands
5794:French Polynesia
5779:Christmas Island
5708:Papua New Guinea
5688:Marshall Islands
5661:Sovereign states
5651:
5650:
5606:Saint Barthélemy
5536:Dependencies and
5409:Sovereign states
5399:
5398:
5334:Dependencies and
5038:Sovereign states
5026:
5025:
5014:
5004:
5003:
4973:Christmas Island
4659:Sovereign states
4646:
4645:
4636:
4635:(United Kingdom)
4631:Tristan da Cunha
4627:Ascension Island
4619:
4606:
4597:
4573:Dependencies and
4266:Sovereign states
4254:
4253:
4243:
4242:
4226:
4174:
4173:
4169:
4168:
4144:Higher education
4140:
4139:
4135:
4134:
4099:
4098:
4094:
4093:
4085:Secondary school
4081:
4080:
4076:
4075:
4042:
4041:
4037:
4036:
4024:
4023:
4019:
4018:
3990:
3989:
3985:
3984:
3959:
3958:
3945:
3944:
3873:Student-centered
3858:Phenomenon-based
3848:Peer instruction
3813:Blended learning
3736:Bloom's taxonomy
3700:Gifted education
3695:Education reform
3527:Computer science
3308:
3307:
3293:
3286:
3279:
3270:
3269:
2999:Block scheduling
2958:Maria Montessori
2912:
2905:
2898:
2889:
2888:
2799:
2780:
2751:
2722:
2721:on 9 April 2007.
2717:. Archived from
2710:
2691:
2686:. Archived from
2678:
2676:
2651:
2633:
2604:
2603:
2593:
2583:
2559:
2553:
2552:
2532:
2526:
2525:
2491:
2485:
2484:
2482:
2458:
2452:
2451:
2441:
2425:
2419:
2418:
2400:
2380:
2374:
2373:
2356:. 92–93: 64–75.
2348:
2342:
2341:
2339:
2329:
2305:
2299:
2298:
2288:
2278:
2254:
2248:
2247:
2237:
2205:
2199:
2198:
2172:
2144:
2138:
2137:
2111:
2087:
2081:
2080:
2070:
2038:
2027:
2026:
2008:
1995:
1994:
1976:
1956:
1947:
1946:
1944:
1920:
1914:
1913:
1904:(6): 2179–2182.
1893:
1887:
1886:
1866:
1860:
1859:
1853:
1845:
1808:
1802:
1801:
1765:
1759:
1758:
1730:
1724:
1723:
1703:
1697:
1686:
1680:
1679:
1661:
1637:
1631:
1630:
1628:
1627:
1613:
1607:
1606:
1604:
1580:
1574:
1573:
1571:
1565:. Archived from
1540:
1531:
1525:
1524:
1522:
1498:
1492:
1491:
1471:
1465:
1464:
1446:
1426:
1420:
1419:
1417:
1415:10.1002/hbe2.184
1393:
1384:
1383:
1365:
1359:
1358:
1338:
1332:
1331:
1297:
1288:
1282:
1281:
1249:
1240:
1239:
1207:
1198:
1197:
1177:
1168:
1167:
1147:
1138:
1137:
1109:
1100:
1099:
1089:
1069:
1060:
1059:
1049:
1029:
1020:
1019:
999:
990:
989:
969:
963:
962:
943:10.1037/h0043158
936:
916:
910:
909:
883:
874:
865:
864:
855:(6): 2179–2182.
844:
838:
837:
827:
809:
785:
779:
778:
755:Psychophysiology
750:
741:
740:
730:
720:
696:
687:
686:
658:
647:
646:
628:
608:
597:
596:
590:
586:
584:
576:
538:
383:College students
6069:
6068:
6064:
6063:
6062:
6060:
6059:
6058:
6014:
6013:
6012:
6007:
5976:
5974:
5957:
5951:
5934:
5932:
5922:
5849:
5838:
5766:
5760:
5743:
5737:
5718:Solomon Islands
5656:
5645:
5539:
5537:
5530:
5404:
5393:
5377:
5335:
5329:
5315:Northern Cyprus
5297:
5291:
5212:North Macedonia
5033:
5020:
4992:
4960:
4951:
4932:Northern Cyprus
4918:
4911:
4653:
4640:
4639:
4634:
4617:
4604:
4595:
4576:
4574:
4567:
4551:
4549:
4542:
4261:
4248:
4233:
4232:
4213:
4204:
4195:
4187:
4180:
4158:
4146:
4127:
4118:
4110:
4105:
4087:
4068:
4059:
4051:
4046:
4030:
4011:
4003:
3996:
3952:
3935:
3889:
3808:Active learning
3803:Teaching method
3778:Learning theory
3719:
3685:Autodidacticism
3680:Adult education
3666:
3607:Performing arts
3488:
3395:Teacher quality
3385:Standards-based
3341:
3313:
3302:
3297:
3267:
3262:
3196:
3194:
3187:
3164:
3138:
3135:
3134:Standards-based
3127:
3074:
3065:Achievement gap
3053:
2994:Active learning
2982:
2953:Constance Kamii
2921:
2916:
2815:, vol. 43 (4)
2806:
2796:
2713:
2707:
2631:10.1.1.583.7931
2612:
2610:Further reading
2607:
2560:
2556:
2533:
2529:
2514:
2492:
2488:
2459:
2455:
2439:10.1.1.219.4733
2426:
2422:
2381:
2377:
2349:
2345:
2306:
2302:
2255:
2251:
2206:
2202:
2170:10.1.1.398.6303
2145:
2141:
2092:Hayhoe, Mary M.
