Cognitive Load Theory, Evolutionary Educational Psychology, and Instructional Design
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Based on Geary's distinction between biologically primary and secondary knowledge, evolutionary educational psychology allows categorisation of information in instructionally meaningful ways central to cognitive load theory.
“Based on Geary ' s distinction between biologically primary and secondary knowledge (Geary 2008, 2012; Geary and Berch 2016), evolutionary educational psychology allows us to categorise information in instructionally meaningful ways that now are central to cognitive load theory (Sweller 2016a).”
From Cognitive Architecture and Instructional Design: 20 Years Later (2019) · cites this paper as Sweller 2016a
Cites
The role of deliberate practice in the acquisition of expert performance
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Kirschner, P. A., Sweller, J., & Clark, R. E. (2006) · Educational Psychologist · doi:10.1207/s15326985ep4102_1 · Cited by 6,887 · see citing works
Self-citationThe magical number 4 in short-term memory: A reconsideration of mental storage capacity
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Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load
Sweller, J. (2010) · Educational Psychology Review · doi:10.1007/s10648-010-9128-5 · Cited by 2,020 · see citing works
Self-citationThe Equivalence of Learning Paths in Early Science Instruction
Klahr, D., & Nigam, M. (2004) · Psychological Science · doi:10.1111/j.0956-7976.2004.00737.x · Cited by 914 · see citing works
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Chunking in recall of symbolic drawings
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Domain-Specific Knowledge and Why Teaching Generic Skills Does Not Work
Tricot, A., & Sweller, J. (2014) · Educational Psychology Review · doi:10.1007/s10648-013-9243-1 · Cited by 273 · see citing works
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Cognitive Architecture and Instructional Design: 20 Years Later
Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019) · Educational Psychology Review · doi:10.1007/s10648-019-09465-5 · Cited by 2,337 · see citing works
“In contrast to the generic-cognitive skills associated with most biologically primary knowledge, biologically secondary knowledge is heavily domain-specific (Sweller 2015, 2016b; Tricot and Sweller 2014).”
BackgroundInfluentialSelf-citationChen, O., Castro-Alonso, J. C., Paas, F., & Sweller, J. (2018) · Educational Psychology Review · doi:10.1007/s10648-017-9426-2 · Cited by 239 · see citing works
Self-citationCollaborative learning effects when students have complete or incomplete knowledge
Retnowati, E., Ayres, P., & Sweller, J. (2018) · Applied Cognitive Psychology · doi:10.1002/acp.3444 · Cited by 66 · see citing works
Self-citationCognitive Load Theory, Resource Depletion and the Delayed Testing Effect
Leahy, W., & Sweller, J. (2019) · Educational Psychology Review · doi:10.1007/s10648-019-09476-2 · Cited by 59 · see citing works
Self-citationShould self-regulated learning be integrated with cognitive load theory? A commentary
Sweller, J., & Paas, F. (2017) · Learning and Instruction · doi:10.1016/j.learninstruc.2017.05.005 · Cited by 54 · see citing works
Self-citationDarejeh, A., Marcus, N., & Sweller, J. (2021) · Educational Technology Research and Development · doi:10.1007/s11423-021-10024-5 · Cited by 29 · see citing works
Self-citationGupta, S., & Jaiswal, R. (2024) · The International Journal of Management Education · doi:10.1016/j.ijme.2024.101070 · Cited by 22 · see citing works
- Authors
- Sweller, J.
- Affiliations
- UNSW Sydney (AU)
- Corresponding author
- Sweller, John
- ORCID
- Sweller, John
- Venue
- Evolutionary Psychology
- Publisher
- Springer International Publishing
- Published
- 2016
- Pages
- 291-306
- ISSN
- 2197-9898 (ISSN-L)
- 2197-9901
- OpenAlex
- W2464667172
- Cited by
- 97
- References
- 10
- Citations by year
- 2026: 9 · 2025: 10 · 2024: 9 · 2023: 6 · 2022: 9 · 2021: 12 · 2020: 13 · 2019: 15 · 2018: 7 · 2017: 6 · 2016: 1
- FWCI
- 45.66
- Type
- book chapter
- Language
- en
- Open access
- closed
- Locations
- Evolutionary psychology (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neuroscience, Education and Cognitive Function
- Keywords
- cognitive load theory, instructional design, extraneous cognitive load, working memory, explicit instruction, information processing architecture, cognitive evolution
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