2088:
2084:
2039:
2030:
2023:
2009:
1998:
1974:10.1.1.529.2727
1957:
1950:
1921:
1917:
1894:
1890:
1867:
1863:
1847:
1846:
1809:
1805:
1766:
1762:
1731:
1727:
1704:
1700:
1687:
1683:
1638:
1634:
1625:
1623:
1615:
1614:
1610:
1581:
1577:
1569:
1538:
1532:
1528:
1499:
1495:
1472:
1468:
1444:10.1.1.670.1047
1427:
1423:
1394:
1387:
1380:
1366:
1362:
1339:
1335:
1295:
1289:
1285:
1250:
1243:
1208:
1201:
1178:
1171:
1148:
1141:
1110:
1103:
1087:10.1.1.471.2089
1070:
1063:
1047:10.1.1.458.4719
1030:
1023:
1000:
993:
970:
966:
934:10.1.1.308.8071
917:
913:
881:
875:
868:
845:
841:
786:
782:
751:
744:
697:
690:
659:
650:
626:10.1.1.459.9126
609:
600:
588:
587:
578:
577:
565:
539:
535:
531:
480:
471:
457:
444:
402:
385:
364:
348:
343:
299:
293:Audience effect
289:
248:
221:
197:
185:
165:modality effect
124:
100:problem solving
92:
64:problem solving
17:
12:
11:
5:
6067:
6057:
6056:
6051:
6046:
6041:
6036:
6031:
6026:
6009:
6008:
6006:
6005:
5995:
5985:
5970:
5967:
5966:
5963:
5962:
5959:
5958:
5956:
5955:
5948:
5943:
5937:
5935:
5927:
5924:
5923:
5921:
5920:
5915:
5910:
5905:
5900:
5895:
5890:
5885:
5880:
5875:
5870:
5865:
5859:
5857:
5851:
5850:
5840:
5839:
5837:
5836:
5831:
5826:
5821:
5816:
5814:Norfolk Island
5811:
5806:
5801:
5796:
5791:
5786:
5781:
5776:
5774:American Samoa
5770:
5768:
5762:
5761:
5759:
5758:
5753:
5747:
5745:
5744:of New Zealand
5739:
5738:
5736:
5735:
5730:
5725:
5720:
5715:
5710:
5705:
5700:
5695:
5690:
5685:
5680:
5675:
5670:
5664:
5662:
5658:
5657:
5647:
5646:
5644:
5643:
5638:
5633:
5628:
5626:Sint Eustatius
5623:
5618:
5613:
5608:
5603:
5598:
5593:
5588:
5583:
5578:
5573:
5571:Cayman Islands
5568:
5563:
5558:
5553:
5548:
5542:
5540:
5535:
5532:
5531:
5529:
5528:
5523:
5518:
5513:
5508:
5503:
5498:
5493:
5488:
5483:
5478:
5473:
5468:
5463:
5458:
5453:
5448:
5443:
5438:
5433:
5428:
5423:
5418:
5412:
5410:
5406:
5405:
5395:
5394:
5392:
5391:
5389:European Union
5385:
5383:
5382:Other entities
5379:
5378:
5376:
5375:
5370:
5365:
5360:
5355:
5350:
5345:
5339:
5337:
5336:other entities
5331:
5330:
5328:
5327:
5322:
5317:
5312:
5307:
5301:
5299:
5293:
5292:
5290:
5289:
5287:United Kingdom
5284:
5279:
5274:
5269:
5264:
5259:
5254:
5249:
5244:
5239:
5234:
5229:
5224:
5219:
5214:
5209:
5204:
5199:
5194:
5189:
5184:
5179:
5174:
5169:
5164:
5159:
5154:
5152:
5147:
5142:
5137:
5132:
5127:
5122:
5117:
5112:
5107:
5102:
5100:Czech Republic
5097:
5092:
5087:
5082:
5077:
5072:
5067:
5062:
5057:
5052:
5047:
5041:
5039:
5035:
5034:
5022:
5021:
5019:
5018:
5008:
4997:
4994:
4993:
4991:
4990:
4985:
4980:
4975:
4970:
4964:
4962:
4953:
4952:
4950:
4949:
4944:
4939:
4934:
4929:
4923:
4921:
4913:
4912:
4910:
4909:
4904:
4899:
4894:
4889:
4884:
4879:
4874:
4869:
4864:
4859:
4854:
4849:
4844:
4839:
4834:
4829:
4824:
4819:
4814:
4809:
4804:
4799:
4794:
4789:
4784:
4779:
4774:
4769:
4764:
4759:
4754:
4749:
4744:
4739:
4734:
4729:
4724:
4719:
4714:
4709:
4704:
4699:
4694:
4689:
4684:
4679:
4674:
4669:
4663:
4661:
4655:
4654:
4642:
4641:
4638:
4637:
4620:
4607:
4598:
4584:Canary Islands
4580:
4579:
4577:
4572:
4569:
4568:
4566:
4565:
4560:
4554:
4552:
4547:
4544:
4543:
4541:
4540:
4535:
4530:
4525:
4520:
4515:
4510:
4505:
4500:
4495:
4490:
4485:
4480:
4475:
4470:
4465:
4460:
4455:
4450:
4445:
4440:
4435:
4430:
4425:
4420:
4415:
4410:
4405:
4400:
4395:
4390:
4385:
4380:
4375:
4370:
4365:
4360:
4355:
4350:
4345:
4340:
4335:
4330:
4325:
4320:
4315:
4310:
4305:
4300:
4295:
4290:
4285:
4280:
4275:
4269:
4267:
4263:
4262:
4250:
4249:
4239:
4238:
4235:
4234:
4231:
4230:
4219:
4218:
4215:
4214:
4210:
4209:
4206:
4205:
4201:
4200:
4197:
4196:
4192:
4190:
4189:
4182:
4172:
4165:
4164:
4153:
4148:
4138:
4132:
4129:
4128:
4124:
4123:
4120:
4119:
4115:
4113:
4112:
4107:
4097:
4090:
4089:
4079:
4073:
4070:
4069:
4065:
4064:
4061:
4060:
4056:
4054:
4053:
4048:
4040:
4033:
4032:
4028:Primary school
4022:
4016:
4013:
4012:
4008:
4006:
4005:
3998:
3988:
3981:
3980:
3975:
3970:
3965:
3957:
3954:
3953:
3941:
3940:
3937:
3936:
3934:
3933:
3928:
3923:
3918:
3913:
3908:
3903:
3897:
3895:
3891:
3890:
3888:
3887:
3882:
3881:
3880:
3875:
3870:
3865:
3860:
3855:
3850:
3845:
3840:
3835:
3830:
3825:
3820:
3815:
3810:
3800:
3795:
3790:
3785:
3780:
3775:
3774:
3773:
3768:
3763:
3753:
3748:
3743:
3741:Cognitive load
3738:
3733:
3727:
3725:
3721:
3720:
3718:
3717:
3712:
3707:
3702:
3697:
3692:
3687:
3682:
3676:
3674:
3668:
3667:
3665:
3664:
3659:
3654:
3649:
3644:
3639:
3634:
3629:
3624:
3619:
3614:
3609:
3604:
3599:
3594:
3589:
3584:
3579:
3574:
3569:
3564:
3559:
3554:
3549:
3544:
3539:
3534:
3529:
3524:
3519:
3514:
3509:
3504:
3498:
3496:
3490:
3489:
3487:
3486:
3485:
3484:
3474:
3469:
3464:
3459:
3454:
3449:
3444:
3439:
3434:
3429:
3424:
3419:
3414:
3412:Evidence-based
3409:
3404:
3399:
3398:
3397:
3392:
3387:
3382:
3377:
3376:
3375:
3360:
3355:
3349:
3347:
3346:By perspective
3343:
3342:
3340:
3339:
3334:
3329:
3323:
3321:
3315:
3314:
3304:
3303:
3296:
3295:
3288:
3281:
3273:
3264:
3263:
3261:
3260:
3258:Whole language
3255:
3250:
3245:
3240:
3235:
3230:
3225:
3220:
3218:Guided reading
3215:
3210:
3205:
3203:Decodable text
3199:
3197:
3192:
3189:
3188:
3186:
3185:
3180:
3174:
3172:
3166:
3165:
3163:
3162:
3157:
3152:
3147:
3141:
3139:
3132:
3129:
3128:
3126:
3125:
3120:
3115:
3110:
3105:
3100:
3095:
3090:
3084:
3082:
3076:
3075:
3073:
3072:
3067:
3061:
3059:
3055:
3054:
3052:
3051:
3046:
3041:
3036:
3031:
3026:
3021:
3016:
3011:
3009:Constructivism
3006:
3004:Cognitive load
3001:
2996:
2990:
2988:
2984:
2983:
2981:
2980:
2975:
2970:
2965:
2960:
2955:
2950:
2948:Caleb Gattegno
2945:
2940:
2935:
2933:Benjamin Bloom
2929:
2927:
2923:
2922:
2915:
2914:
2907:
2900:
2892:
2886:
2885:
2879:
2876:
2873:
2866:
2865:
2859:
2858:vol. 12 (2002)
2853:
2847:
2841:
2840:vol. 53 (2005)
2835:
2829:
2823:
2805:
2802:
2801:
2800:
2794:
2781:
2763:(4): 295–312.
2752:
2734:(5): 343–368.
2723:
2711:
2705:
2692:
2679:
2652:
2624:(3): 513–518.
2611:
2608:
2606:
2605:
2554:
2527:
2512:
2486:
2453:
2420:
2398:10.1.1.73.4200
2391:(2): 156–166.
2375:
2343:
2300:
2249:
2200:
2139:
2109:10.1.1.49.3813
2102:(4): 723–742.
2082:
2053:(4): 602–619.
2028:
2021:
1996:
1967:(2): 177–190.
1948:
1915:
1888:
1861:
1820:(4): 570–576.
1803:
1776:(1): 135–139.
1760:
1741:(2): 103–107.
1725:
1714:(1): 144–155.
1698:
1681:
1632:
1608:
1575:
1572:on 2019-02-22.
1549:(1): 223–234.
1526:
1513:(5): 434–451.
1493:
1466:
1421:
1408:(2): 149–157.
1385:
1378:
1360:
1349:(6): 511–525.
1333:
1283:
1264:(4): 293–332.
1241:
1199:
1169:
1158:(4): 347–362.
1139:
1120:(2): 233–246.
1101:
1080:(2): 319–334.
1061:
1040:(2): 358–368.
1021:
1010:(4): 429–434.
991:
964:
911:
892:(3): 251–296.
866:
839:
780:
761:(4): 457–461.
742:
688:
669:(4): 737–743.
648:
619:(2): 257–285.
598:
589:|journal=
563:
532:
530:
527:
526:
525:
519:
509:
504:
498:
492:
487:
479:
476:
470:
467:
456:
453:
443:
440:
436:working memory
432:working memory
414:working memory
401:
398:
384:
381:
376:center of mass
368:working memory
363:
360:
347:
344:
342:
339:
288:
285:
277:working memory
264:blood pressure
247:
244:
220:
217:
196:
193:
184:
181:
149:construction.
123:
120:
108:working memory
91:
88:
80:working memory
29:working memory
25:cognitive load
15:
9:
6:
4:
3:
2:
6066:
6055:
6052:
6050:
6047:
6045:
6042:
6040:
6037:
6035:
6032:
6030:
6027:
6025:
6022:
6021:
6019:
6004:
5996:
5994:
5986:
5984:
5983:
5972:
5971:
5968:
5954:
5949:
5947:
5946:French Guiana
5944:
5942:
5939:
5938:
5936:
5930:
5925:
5919:
5916:
5914:
5911:
5909:
5906:
5904:
5901:
5899:
5896:
5894:
5891:
5889:
5886:
5884:
5881:
5879:
5876:
5874:
5871:
5869:
5866:
5864:
5861:
5860:
5858:
5856:
5852:
5845:
5835:
5832:
5830:
5827:
5825:
5822:
5820:
5817:
5815:
5812:
5810:
5809:New Caledonia
5807:
5805:
5802:
5800:
5797:
5795:
5792:
5790:
5789:Easter Island
5787:
5785:
5782:
5780:
5777:
5775:
5772:
5771:
5769:
5763:
5757:
5754:
5752:
5749:
5748:
5746:
5740:
5734:
5731:
5729:
5726:
5724:
5721:
5719:
5716:
5714:
5711:
5709:
5706:
5704:
5701:
5699:
5696:
5694:
5691:
5689:
5686:
5684:
5681:
5679:
5676:
5674:
5671:
5669:
5666:
5665:
5663:
5659:
5652:
5642:
5639:
5637:
5634:
5632:
5629:
5627:
5624:
5622:
5619:
5617:
5614:
5612:
5609:
5607:
5604:
5602:
5599:
5597:
5594:
5592:
5589:
5587:
5584:
5582:
5579:
5577:
5574:
5572:
5569:
5567:
5564:
5562:
5559:
5557:
5554:
5552:
5549:
5547:
5544:
5543:
5541:
5533:
5527:
5526:United States
5524:
5522:
5519:
5517:
5514:
5512:
5509:
5507:
5504:
5502:
5499:
5497:
5494:
5492:
5489:
5487:
5484:
5482:
5479:
5477:
5474:
5472:
5469:
5467:
5464:
5462:
5459:
5457:
5454:
5452:
5449:
5447:
5444:
5442:
5439:
5437:
5434:
5432:
5429:
5427:
5424:
5422:
5419:
5417:
5414:
5413:
5411:
5407:
5400:
5390:
5387:
5386:
5384:
5380:
5374:
5371:
5369:
5366:
5364:
5361:
5359:
5356:
5354:
5351:
5349:
5348:Faroe Islands
5346:
5344:
5341:
5340:
5338:
5332:
5326:
5323:
5321:
5320:South Ossetia
5318:
5316:
5313:
5311:
5308:
5306:
5303:
5302:
5300:
5294:
5288:
5285:
5283:
5280:
5278:
5275:
5273:
5270:
5268:
5265:
5263:
5260:
5258:
5255:
5253:
5250:
5248:
5245:
5243:
5240:
5238:
5235:
5233:
5230:
5228:
5225:
5223:
5220:
5218:
5215:
5213:
5210:
5208:
5205:
5203:
5200:
5198:
5195:
5193:
5190:
5188:
5185:
5183:
5180:
5178:
5175:
5173:
5172:Liechtenstein
5170:
5168:
5165:
5163:
5160:
5158:
5155:
5153:
5151:
5148:
5146:
5143:
5141:
5138:
5136:
5133:
5131:
5128:
5126:
5123:
5121:
5118:
5116:
5113:
5111:
5108:
5106:
5103:
5101:
5098:
5096:
5093:
5091:
5088:
5086:
5083:
5081:
5078:
5076:
5073:
5071:
5068:
5066:
5063:
5061:
5058:
5056:
5053:
5051:
5048:
5046:
5043:
5042:
5040:
5036:
5032:
5027:
5017:
5013:
5009:
5007:
4999:
4998:
4995:
4989:
4986:
4984:
4981:
4979:
4976:
4974:
4971:
4969:
4966:
4965:
4963:
4958:
4954:
4948:
4945:
4943:
4942:South Ossetia
4940:
4938:
4935:
4933:
4930:
4928:
4925:
4924:
4922:
4920:
4914:
4908:
4905:
4903:
4900:
4898:
4895:
4893:
4890:
4888:
4885:
4883:
4880:
4878:
4875:
4873:
4870:
4868:
4865:
4863:
4860:
4858:
4855:
4853:
4850:
4848:
4845:
4843:
4840:
4838:
4835:
4833:
4830:
4828:
4825:
4823:
4820:
4818:
4815:
4813:
4810:
4808:
4805:
4803:
4800:
4798:
4795:
4793:
4790:
4788:
4785:
4783:
4780:
4778:
4775:
4773:
4770:
4768:
4765:
4763:
4760:
4758:
4755:
4753:
4750:
4748:
4745:
4743:
4740:
4738:
4735:
4733:
4730:
4728:
4725:
4723:
4720:
4718:
4715:
4713:
4710:
4708:
4705:
4703:
4700:
4698:
4695:
4693:
4690:
4688:
4685:
4683:
4680:
4678:
4675:
4673:
4670:
4668:
4665:
4664:
4662:
4660:
4656:
4652:
4647:
4632:
4628:
4624:
4621:
4615:
4611:
4608:
4602:
4599:
4593:
4589:
4585:
4582:
4581:
4578:
4570:
4564:
4561:
4559:
4556:
4555:
4553:
4545:
4539:
4536:
4534:
4531:
4529:
4526:
4524:
4521:
4519:
4516:
4514:
4511:
4509:
4506:
4504:
4501:
4499:
4496:
4494:
4491:
4489:
4486:
4484:
4481:
4479:
4476:
4474:
4471:
4469:
4466:
4464:
4461:
4459:
4456:
4454:
4451:
4449:
4446:
4444:
4441:
4439:
4436:
4434:
4431:
4429:
4426:
4424:
4421:
4419:
4416:
4414:
4411:
4409:
4406:
4404:
4401:
4399:
4396:
4394:
4391:
4389:
4388:Guinea-Bissau
4386:
4384:
4381:
4379:
4376:
4374:
4371:
4369:
4366:
4364:
4361:
4359:
4356:
4354:
4351:
4349:
4346:
4344:
4341:
4339:
4336:
4334:
4331:
4329:
4326:
4324:
4321:
4319:
4316:
4314:
4311:
4309:
4306:
4304:
4301:
4299:
4296:
4294:
4291:
4289:
4286:
4284:
4281:
4279:
4276:
4274:
4271:
4270:
4268:
4264:
4260:
4255:
4251:
4244:
4240:
4229:
4225:
4221:
4220:
4216:
4191:
4186:
4183:
4179:
4178:Undergraduate
4176:
4175:
4170:
4167:
4166:
4162:
4157:
4154:
4152:
4149:
4145:
4142:
4141:
4136:
4133:
4114:
4108:
4104:
4103:Middle school
4101:
4100:
4095:
4092:
4091:
4086:
4083:
4082:
4077:
4074:
4055:
4049:
4044:
4043:
4038:
4035:
4034:
4029:
4026:
4025:
4020:
4017:
4007:
4002:
3999:
3995:
3992:
3991:
3986:
3983:
3982:
3979:
3976:
3974:
3971:
3969:
3966:
3964:
3961:
3960:
3955:
3951:
3946:
3942:
3932:
3929:
3927:
3924:
3922:
3919:
3917:
3914:
3912:
3909:
3907:
3904:
3902:
3899:
3898:
3896:
3892:
3886:
3883:
3879:
3876:
3874:
3871:
3869:
3868:Project-based
3866:
3864:
3863:Problem-based
3861:
3859:
3856:
3854:
3851:
3849:
3846:
3844:
3841:
3839:
3836:
3834:
3831:
3829:
3826:
3824:
3823:Demonstration
3821:
3819:
3818:Contemplative
3816:
3814:
3811:
3809:
3806:
3805:
3804:
3801:
3799:
3796:
3794:
3791:
3789:
3786:
3784:
3781:
3779:
3776:
3772:
3769:
3767:
3764:
3762:
3759:
3758:
3757:
3754:
3752:
3749:
3747:
3744:
3742:
3739:
3737:
3734:
3732:
3729:
3728:
3726:
3722:
3716:
3713:
3711:
3708:
3706:
3705:Homeschooling
3703:
3701:
3698:
3696:
3693:
3691:
3688:
3686:
3683:
3681:
3678:
3677:
3675:
3673:
3669:
3663:
3660:
3658:
3655:
3653:
3650:
3648:
3645:
3643:
3640:
3638:
3635:
3633:
3630:
3628:
3625:
3623:
3620:
3618:
3615:
3613:
3610:
3608:
3605:
3603:
3600:
3598:
3595:
3593:
3590:
3588:
3585:
3583:
3580:
3578:
3575:
3573:
3570:
3568:
3565:
3563:
3560:
3558:
3555:
3553:
3552:Environmental
3550:
3548:
3545:
3543:
3540:
3538:
3535:
3533:
3530:
3528:
3525:
3523:
3520:
3518:
3515:
3513:
3510:
3508:
3505:
3503:
3500:
3499:
3497:
3495:
3491:
3483:
3480:
3479:
3478:
3477:Instructional
3475:
3473:
3470:
3468:
3465:
3463:
3460:
3458:
3455:
3453:
3450:
3448:
3445:
3443:
3440:
3438:
3435:
3433:
3430:
3428:
3425:
3423:
3420:
3418:
3415:
3413:
3410:
3408:
3405:
3403:
3400:
3396:
3393:
3391:
3388:
3386:
3383:
3381:
3380:Psychometrics
3378:
3374:
3371:
3370:
3369:
3366:
3365:
3364:
3361:
3359:
3356:
3354:
3351:
3350:
3348:
3344:
3338:
3335:
3333:
3330:
3328:
3325:
3324:
3322:
3320:
3316:
3309:
3305:
3301:
3294:
3289:
3287:
3282:
3280:
3275:
3274:
3271:
3259:
3256:
3254:
3251:
3249:
3246:
3244:
3241:
3239:
3236:
3234:
3233:Rote learning
3231:
3229:
3226:
3224:
3221:
3219:
3216:
3214:
3211:
3209:
3206:
3204:
3201:
3200:
3198:
3190:
3184:
3181:
3179:
3176:
3175:
3173:
3171:
3167:
3161:
3158:
3156:
3153:
3151:
3148:
3146:
3143:
3142:
3140:
3137:
3130:
3124:
3121:
3119:
3116:
3114:
3111:
3109:
3106:
3104:
3101:
3099:
3096:
3094:
3091:
3089:
3086:
3085:
3083:
3081:
3077:
3071:
3068:
3066:
3063:
3062:
3060:
3056:
3050:
3047:
3045:
3042:
3040:
3037:
3035:
3032:
3030:
3027:
3025:
3022:
3020:
3017:
3015:
3012:
3010:
3007:
3005:
3002:
3000:
2997:
2995:
2992:
2991:
2989:
2985:
2979:
2976:
2974:
2971:
2969:
2968:William Spady
2966:
2964:
2961:
2959:
2956:
2954:
2951:
2949:
2946:
2944:
2943:Rheta DeVries
2941:
2939:
2938:Jerome Bruner
2936:
2934:
2931:
2930:
2928:
2924:
2920:
2913:
2908:
2906:
2901:
2899:
2894:
2893:
2890:
2883:
2880:
2877:
2874:
2871:
2870:
2869:
2863:
2860:
2857:
2854:
2851:
2848:
2845:
2842:
2839:
2836:
2833:
2830:
2827:
2824:
2822:
2818:
2814:
2811:
2810:
2809:
2797:
2791:
2787:
2782:
2778:
2774:
2770:
2766:
2762:
2758:
2753:
2749:
2745:
2741:
2737:
2733:
2729:
2724:
2720:
2716:
2712:
2708:
2702:
2698:
2693:
2689:
2685:
2680:
2675:
2670:
2666:
2662:
2658:
2653:
2649:
2645:
2641:
2637:
2632:
2627:
2623:
2619:
2614:
2613:
2601:
2597:
2592:
2587:
2582:
2577:
2573:
2569:
2565:
2558:
2550:
2546:
2542:
2538:
2531:
2523:
2519:
2515:
2509:
2505:
2501:
2497:
2490:
2481:
2476:
2472:
2468:
2464:
2457:
2449:
2445:
2440:
2435:
2431:
2424:
2416:
2412:
2408:
2404:
2399:
2394:
2390:
2386:
2379:
2371:
2367:
2363:
2359:
2355:
2347:
2338:
2333:
2328:
2323:
2319:
2315:
2311:
2304:
2296:
2292:
2287:
2282:
2277:
2272:
2268:
2264:
2260:
2253:
2245:
2241:
2236:
2231:
2227:
2223:
2219:
2215:
2211:
2204:
2196:
2192:
2188:
2184:
2180:
2176:
2171:
2166:
2162:
2158:
2154:
2150:
2143:
2135:
2131:
2127:
2123:
2119:
2115:
2110:
2105:
2101:
2097:
2093:
2086:
2078:
2074:
2069:
2064:
2060:
2056:
2052:
2048:
2044:
2037:
2035:
2033:
2024:
2018:
2014:
2007:
2005:
2003:
2001:
1992:
1988:
1984:
1980:
1975:
1970:
1966:
1962:
1955:
1953:
1943:
1938:
1934:
1930:
1926:
1919:
1911:
1907:
1903:
1899:
1892:
1884:
1880:
1876:
1872:
1865:
1857:
1851:
1843:
1839:
1835:
1831:
1827:
1823:
1819:
1815:
1807:
1799:
1795:
1791:
1787:
1783:
1779:
1775:
1771:
1764:
1756:
1752:
1748:
1744:
1740:
1736:
1729:
1721:
1717:
1713:
1709:
1702:
1695:
1691:
1685:
1677:
1673:
1669:
1665:
1660:
1655:
1651:
1647:
1643:
1636:
1622:
1618:
1612:
1603:
1598:
1594:
1590:
1586:
1579:
1568:
1564:
1560:
1556:
1552:
1548:
1544:
1537:
1530:
1521:
1516:
1512:
1508:
1504:
1497:
1489:
1485:
1481:
1477:
1470:
1462:
1458:
1454:
1450:
1445:
1440:
1436:
1432:
1425:
1416:
1411:
1407:
1403:
1399:
1392:
1390:
1381:
1375:
1371:
1364:
1356:
1352:
1348:
1344:
1337:
1329:
1325:
1321:
1317:
1313:
1309:
1305:
1301:
1294:
1287:
1279:
1275:
1271:
1267:
1263:
1259:
1255:
1248:
1246:
1237:
1233:
1229:
1225:
1221:
1217:
1213:
1206:
1204:
1195:
1191:
1187:
1183:
1176:
1174:
1165:
1161:
1157:
1153:
1146:
1144:
1135:
1131:
1127:
1123:
1119:
1115:
1108:
1106:
1097:
1093:
1088:
1083:
1079:
1075:
1068:
1066:
1057:
1053:
1048:
1043:
1039:
1035:
1028:
1026:
1017:
1013:
1009:
1005:
998:
996:
987:
983:
979:
975:
968:
960:
956:
952:
948:
944:
940:
935:
930:
926:
922:
915:
907:
903:
899:
895:
891:
887:
880:
873:
871:
862:
858:
854:
850:
843:
835:
831:
826:
821:
817:
813:
808:
803:
799:
795:
791:
784:
776:
772:
768:
764:
760:
756:
749:
747:
738:
734:
729:
724:
719:
714:
710:
706:
702:
695:
693:
684:
680:
676:
672:
668:
664:
657:
655:
653:
644:
640:
636:
632:
627:
622:
618:
614:
607:
605:
603:
594:
582:
574:
570:
566:
560:
556:
552:
548:
544:
537:
533:
523:
520:
517:
513:
510:
508:
505:
502:
499:
496:
493:
491:
488:
485:
482:
481:
475:
466:
463:
452:
450:
439:
437:
433:
429:
425:
423:
422:metacognition
418:
415:
411:
407:
406:Alan Baddeley
397:
395:
390:
380:
377:
373:
369:
359:
357:
353:
338:
336:
332:
328:
324:
320:
316:
312:
308:
304:
298:
294:
284:
280:
278:
274:
268:
265:
261:
256:
252:
243:
240:
238:
232:
228:
225:
216:
214:
208:
206:
201:
192:
190:
180:
178:
174:
170:
166:
161:
159:
155:
150:
148:
144:
139:
137:
133:
129:
119:
117:
113:
109:
105:
101:
97:
87:
83:
81:
77:
73:
69:
65:
60:
58:
54:
50:
46:
42:
38:
34:
30:
26:
22:
5973:
5929:Dependencies
5765:Dependencies
5751:Cook Islands
5631:Sint Maarten
5611:Saint Martin
5325:Transnistria
4957:Dependencies
4887:Turkmenistan
4852:Saudi Arabia
4623:Saint Helena
4594:
4498:South Africa
4488:Sierra Leone
4293:Burkina Faso
4185:Postgraduate
4001:Kindergarten
3853:Personalized
3833:Experiential
3793:Teacher look
3740:
3502:Agricultural
3358:Anthropology
3193:Standardized
3003:
2978:Lev Vygotsky
2867:
2861:
2855:
2849:
2843:
2837:
2831:
2825:
2812:
2807:
2785:
2760:
2756:
2731:
2727:
2719:the original
2696:
2688:the original
2664:
2660:
2621:
2617:
2571:
2567:
2557:
2543:(2): 100–5.
2540:
2536:
2530:
2495:
2489:
2470:
2466:
2456:
2429:
2423:
2388:
2384:
2378:
2353:
2346:
2320:(1): 27–45.
2317:
2313:
2303:
2266:
2262:
2252:
2220:(2): 65–73.
2217:
2213:
2203:
2152:
2148:
2142:
2099:
2095:
2085:
2050:
2046:
2012:
1964:
1960:
1932:
1928:
1918:
1901:
1897:
1891:
1874:
1870:
1864:
1850:cite journal
1817:
1813:
1806:
1773:
1769:
1763:
1738:
1734:
1728:
1711:
1707:
1701:
1693:
1684:
1649:
1645:
1635:
1624:. Retrieved
1620:
1611:
1592:
1588:
1578:
1567:the original
1546:
1542:
1529:
1510:
1506:
1496:
1479:
1475:
1469:
1437:(1): 63–71.
1434:
1430:
1424:
1405:
1401:
1369:
1363:
1346:
1342:
1336:
1306:(2): 75–86.
1303:
1299:
1286:
1261:
1257:
1222:(1): 23–31.
1219:
1215:
1188:(1): 59–89.
1185:
1181:
1155:
1151:
1117:
1113:
1077:
1073:
1037:
1033:
1007:
1003:
980:(1): 55–81.
977:
973:
967:
927:(2): 81–97.
924:
920:
914:
889:
885:
852:
848:
842:
797:
793:
783:
758:
754:
708:
704:
666:
662:
616:
612:
546:
536:
516:scuba diving
512:Task loading
472:
458:
445:
426:
419:
410:Graham Hitch
403:
386:
365:
349:
323:Stereotyping
311:subconscious
307:stereotyping
300:
297:Drive theory
281:
269:
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249:
241:
233:
229:
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222:
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154:John Sweller
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61:
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6003:WikiProject
5698:New Zealand
5601:Puerto Rico
5511:Saint Lucia
5461:El Salvador
5363:Isle of Man
5298:recognition
5272:Switzerland
5207:Netherlands
5016:Asia portal
4917:States with
4837:Philippines
4777:South Korea
4772:North Korea
4667:Afghanistan
4550:recognition
4503:South Sudan
4393:Ivory Coast
4109:High school
3906:Definitions
3783:Lesson plan
3672:Alternative
3577:Mathematics
3547:Engineering
2973:Marc Tucker
2963:Jean Piaget
2926:Individuals
800:(10): 856.
246:Measurement
128:G.A. Miller
6018:Categories
5596:Montserrat
5591:Martinique
5586:Guadeloupe
5441:Costa Rica
5242:San Marino
5202:Montenegro
5182:Luxembourg
5162:Kazakhstan
5065:Azerbaijan
4897:Uzbekistan
4872:Tajikistan
4787:Kyrgyzstan
4767:Kazakhstan
4687:Bangladesh
4677:Azerbaijan
4605:(Portugal)
4563:Somaliland
4483:Seychelles
4448:Mozambique
4433:Mauritania
4418:Madagascar
4373:The Gambia
4308:Cape Verde
4161:Continuing
4151:Vocational
3756:Curriculum
3690:Democratic
3662:Vocational
3652:Technology
3612:Philosophy
3494:By subject
3472:Technology
3452:Psychology
3437:Philosophy
3427:Leadership
3368:Evaluation
3363:Assessment
3195:curriculum
3136:assessment
3098:Goals 2000
2473:: 100008.
2337:1765/31101
1652:(1): 1–9.
1626:2023-04-20
1320:1874/16899
529:References
291:See also:
260:heart rate
219:Extraneous
183:Categories
49:extraneous
6024:Cognition
5918:Venezuela
5863:Argentina
5668:Australia
5581:Greenland
5496:Nicaragua
5471:Guatemala
5353:Gibraltar
5177:Lithuania
4983:Hong Kong
4937:Palestine
4862:Sri Lanka
4857:Singapore
4737:Indonesia
4438:Mauritius
3994:Preschool
3894:Wikimedia
3632:Religious
3557:Euthenics
3542:Economics
3522:Chemistry
3512:Bilingual
3467:Sociology
3422:Inclusion
3402:Economics
3300:Education
3024:Inclusion
2838:ETR&D
2821:0046-1520
2777:145058758
2626:CiteSeerX
2522:241713101
2434:CiteSeerX
2393:CiteSeerX
2165:CiteSeerX
2104:CiteSeerX
1969:CiteSeerX
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1668:2055-1045
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1082:CiteSeerX
1042:CiteSeerX
929:CiteSeerX
816:2076-328X
621:CiteSeerX
591:ignored (
581:cite book
428:Gesturing
321:effect.
195:Intrinsic
45:intrinsic
6049:Pedagogy
6044:Learning
5993:Category
5908:Suriname
5898:Paraguay
5883:Colombia
5683:Kiribati
5546:Anguilla
5481:Honduras
5451:Dominica
5426:Barbados
5373:Svalbard
5358:Guernsey
5305:Abkhazia
5257:Slovenia
5252:Slovakia
5227:Portugal
5085:Bulgaria
5006:Category
4927:Abkhazia
4877:Thailand
4832:Pakistan
4812:Mongolia
4807:Maldives
4802:Malaysia
4702:Cambodia
4629: /
4625: /
4618:(France)
4612: /
4590: /
4586: /
4538:Zimbabwe
4513:Tanzania
4363:Ethiopia
4358:Eswatini
4338:Djibouti
4303:Cameroon
4288:Botswana
3878:Socratic
3838:Feedback
3724:Concepts
3617:Physical
3587:Military
3567:Language
3517:Business
3457:Research
3447:Politics
3432:Pedagogy
3327:Glossary
3312:Overview
2987:Theories
2882:ISO 9241
2648:16938033
2600:33828735
2370:10493691
2295:29541685
2269:(1): 6.
2244:19135405
2187:23990553
2126:10097009
2077:21564226
1991:14979759
1842:32223760
1834:17397436
1798:22614522
1790:12121823
1676:54036730
1461:16587887
1328:17067829
1278:35905547
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1134:40723362
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951:13310704
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825:10604157
737:28824473
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683:67201799
573:86587936
478:See also
400:Children
389:Facebook
41:pedagogy
5913:Uruguay
5888:Ecuador
5868:Bolivia
5829:Tokelau
5733:Vanuatu
5576:Curaçao
5561:Bonaire
5556:Bermuda
5486:Jamaica
5466:Grenada
5421:Bahamas
5282:Ukraine
5232:Romania
5192:Moldova
5150:Ireland
5145:Iceland
5140:Hungary
5130:Germany
5125:Georgia
5115:Finland
5110:Estonia
5105:Denmark
5090:Croatia
5075:Belgium
5070:Belarus
5060:Austria
5055:Armenia
5050:Andorra
5045:Albania
4902:Vietnam
4817:Myanmar
4797:Lebanon
4727:Georgia
4682:Bahrain
4672:Armenia
4614:Réunion
4610:Mayotte
4601:Madeira
4596:(Spain)
4592:Melilla
4523:Tunisia
4493:Somalia
4478:Senegal
4463:Nigeria
4453:Namibia
4443:Morocco
4408:Liberia
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4353:Eritrea
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3319:General
3228:Phonics
3223:Lecture
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352:novices
331:arousal
315:schemas
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5873:Brazil
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5728:Tuvalu
5501:Panama
5491:Mexico
5436:Canada
5431:Belize
5368:Jersey
5310:Kosovo
5277:Turkey
5267:Sweden
5247:Serbia
5237:Russia
5222:Poland
5217:Norway
5197:Monaco
5167:Latvia
5135:Greece
5120:France
5095:Cyprus
4947:Taiwan
4882:Turkey
4847:Russia
4782:Kuwait
4762:Jordan
4752:Israel
4712:Cyprus
4697:Brunei
4692:Bhutan
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5703:Palau
5693:Nauru
5551:Aruba
5476:Haiti
5343:Åland
5262:Spain
5187:Malta
5157:Italy
4988:Macau
4907:Yemen
4867:Syria
4842:Qatar
4822:Nepal
4757:Japan
4732:India
4722:Egypt
4707:China
4588:Ceuta
4508:Sudan
4458:Niger
4413:Libya
4398:Kenya
4378:Ghana
4368:Gabon
4343:Egypt
4283:Benin
3931:Texts
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